The challenge of education is to be a master of subject matter and an expert in the learning process. The teacher education program at Buena Vista University offers the professional courses required for licensure in elementary education, secondary education, special education and various endorsement areas. All programs are approved by the Iowa Department of Education and are accredited by the North Central Association of Colleges and Schools.

Buena Vista University is committed to developing quality teacher education graduates within the conceptual framework of the New American College orientation, the teacher as reflective practitioner theme and the principles developed by the Interstate New Teacher Assessment and Support Consortium (INTASC). In addition, the program adheres to the guidelines developed by the professional associations in education and the Iowa Department of Education.

The New American College orientation is evident within the School of Education & Exercise Science where the focus is to integrate theory into practice, to actively engage the learner in his/her education in and out of the classroom, to consciously blend liberal and professional learning, and to promote the idea of education for service.

The "Teacher as Reflective Practitioner" approach is an organizing theme in the School of Education & Exercise Science. This theme requires students to develop and reflect in three areas: as learner, as instructor, and as professional. The reflective practitioner theme requires students to be conscious of their practice and its impact on others, to have a thoughtful explanation for the course of action chosen and to develop a mindset that constantly reflects on current practice and activity so as to improve upon it.

Also, important to the Buena Vista University framework are the INTASC principles that begin with a knowledge component and move toward the application of that knowledge in a teaching setting. The principles affirm the traditional approach of needing to know; however, they ask the learner to move on to a performance or outcome of that knowledge as the demonstration of true understanding. The ten INTASC principles upon which the program has been developed are:

• The practitioner candidate understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.
• The practitioner candidate understands how children learn and develop and can provide learning opportunities that support their intellectual, social, and personal development.
• The practitioner candidate understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
• The practitioner candidate understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.
• The practitioner candidate uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
• The practitioner candidate uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
• The practitioner candidate plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.
• The practitioner candidate understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
• The practitioner candidate is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks opportunities to grow professionally.
• The practitioner candidate fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being.

The INTASC principles, Iowa Department of Education guidelines, and trends in the profession require that teacher education programs follow a performance-based model. As one moves through Buena Vista University's program, one will experience the performance-based orientation through completion of course competencies, development of portfolios, and the systematic progression through required checkpoints. The emphasis of these activities will be on outcomes: clear, observable demonstrations of learning.