Instructional Strategist I, II, & I and II ALL
Graduate Endorsements
Instructional Strategist I, II, & I and II ALL
Instructional Strategist I, II, & I and II ALL
Stand Out in your calling.
JANUARY 7
NEXT START
With several start dates throughout the year.
21-24
CREDIT PROGRAMS
Complete the program in just 3-4 semesters.
ONLINE
COURSEWORK
Complete your coursework 100% online and asynchronous.
$360
COST PER CREDIT
Earn your endorsement at one of Iowa’s most affordable programs.
Why Northwestern?
Why Northwestern?
Why Northwestern?
Northwestern College’s Special Education endorsement programs offer a streamlined, fully online pathway that prepares educators to serve diverse learners across instructional settings. Designed for working teachers, we offer all 4 Iowa instructional strategist endorsements, allowing educators to expand their expertise efficiently without duplicating coursework.
All coursework meets Iowa Department of Education endorsement requirements and emphasizes practical, classroom-ready strategies you can apply immediately. Taught by experienced faculty who understand the realities of today’s classrooms, this program equips you with the skills, confidence and flexibility to grow your impact—and your career—in special education.
Not teaching in the state of Iowa? We will check with your state’s department of education to determine if this endorsement can be substituted for a certification in your state.
To add this endorsement in Iowa, educators must complete 24 credit hours in special education.
Choose the endorsement emphasis that’s right for your classroom and career goals:
Choose the endorsement emphasis that’s right for your classroom and career goals:
Choose the endorsement emphasis that’s right for your classroom and career goals:
It’s more than a lane change.
Earning an endorsement doesn’t have to cost you time away from your other responsibilities. Log into class each week and complete your coursework, whenever it’s most convenient for you. Take 1-2 online 8 week classes at a time and you’ll finish your endorsement in just 3-4 semesters!
Resources to support your journey.
Resources to support your journey.
Resources to support your journey.
Application requirements
Application requirements
Application requirements
No GRE required. No application fee.
Application materials reviewed on a rolling basis. They will be evaluated as they are received.
No GRE required. No application fee.
Application materials reviewed on a rolling basis. They will be evaluated as they are received.
No GRE required. No application fee.
Application materials reviewed on a rolling basis. They will be evaluated as they are received.
Baccalaureate degree
Official transcripts showing a degree from an accredited institution.
- Official transcripts are needed from your bachelor’s degree institution.
- No undergraduate transcripts are required of NWC alumni.
Send official transcripts to onlineadmissions@nwciowa.edu or
Northwestern College Graduate & Professional Studies
101 7th St SW
Orange City, IA 51041
Degrees from colleges accredited by the Association for Biblical Higher Education [ABHE] or affiliated with the Transnational Association of Christian Colleges & Universities [TRACS] will be considered on a case-by-case basis.
GPA requirements
Minimum undergraduate cumulative GPA of 3.0 on a 4.0 scale.
Applicants with a GPA under 3.0 may be eligible for conditional admission on a case-by-case basis.
Teaching license
Documentation of valid teaching license.
A digital or scanned copy from your state’s Department of Education website is sufficient.
Program specifics
Program specifics
Program specifics
Student Teaching
The Instructional Strategist I, II, or I and II ALL endorsements require student-teaching hours logged in a classroom with a supervising teacher. Student teaching can be completed in 15 days, typically in your own school! Some teachers do not need to complete the student teaching requirement depending on their certification.
Student Teaching
The Instructional Strategist I, II, or I and II ALL endorsements require student-teaching hours logged in a classroom with a supervising teacher. Student teaching can be completed in 15 days, typically in your own school! Some teachers do not need to complete the student teaching requirement depending on their certification.
Student Teaching
The Instructional Strategist I, II, or I and II ALL endorsements require student-teaching hours logged in a classroom with a supervising teacher. Student teaching can be completed in 15 days, typically in your own school! Some teachers do not need to complete the student teaching requirement depending on their certification.
A total of 24 credit hours in special education is required to add this endorsement in Iowa. Most licensed teachers can transfer at least three special education credits from their undergraduate degree. Those without prior special education coursework may need to complete up to 3 additional credits to meet state requirements.
Instructional Strategist I K-8
Instructional Strategist I K-8
Instructional Strategist I K-8
21 credit program
21 credit program
21 credit program
SPED516 - Contemporary Issues in Special Education
The purpose of this course is to help future educators develop skills for
recognizing and effectively teaching students with various exceptionalities.
Broad areas to be covered in this course are areas of exceptionalities,
major trends and issues in special education with emphases on collaboration
and inclusion, service delivery models, roles of general and special class
teachers, individual education programs, and family and community
involvement. (3 credits)
SPED518 - Characteristics of Disabilities
This course will provide a survey of characteristics and educational needs
of students with disabilities. Attention will be given to the definition,
etiology, characteristics and various educational alternatives for each of
the exceptionalities. Students will learn to design instructional programs
for success by building on the abilities, strengths, and interests of
exceptional students by using highly effective, research-based practices to
promote student achievement. (3 credits)
SPED520 - Assessment Planning and Practice
This course will provide an in-depth presentation of the complex issue of
assessment, including an examination of evaluation procedures, from
pre-referral intervention, eligibility/placement/program decision-making to
progress monitoring of research-based instructional interventions based on
Response to Intervention (RTI). Students will examine a variety of formal
and informal instruments and techniques used in assessing the strengths,
needs, interests, and preferences of children and youth with exceptional
learning needs. The focus is placed on providing students with knowledge
and skills necessary for selecting, using, interpreting, and evaluating
results from measurement and/or screening instruments and techniques
commonly employed by professionals to facilitate special education
placement, Individual Education Program (IEP) development and evaluation of
the effectiveness of that instruction using progress-monitoring techniques.
Issues in assessment and instruction concerning multicultural and bilingual
special education will also be addressed. (3 credits)
SPED522 - Methods and Strategies for Students with Mild and Moderate Disabilities (K-12)
This course provides the learner with knowledge and skills in assessing,
planning, organizing, implementing, and evaluating instruction based on
knowledge of the student, the intended student outcomes, and the curriculum.
The course focuses on students with mild to moderate disabilities, including
students with disabilities from diverse linguistic and cultural backgrounds.
Topics include student characteristics, linking assessment with instruction,
research-based methods and strategies, curriculum standards, accommodations,
modifications, and the use of technology, including assistive technology
devices and services, to support student access to the general education
curriculum. (3 credits)
SPED545 - Behavioral and Social Interventions
In this course students will learn about the basic principles of learning
that govern human behavior as well as how these principles can be applied in
the classroom to help individuals with exceptional learning needs reach
their maximum potential. Students will also learn how to measure and
analyze student behavior in order to evaluate student learning and make
necessary adjustment to teaching strategies for individuals with exceptional
learning needs. (3 credits)
SPED547 - Special Education Student Teaching K-8
Endorsement #260 candidates will complete a supervised student teaching
experience in a Special Education setting. This practicum endorses the
student teacher to become a teacher in a mild and moderate special education
program for children from K to eighth grade by preparing the student to
schedule, evaluate, collaborate, write IEPs, and develop strategies to
address special needs of children. This is a 15 day experience
with time spent in both a K-5 and 6-8 setting. (3 credits) (Graded on a
pass/no pass basis.)
SPED550 - Communication and Collaborative Partnerships and Transitions
This course will prepare special education personnel, classroom teachers,
related services personnel, and other support staff for collaborative
consultation, teamwork and transition in serving the educational needs of
students and their families. Consideration of the role of home and parents
in the educational programming for exceptional children, and practical to
positive strategies that can be used in working with parents. The context,
content, processes, practices, and support of collaborative school
consultation will be addressed. (3 credits)
Instructional Strategist I 5-12
Instructional Strategist I 5-12
Instructional Strategist I 5-12
21 credit program
21 credit program
21 credit program
SPED516 - Contemporary Issues in Special Education
The purpose of this course is to help future educators develop skills for
recognizing and effectively teaching students with various exceptionalities.
Broad areas to be covered in this course are areas of exceptionalities,
major trends and issues in special education with emphases on collaboration
and inclusion, service delivery models, roles of general and special class
teachers, individual education programs, and family and community
involvement. (3 credits)
SPED518 - Characteristics of Disabilities
This course will provide a survey of characteristics and educational needs
of students with disabilities. Attention will be given to the definition,
etiology, characteristics and various educational alternatives for each of
the exceptionalities. Students will learn to design instructional programs
for success by building on the abilities, strengths, and interests of
exceptional students by using highly effective, research-based practices to
promote student achievement. (3 credits)
SPED520 - Assessment Planning and Practice
This course will provide an in-depth presentation of the complex issue of
assessment, including an examination of evaluation procedures, from
pre-referral intervention, eligibility/placement/program decision-making to
progress monitoring of research-based instructional interventions based on
Response to Intervention (RTI). Students will examine a variety of formal
and informal instruments and techniques used in assessing the strengths,
needs, interests, and preferences of children and youth with exceptional
learning needs. The focus is placed on providing students with knowledge
and skills necessary for selecting, using, interpreting, and evaluating
results from measurement and/or screening instruments and techniques
commonly employed by professionals to facilitate special education
placement, Individual Education Program (IEP) development and evaluation of
the effectiveness of that instruction using progress-monitoring techniques.
Issues in assessment and instruction concerning multicultural and bilingual
special education will also be addressed. (3 credits)
SPED522 - Methods and Strategies for Students with Mild and Moderate Disabilities (K-12)
This course provides the learner with knowledge and skills in assessing,
planning, organizing, implementing, and evaluating instruction based on
knowledge of the student, the intended student outcomes, and the curriculum.
The course focuses on students with mild to moderate disabilities, including
students with disabilities from diverse linguistic and cultural backgrounds.
Topics include student characteristics, linking assessment with instruction,
research-based methods and strategies, curriculum standards, accommodations,
modifications, and the use of technology, including assistive technology
devices and services, to support student access to the general education
curriculum. (3 credits)
SPED545 - Behavioral and Social Interventions
In this course students will learn about the basic principles of learning
that govern human behavior as well as how these principles can be applied in
the classroom to help individuals with exceptional learning needs reach
their maximum potential. Students will also learn how to measure and
analyze student behavior in order to evaluate student learning and make
necessary adjustment to teaching strategies for individuals with exceptional
learning needs. (3 credits)
SPED548 - Special Education Student Teaching 5-12
Endorsement #261 candidates will complete a supervised student teaching
experience in a Special Education setting. This practicum endorses the
student teacher to become a teacher in a mild and moderate special education
program for children from 5 - 12 grade by preparing the student to schedule,
evaluate, collaborate, write IEPs, and develop strategies to address special
needs of children. This is a 15-day experience with time spent
in both a 5-8 and 9-12 setting. (3 credits) (Graded on a pass/no pass
basis.)
SPED550 - Communication and Collaborative Partnerships and Transitions
This course will prepare special education personnel, classroom teachers,
related services personnel, and other support staff for collaborative
consultation, teamwork and transition in serving the educational needs of
students and their families. Consideration of the role of home and parents
in the educational programming for exceptional children, and practical to
positive strategies that can be used in working with parents. The context,
content, processes, practices, and support of collaborative school
consultation will be addressed. (3 credits)
Instructional Strategist II Behavior Disorders/Learning Disabilities
Instructional Strategist II Behavior Disorders/Learning Disabilities
Instructional Strategist II Behavior Disorders/Learning Disabilities
21 credit program
21 credit program
21 credit program
SPED516 - Contemporary Issues in Special Education
The purpose of this course is to help future educators develop skills for
recognizing and effectively teaching students with various exceptionalities.
Broad areas to be covered in this course are areas of exceptionalities,
major trends and issues in special education with emphases on collaboration
and inclusion, service delivery models, roles of general and special class
teachers, individual education programs, and family and community
involvement. (3 credits)
SPED518 - Characteristics of Disabilities
This course will provide a survey of characteristics and educational needs
of students with disabilities. Attention will be given to the definition,
etiology, characteristics and various educational alternatives for each of
the exceptionalities. Students will learn to design instructional programs
for success by building on the abilities, strengths, and interests of
exceptional students by using highly effective, research-based practices to
promote student achievement. (3 credits)
SPED520 - Assessment Planning and Practice
This course will provide an in-depth presentation of the complex issue of
assessment, including an examination of evaluation procedures, from
pre-referral intervention, eligibility/placement/program decision-making to
progress monitoring of research-based instructional interventions based on
Response to Intervention (RTI). Students will examine a variety of formal
and informal instruments and techniques used in assessing the strengths,
needs, interests, and preferences of children and youth with exceptional
learning needs. The focus is placed on providing students with knowledge
and skills necessary for selecting, using, interpreting, and evaluating
results from measurement and/or screening instruments and techniques
commonly employed by professionals to facilitate special education
placement, Individual Education Program (IEP) development and evaluation of
the effectiveness of that instruction using progress-monitoring techniques.
Issues in assessment and instruction concerning multicultural and bilingual
special education will also be addressed. (3 credits)
SPED524 - Methods and Strategies for Students with Academic and Behavioral Disorders
This course will prepare teachers to work effectively with students who have
learning and behavior problems. Included are adequate procedures for
teaching skill and content areas such as reading, math, oral and written
expression, and social and study skills. At the completion of the course
teachers should understand which methods are most effective with what types
of students and why. (3 credits)
SPED545 - Behavioral and Social Interventions
In this course students will learn about the basic principles of learning
that govern human behavior as well as how these principles can be applied in
the classroom to help individuals with exceptional learning needs reach
their maximum potential. Students will also learn how to measure and
analyze student behavior in order to evaluate student learning and make
necessary adjustment to teaching strategies for individuals with exceptional
learning needs. (3 credits)
SPED549 - Special Education Student Teaching K-12
Endorsement #263 & 264 candidates will complete a supervised student
teaching experience in a Special Education setting. This practicum endorses
the student teacher to become a teacher in a mild and moderate special
education program for children from K-12 by preparing the student to
schedule, evaluate, collaborate, write IEPs, and develop strategies to
address special needs of children. This is a 15-day experience
with time spent in a K-5, 6-8 and 9-12 setting. (3 credits) (Graded on a
pass/no pass basis.)
SPED550 - Communication and Collaborative Partnerships and Transitions
This course will prepare special education personnel, classroom teachers,
related services personnel, and other support staff for collaborative
consultation, teamwork and transition in serving the educational needs of
students and their families. Consideration of the role of home and parents
in the educational programming for exceptional children, and practical to
positive strategies that can be used in working with parents. The context,
content, processes, practices, and support of collaborative school
consultation will be addressed. (3 credits)
Instructional Strategist II Intellectual Disabilities
Instructional Strategist II Intellectual
Instructional Strategist II Intellectual
21 credit program
21 credit program
21 credit program
SPED516 - Contemporary Issues in Special Education
The purpose of this course is to help future educators develop skills for
recognizing and effectively teaching students with various exceptionalities.
Broad areas to be covered in this course are areas of exceptionalities,
major trends and issues in special education with emphases on collaboration
and inclusion, service delivery models, roles of general and special class
teachers, individual education programs, and family and community
involvement. (3 credits)
SPED518 - Characteristics of Disabilities
This course will provide a survey of characteristics and educational needs
of students with disabilities. Attention will be given to the definition,
etiology, characteristics and various educational alternatives for each of
the exceptionalities. Students will learn to design instructional programs
for success by building on the abilities, strengths, and interests of
exceptional students by using highly effective, research-based practices to
promote student achievement. (3 credits)
SPED520 - Assessment Planning and Practice
This course will provide an in-depth presentation of the complex issue of
assessment, including an examination of evaluation procedures, from
pre-referral intervention, eligibility/placement/program decision-making to
progress monitoring of research-based instructional interventions based on
Response to Intervention (RTI). Students will examine a variety of formal
and informal instruments and techniques used in assessing the strengths,
needs, interests, and preferences of children and youth with exceptional
learning needs. The focus is placed on providing students with knowledge
and skills necessary for selecting, using, interpreting, and evaluating
results from measurement and/or screening instruments and techniques
commonly employed by professionals to facilitate special education
placement, Individual Education Program (IEP) development and evaluation of
the effectiveness of that instruction using progress-monitoring techniques.
Issues in assessment and instruction concerning multicultural and bilingual
special education will also be addressed. (3 credits)
SPED523 - Methods and Strategies for Students with Intellectual Disabilities
This course will prepare teachers to identify, select, adapt, and implement age appropriate instruction/curricula to meet the cognitive, academic, social, language and functional life skills needs of students with intellectual disabilities ages 5 through 21. Instruction will doucs on research-based strategies, universal design for learning, use of accommodations and modifications, assistive technology, and communication supports allowing students access and participation in the general education setting across content areas. (3 credits)
SPED545 - Behavioral and Social Interventions
In this course students will learn about the basic principles of learning
that govern human behavior as well as how these principles can be applied in
the classroom to help individuals with exceptional learning needs reach
their maximum potential. Students will also learn how to measure and
analyze student behavior in order to evaluate student learning and make
necessary adjustment to teaching strategies for individuals with exceptional
learning needs. (3 credits)
SPED549 - Special Education Student Teaching K-12
Endorsement #263 & 264 candidates will complete a supervised student
teaching experience in a Special Education setting. This practicum endorses
the student teacher to become a teacher in a mild and moderate special
education program for children from K-12 by preparing the student to
schedule, evaluate, collaborate, write IEPs, and develop strategies to
address special needs of children. This is a 15-day experience
with time spent in a K-5, 6-8 and 9-12 setting. (3 credits) (Graded on a
pass/no pass basis.)
SPED550 - Communication and Collaborative Partnerships and Transitions
This course will prepare special education personnel, classroom teachers,
related services personnel, and other support staff for collaborative
consultation, teamwork and transition in serving the educational needs of
students and their families. Consideration of the role of home and parents
in the educational programming for exceptional children, and practical to
positive strategies that can be used in working with parents. The context,
content, processes, practices, and support of collaborative school
consultation will be addressed. (3 credits)
Make it a master’s!
Special Education M.Ed. + Endorsement
Seamlessly earn your endorsement alongside a Master of Education in Special Education—or add it later. These endorsement credits easily apply toward your M.Ed.—with at least 9 credits from the endorsement overlapping with the master’s—requiring just 7 more courses (21 credits) to earn your graduate degree.
Faculty + staff
Brilliant scholars. Committed Christians. Invested in you. That's Northwestern's faculty.
