college of education teacher preparation

QualityMatters

report on our evidence-Based

teacher preparation

Quality Begins in the classrooM

2 2013 | Evidence-Based Teacher Preparation

Students in the University of Idaho’s teacher preparation programs represent the best of the University. They are selected into our programs as sophomores, and admission is contingent on high GPAs, successful completion of a set of rigorous core courses, and a demonstrated commitment to both learning and the nation’s youths. Students also must accept of the College of Education’s CARE conceptual framework: Cultural proficiency; Assessment of teaching and learning; Reflection as a critical tool for improvement; and Engagement with all stakeholders.

In addition to providing a solid foundation of teaching fundamentals, students’ early field experiences and rigorous coursework serve to help teacher candidates determine whether teaching really is for them. As our students learn more about themselves and the pressures and stresses of teaching, only those who have determined they truly are committed to teaching remain in our program. Those select students who finish their undergraduate degree program know the College of Education has prepared them well as they launch their teaching careers.

You’ll learn in the pages that follow how our graduates feel about their preparation, how school administrators — as their employers — view our graduates and how our graduates excel in their careers. We are justifiably proud of our alumni. They become award-winning teachers and administrators for Idaho and the nation. We welcome your queries about our programs and encourage your feedback as we constantly look for ways to become even better tomorrow than we are today.

Dean Cori Mantle-Bromley

University of Idaho | College of Education 3

We select For the Best


Teacher education programs at the University of Idaho are of the highest quality. They:

• Arenationallyandstateaccredited;

• Havehigheradmissionstandardsthantheuniversityat-large;

• Requirestudentstotakearigorouscorebeforebeingadmitted;

• Areinformedbythelatestresearch;and

• Partnerwithcurrentprofessionalsinthefield.

Our standards and best practices result in the development of teachers who are highly skilled, dedicated, and who understand the complex and challenging enterprise of teaching.

The average high school GPA for entering U-Idaho freshmen declaring a major in teaching (3.01) exceeded the average high school GPA for all entering U-Idaho freshmen (2.98) over a five year period.

“I continue to be impressed with

the quality of graduates from the

College of Education at the

University of Idaho. U-Idaho

consistently produces outstanding

and well prepared teacher candidates.”

— Superintendent Bill Jordan, Prescott Public Schools, Washington state


our teachers are ready


Our teacher preparation programs are designed to produce excellent novice teachers. Not only do we exceed state requirements, but all students are placed in schools for early practicum experiences where they have the opportunity to quickly learn about their patience and disposition to become excellent teachers. Before student teaching, students must pass their discipline’s state-required Praxis test, which measures teacher candidates’ content knowledge. While student teaching, candidates work with master teachers in partnering schools to put into practice all they have learned in their classes.

• Students must pass a performance assessment before they complete the program. Students design and teach a unit, digitally record their teaching experiences, reflect on and assess their own teaching and their students’ learning, then use the reflection to plan future lessons.

• All elementary candidates complete two mathematics courses that are specifically designed for teachers and taught by the math department.

• For the past five years, our teacher candidates have achieved an average 94 percent first-time pass rate for all Praxis tests.

• We have an intentional mix of highly qualified research- and field-based clinical faculty members to ensure best practices and offer students the opportunity to learn from the best teachers.

• Our teacher candidates experience high-quality, rigorous field experiences by spending up to 750 hours in K-12 classrooms before being recommended for certification.

• Our students contribute more than 4,500 hours annually to the community while participating in service learning.

“While some teacher prep

programs focus more on

academics and knowledge,

the classes at the University

of Idaho take it a step further.

As a practium student, I

worked in communities with

different cultures and a range of

socioeconomic statuses different

than my own. These experiences

gave me the foundation to

effectively teach a wide range

of students.”

—ChristyHall’96,bachelor’sinelementary education 2012-13 U.S.

Fulbright Exchange teacher


We Maintain high perForMance standards


We take assessment of teacher candidates and our programs seriously. Every education course our preservice teachers take includes learning objectives aligned with state and national standards. We assess students on those learning objectives and provide evidence of achievement in our state-of-the-art TaskStream portfolio system.

• We hire only the best teachers andadministrators to work as supervisors of our preservice teachers’ field experiences.

• Wetrainourfacultyonbestpracticeswithregard to course and program assessment.

• We provide preservice teachers with anarray of feedback they can use to ensure success.

University of Idaho teacher candidates participated in the national pilot program of the edTPA – a preservice assessment process to answer the question “Is this new teacher ready for the job?” The edTPA includes a review of a teacher candidate’s authentic teaching material as the culmination of a teaching and learning process that documents and demonstrates each candidate’s ability to effectively teach the subject matter.

“The edTPA was challenging but valuable. It

allowed me to apply what I had learned during

my coursework into an authentic teaching

situation. The process forced me to become a

reflective practitioner.”

— McKenzie Crisp ’12, bachelor’s in elementary education


We eMBrace innovation in

teaching and learning


The College of Education brought in almost $10 million of competitive funding in fiscal year 2012 that included funds for professional development, training for the teaching of math, science and technology education.

University of Idaho received a $3 million, three-year grant from the J.A. and Kathryn Albertson Foundation to help train the next generation of teachers and improve student achievement by establishing a DoceÕ Center for Innovation and Learning. With the latest hardware and software, the center will focus on researching the impact oftechnologyonK-16learnersanddisseminatingpromising teaching practices.

“The collaboration between the

Albertson Foundation and the

University of Idaho to improve

existing pedagogy will enhance

our ability to make positive

impact on P-12 education in

Idaho and beyond.” — John K. McIver, U-Idaho

vice president for Research and Economic Development

•A $5million,five-year collaborative grantwas awarded to serveteachers and administrators to study promising mathematics teaching in north Idaho and eastern Washington.

• A $1.1 million grant brings science, technology, engineering andmath (STEM) education to underserved American Indian students in the Coeur d’Alene and Spokane tribes.

•FundinghasaidedinnovativeteachingthroughAdventureLearningto give students authentic research experience with cutting-edge technology while on location in places as far as Greenland and as close to the University as the McCall Outdoor Science School.

“The DoceÕ Center will provide classroom

teachers and school administrators with

powerful information and findings on best

practices. We will have the opportunity to

partner with teachers as we study technology

and its impact on P-12 student learning.”

— Cori Mantle-Bromley, dean, College of Education


“The University of Idaho College of Education is for

those who want a stellar degree in teacher education

with practical, real-world experience. They have one

of the best teacher prep programs out there because

of their unique ability to connect with local schools

through several hands-on practicum experiences,

integrate current research and best practices and stay up

to date on current issues in the field of education.”

—JessicaShawley’08,master’sofeducation,IdahoAHPERDpresidentand National Middle School Teacher of the Year


“The intern I worked with from the University of Idaho is the best-

prepared intern I have ever had. Thank you for doing such a good job.”

—JohnEgan,automotiveinstructor,PalmerHighSchool,Palmer,Alaska


College of Education 875 Perimeter Drive MS 3080Moscow, ID 83844-3080 Email: [email protected]:(208)885-6772 http://www.uidaho.edu/ed

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