College of Education Teacher Preparation

Quality Matters Report on our Evidence-Based Teacher Preparation

Quality begins in the classroom

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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

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We Select

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2013 | Evidence-Based Teacher Preparation

For the Best

Teacher education programs at the University of Idaho are of the highest quality. They: • Are nationally and state accredited; • Have higher admission standards than the university at-large; • Require students to take a rigorous core before being admitted; • Are informed by the latest research; and • Partner with current professionals in the field.

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

University of Idaho | College of Education

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Our Teachers

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2013 | Evidence-Based Teacher Preparation

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.

“While some teacher prep programs focus more on academics and knowledge, the classes at the University

• 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.

of Idaho take it a step further.

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

different cultures and a range of

• 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.

As a practium student, I worked in communities with socioeconomic statuses different than my own. These experiences gave me the foundation to effectively teach a wide range of students.”

— Christy Hall ’96, bachelor’s in elementary education 2012-13 U.S. Fulbright Exchange teacher

University of Idaho | College of Education

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We maintain high

Performance Standards

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2013 | Evidence-Based Teacher Preparation

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 and administrators to work as supervisors of our preservice teachers’ field experiences.

• We train our faculty on best practices with regard to course and program assessment.

• We provide preservice teachers with an array 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

University of Idaho | College of Education

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innovation in Teaching and Learning

We Embrace

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2013 | Evidence-Based Teacher Preparation

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, threeyear 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 of technology on K-16 learners and disseminating promising teaching practices.

“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 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 $5 million, five-year collaborative grant was awarded to serve teachers and administrators to study promising mathematics teaching in north Idaho and eastern Washington.

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

• Funding has aided innovative teaching through Adventure Learning to 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.

University of Idaho | College of Education

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2013 | Evidence-Based Teacher Preparation

“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.”

— Jessica Shawley ’08, master’s of education, Idaho AHPERD president and National Middle School Teacher of the Year

University of Idaho | College of Education

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2013 | Evidence-Based Teacher Preparation

“The intern I worked with from the University of Idaho is the bestprepared intern I have ever had. Thank you for doing such a good job.”

— John Egan, automotive instructor, Palmer High School, Palmer, Alaska

University of Idaho | College of Education

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College of Education 875 Perimeter Drive MS 3080 Moscow, ID 83844-3080 Email: coe@uidaho.edu Phone: (208) 885-6772

http://www.uidaho.edu/ed