Why ISU COE?
Preparing Teachers for Tomorrow
The College of Education offers a variety of programs to prepare aspiring educators as teachers, and administrators, or for other professional education roles. The programs are experiential, collaborative, standards-based, assessment-informed, research-guided, and technology-supported. Many of the degree programs in the College of Education have been designed to meet the Idaho standards and requirements for certification of professional school personnel approved by the Idaho State Board of Education and the Idaho State Department of Education.
Assisting Teachers of Today
The College of Education supports the professional development of educators through partnerships with schools, outreach programs, and distance learning technologies, continuing education and workshops.
Offering Many Diverse Routes
In addition to the main campus in Pocatello, the College of Education offers core teacher education courses, core graduate courses, and the certification program in elementary education in Idaho Falls and Twin Falls. Some courses are also offered online. The College offers an accelerated program for persons with bachelor's degrees pursuing initial teacher certification in secondary education. The College also partners with school districts to support alternative route teacher certification plans approved by the State Department of Education.
Retention and Completion
Of the 396 teacher education candidates admitted for fall 2011:
- The overall retention rate is high at 87.5% over the last five years.
- The average age of the candidates was 29.8 (the youngest was 19 and the oldest was 58). Only 32 (18.7%) of the admitted teacher candidates were in the age range of traditional undergraduates (18-22).
- 108 (27.3%) were transfer or Associate degree students from the College of South Idaho.
- 319 (80.6%) were female and 77 (19.4%) were male.
- 390 (98.5%) were regular route initial certifiers and 6 (1.5%) were alternate route certifiers (including both content specialists and teacher to new certification).
- 12 (3.0%) candidates were pursuing certification-only via regular route.
From September 1, 2010 to the present, 130 teacher candidates, who completed their education degree or a teacher certification program at Idaho State University, were recommended for initial teacher certification.
Of the 130, 122 (93.9%) sought initial teacher certification exclusively in Idaho. Six additional teacher candidates (4.6%) sought initial teacher certification in Idaho and also sought teacher certification in another state (4 in Wyoming and 2 in Utah). Only two (1.5%) of the teacher candidates were recommended for initial certification exclusively to another state (one to Montana and one to New Jersey).
Impact on Student Learning
- Teacher candidates in elementary and secondary education complete two Teacher Work Samples (TWS) to document their ability to meet Idaho Core Teacher Standards and to impact the learning of their K-12 students.
- The first TWS is completed during a half-time pre-internship.
- The second TWS is completed during a full-time student teaching internship. The TWSs require the teacher candidates to document their lesson planning, instructional activities, and assessment of student learning.
- Data indicated that the teacher candidates improved their teaching performance relative to the Idaho teacher Standards as they progressed in the program from pre-interns to student teaching interns.
- The percentages of their K-12 students achieving the lesson targets and showing learning gains were high for both pre-interns and student-teaching interns, but the student-teaching interns showed higher learning gains for their students.
- Resent ISU graduates were shown to have higher impacts on student learning and higher percentages of their students who show learning gains than teacher candidates who graduated five years earlier.
- These results confirm the positive influence of the ISU sequential teacher preparation program on the abilities of teacher candidates to meet targeted teaching standards and to support student learning as they progress from pre-interns to student-teaching interns.
The goal is to develop reflective practitioners by providing diverse clinical experiences throughout the teacher education program. Candidates have extensive opportunities to broaden and apply the learning acquired in their university classrooms during both the pre-internship and student teaching internship.
Candidates in the EDUC 3309 course (Instructional Planning, Delivery, and Assessment) spend 150 hours in elementary or secondary classrooms over the course of a semester as pre-interns. Through the Partnership Schools program, candidates are placed in diverse school communities throughout the local community. During this experience, they not only learn from observing their cooperating teachers and participating in classroom activities, they also have the opportunity to prepare and teach six sequential lessons over an extended period of time as part of the Teacher Work Sample (TWS). Candidates develop lesson objectives aligned with state standards and assessment strategies to measure student growth and achievement.
During the full-time Student Teaching Internship, candidates must meet core teaching requirement as well as demonstrate effectiveness as instructors. Student outcome data, student artifacts, and summative and formative assessments are reviewed. Candidates must learn to practice their craft in the collaborative culture of education, expecting rigorous peer review of practice and impact on student learning. Data from structured observations by cooperating teachers and university supervisors focus on the classroom skills of the candidates and are also included in the evaluation aligned with the Danielson Framework and state standards.
The College recognizes the need to provide leadership in preparing K-12 teachers for the demands of educating a STEM-capable workforce. The College is reinventing its Science, Technology, Engineering, and Mathematics (STEM) programs. A three-pronged approach focusing on redeveloping undergraduate methods courses, public school partnerships, and partnerships within and beyond Idaho State University is being undertaken to achieve this goal.
First, a planned redesign of the undergraduate mathematics and science core curriculum and structure in the methods classes is underway. This redesign will consider the need for holistic STEM thinking, and encourage teacher candidates to envision and utilize links between science and math so they can more effectively assist students in making these connections in rapidly advancing and expanding technical fields.
Second, the College is in discussion with several local public school districts to enhance STEM education within the K-12 schools. In doing so, focused, direct and immediate change and improvements are being made to improve student learning. The College is also targeting work with its partnership schools to improve the STEM instruction and pedagagy of our pre-service teachers.
Third, the College is continuing to develop partnerships within and beyond Idaho State University. Funding has been secured for numerous projects and future funding is promising. Currently we are working with the Physics Department on a Math-Science Partnership Grant through the SDE, AAPT/PTRA Professional Development for Eastern Idaho Elementary Teachers. This project, currently funded for two years ($120,000 per year), is a partnership between ISU, eastern Idaho school districts, and the American Association of Physics Teachers.
National Technology Standards
- Facilitate and Inspire Student Learning and Creativity
- Digital imaging, digital video, podcasts, multimedia presentations, computer-based research, concept mapping, digital graphics
- Design and Develop Digital-Age Learning Experiences and Assessments
- Web-quests, virtual experiences, real-time research, computer-based assessments, interactive whiteboards, clickers
- Model Digital-Age Work and Learning ; Promote and Model Digital Citizenship and Responsibility
- Communicate with parents, colleagues, and stakeholders using digital technologies.
- Model healthy on-line relationships and practices
- Model ethical use of digital resources
- Engage in Professional Growth and Leadership
- M.Ed. in Instructional Technology will meet requirements for K-12 online teaching endorsement
Healthy, On-line Relationships
The safety of Idaho children in on-line environments is of paramount concern to Idaho teachers. ISU is at the forefront in teaching its candidates regarding healthy, on-line relationships. Technology integration classes promote and model digital citizenship and responsibility by addressing cyber-bullying, Internet Content Filtering, antivirus applications, identity theft, cyber-ethics, copyright, plagiarism, Internet safety, communication etiquette, social media, and safety and civility in all digital environments (computer, internet, mobile devices).
Innovative Technology in the College
The College has partnered with Dell and Epson Corporations to upgrade instructional technology in our classrooms. Interactive Projectors utilize wireless technologies that allow professors and students to project up to four simultaneous laptop screens. The interactive projectors contain wireless pens, which can write on any surface, including walls, tables or just by waving the pen in the air!
21st Century Teaching and Learning
The College promotes the concept of 21st Century readiness for all K-12 learners in our undergraduate teacher education curriculum. Course work and clinical experiences require candidates to:
- think critically,
- solve problems,
- communicate effectively,
- participate on collaborative teams, and
- bring creativity and innovation to the teaching and learning environment.
These essential skills will prepare our candidates to teach in a more complex classroom environment in order for students to succeed in college, in work, and in life.
Candidates have a clinical practice in Total Instructional Alignment (TIA), a project designed to "unpack" the Common Core State Standards into teachable components and subsequently align curriculum, instruction and assessment, both horizontally and vertically. 21st Century Skills are discussed and associated with each standard. This is a big deal! It takes pedagogy beyond "teaching to the test." Imagine classes where students are asked to analyze, synthesize, and create original works about real work problems and issues!
Total Instructional Alignment and Common Core Standards
Total Instructional Alignment (TIA) is a grassroots, teacher-driven professional development process by which the Common Core State Standards (CCSS) are "unpacked" to specifically outline what it is a student must know and be able to do. Students can then demonstrate proficiency of the standards through achievement of this "task analysis." Furthermore, through TIA teachers horizontally, across grades, and vertically, between grades, ensure each CCSS is implemented consistently in Idaho school districts.
This TIA/CCSS process is a statewide collaborative effort focusing on college and career readiness and a vision of P-16 seamless education. The project incorporates experience and content experience of university faculty, the Idaho State Board of Education, the Idaho State Department of Education, and the private sector. Dell, Inc. has become the technology provider for the novel instructional design and delivery model integral to the TIA project.
TIA is now in its fifth year of implementation in eastern Idaho with 35 participating school districts; in its second year of implementation in the Treasure Valley with 15 districts; and beginning its first year in northern Idaho. Faculty members from all four of Idaho public universities are participating. Well over 1,200 certified K-12 Idaho teachers have received the professional development with the participation of approximately two dozen higher education faculty members. TIA has been developed and implemented through the Intermountain Center for Education Effectiveness in the College of Education at Idaho State University. Ultimately, TIA is the bridge by which K-12 students are being prepared for college and career success and meeting Idaho's educational goal of 60% by 2020.