Idaho State University Undergraduate Catalog 2007-2008
The professional degrees offered by the College of Education comply with State of Idaho standards for certification and licensure that ensure reciprocity standards with many other states.
The College of Education is fully accredited by the National Council for the Accreditation of Teacher Education (NCATE). The preschool laboratory is accredited by the National Academy of Early Childhood Programs. The Bachelor of Music Education is accredited by the National Association of Schools of Music in the Department of Music, which is in the College of Arts and Sciences. The School Psychology program is accredited by the National Association of School Psychologists. The Special Education program is accredited by the Council for Exceptional Children.
Idaho State University has an institutional commitment to the preparation of teachers. This commitment is carried out by the faculties of the College of Education, the College of Arts and Sciences, and the Kasiska College of Health Professions, working in close cooperation through the Teacher Education Committee. This committee represents the joint curriculum and professional aspects of teacher education and is a subcommittee of the University Curriculum Council. The College of Education shares responsibility with the College of Arts and Sciences and the Kasiska College of Health Professions for many of the secondary level teacher education degrees.
The coursework and clinical experiences of the Idaho State University Teacher Education Program are designed to insure that graduates in teacher education meet the following Idaho State Core Standards for Beginning Teachers (CSBT) and Idaho Core Teacher Standards (ICTS):
• CSBT/ICTS 1. Knowledge of Subject Matter
The teacher understands the central
concepts, tools of inquiry, and structures of the discipline taught and
creates learning experiences that make these aspects of subject matter
meaningful for students.
• CSBT/ICTS 2. Knowledge of Human Development and Learning
The teacher understands how students learn and develop, and provides opportunities that support their intellectual, social, and personal development.
• CSBT/ICTS 3. Adapting Instruction for Individual Needs
The teacher understands how students
differ in their approaches to learning and creates instructional
opportunities to meet students’ diverse needs and experiences.
• CSBT/ICTS 4. Multiple Instructional Strategies
The teacher uses a variety of instructional strategies to develop student learning.
• CSBT/ICTS 5. Classroom Motivation and Management Skills
The teacher understands individual and group motivation and behavior and creates a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
• CSBT/ICTS 6. Communication Skills
The teacher uses a variety of communication techniques to foster learning and communication skills in the classroom.
• CSBT/ICTS 7. Instructional Planning Skills
The teacher plans and prepares instruction based on knowledge of subject matter, students, the community, curriculum goals, and instructional strategies.
• CSBT/ICTS 8. Assessment of Student Learning
The teacher understands, uses, and interprets formal and informal assessment strategies to evaluate and advance student performance and to determine teaching effectiveness.
• CSBT/ICTS 9. Professional Commitment and Responsibility
The teacher is a reflective practitioner who demonstrates a commitment to professional standards and is continuously engaged in purposeful mastery of the art and science of teaching.
• CSBT/ICTS 10. Partnerships
The teacher interacts in a professional, effective manner with colleagues, parents, and other members of the community, to support students’ learning and well-being.
• CSBT 11. (ISU) Technology
The teacher uses technology in the planning, delivery, analysis, and assessment of learning and instruction.
• CSBT 12. (ISU) Literacy
The teacher supports and expands student literacy skills and models effective communication.
• CSBT 13. (ISU) Professional Studies and Research
The teacher uses alternative theoretical perspectives and research to guide instructional decision making and reflection on practice.
Fulfilling the general requirements of teacher education gives the candidate for teaching a well-rounded education. Choice of a subject major and a subject minor provides the teaching background specialization for the secondary school teacher. Certain subject field requirements provide for the specialization needed by elementary school teachers. This general and specialized education is fulfilled via courses taken by the teacher education student in the College of Arts and Sciences and College of Health Professions. Professional education is provided through a broad foundation in the principles and practices of teaching with particular attention being given to pedagogy, adaptation of instruction for all learners, educational psychology, educational philosophy, child growth and development, child guidance, diversity, and assessment. Transition from preparation for teaching to actually becoming a teacher is provided during the pre-internship and internship periods under competent and experienced teachers.
To be admitted to the Teacher Education Program, candidates must meet
admission criteria described below. Procedures for admission and
retention of a candidate in the Teacher Education Program have been
established. These procedures call for a review of each individual
prior to a recommendation for certification. Copies of these standards
and procedures are available from the Idaho State Department of
Education and can be obtained from their website or from the office of the Dean of the College of Education.
Because of the responsibility of a member of the teaching profession to the total development of young people, and notwithstanding a candidate’s enrollment in or graduation from the College of Education, the Dean and the faculty of the College of Education reserve the right to refuse to recommend a candidate for a standard teaching certificate, or to admit a candidate to a teaching program, if such recommendation or assignment, in the discretion of the Dean and faculty of the College of Education, would appear to be contrary to or in violation of Sections 33-1202 and/or 33-1208, Idaho Code.
|IDAHO STATE UNIVERSITY
Revised: August 2007