Instructional Model and Core Practices
Boise State College of Education’s Instructional Model takes an inquiry stance to teaching and learning through the iterative process of planning, assessment and reflection.
Boise State College of Education Instructional Model
Boise State College of Education’s Instructional Model reflects a commitment to taking an inquiry stance to teaching and learning. The three parts of the Standard Performance Assessment of Teaching (S-PAT), the final performance assessment a teacher candidate completes at the end of the program, aligns with the instructional model. The S-PAT includes Part 1 Unit Plan (planning), Part 2 Assessment Analysis (assessment) and Part 3 Concluding Reflection (reflection).
- Candidate knows their students and how their cultures, characteristics, and abilities may impact classroom behaviors.
- Instruction, assessment, examples, and materials are accessible to all students.
- Additional levels of support are provided for those traditionally underserved or those with exceptionalities .
- Candidate teams with families to be partners in their child’s education.
- High expectations for students are demonstrated through rigorous content, high-level questioning, and supportive feedback.
- Expectations are high and challenging on an individual basis (i.e., candidate takes into account any special needs/circumstances).
- There is a culture of hard work and perseverance in the classroom.
- Technology and other materials are integrated thoughtfully to support high expectations.
- Candidate facilitates thoughtful student discourse and challenges students to explain their thinking.
- Students are expected to contribute ideas that the candidate then integrates instruction.
- Students drive the culture of learning in the classroom and make decisions to support each other in learning.
- There is a high level of engagement and investment from the students.
Disciplinary Core Practices
- Instruction, assessment, and materials are developmentally appropriate for all students.
- Students are provided with feedback that is challenging, but not overwhelming.
- Candidate knows the content as well as typical misconceptions and missteps related to the content.
- Candidate uses pedagogical strategies conducive to teaching particular content effectively .