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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). 

Boise State College of Education Core Practices

Infused throughout everything we do in Boise State Teacher Education, there are threads of four core practices:

  • Attending to Equity
  • Setting High Expectations for Learners
  • Supporting Student Assumption of Responsibility
  • Demonstrating Knowledge of Developmentally Appropriate Content and Pedagogy

Core practices are about naming and noticing what we already know to be best practice.

Attending to Equity

Equity

  • 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.
Setting High Expectations for Learners

High Expectations

  • 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.
Supporting Student Assumption of Responsibility

Student Responsibility

  • 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.
Demonstrating Knowledge of Developmentally Appropriate Content and Pedagogy

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 .
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