Secondary Education Core

You're not geniuses, I know that. But the work of the world is not done by geniuses. It's done by ordinary people who've learned to work in an extraordinary way . . .

Gordon B. Hinckley at the dedication of the Hinckley Building 22 Oct 2002

Secondary Education Core

Overview

The Secondary Education Core typically prepares students for instructing grades 7 through 12. It is considered "Core" as students will have other content areas in which to focus their education such as history, math, sciences, music, etc.

As learners who complete the Secondary Education program you will:

  1. Become disciple leaders by living and teaching in the Savior’s Way as communicated through principles of the BYU-Idaho learning model and “Come Follow Me” curriculum outlines and support resources.
  2. Employ the pattern of doctrine / principle / tool to enhance our continuous learning journey.
  3. Build meaningful and effective tools of learning and teaching to promote productive, creative and generative thinking in those we serve in families, communities, and classrooms.
  4. Use invitational language to effectively communicate orally, visually, online, and in writing.
  5. Be capable of success in school settings as skilled professionals.
  6. Become change agents to enhance learning and teaching in families, individuals, classes, and communities.

As program requirements change over time, it is recommended that you see one of the associated faculty below for program specific questions for current details.

Our Philosophies

Secondary Education faculty envision a program that allows students further opportunities to capture, expand, and teach (know, do, become) through their own work as learners and in their stewardship as teachers. We strive to base our work on doctrine, principle, and mentored application structured by mastered competencies. The aligned secondary education program is guided by two tenets, a pattern, and a parable.

Tenets

As you proceed through your university education, you will gather many more useful concepts, ideas, activities, experiences, and thoughts. In each case, consider how those further ideas mesh with the tenets, pattern and parable.

Tenet 1: It’s about them.

“Them”, being the individuals you will teach. Our work is not about what is good for you or what you are doing – it is about them – the students – what they are doing, thinking, feeling, and learning.

Tenet 2: Act rather than be acted upon.

The one who acts will learn. Upon what have you invited your students to act? What will they be doing? Plan learning rather than teaching.

Pattern: doctrine-principle-tool

The pattern of doctrine-principle-tool is intended to deepen understanding of what we are attempting to accomplish and why it is important. This takes us beyond certain behaviors and empowers us to thoughtfully choose the methods and process we will use in our teaching. Our aim, then, is to identify true doctrine that applies to teaching, principles that align themselves with those doctrines, and finally tools that will result in understanding.

We will not be satisfied if you leave this institution with a bag of tools. You must leave with the ability to forge your own (1 Nephi 17:7-10). A profound pattern of doctrines – principles – tools will allow you to trace classroom applications to the root of understanding.

Parable: a tree to grow

Rather than life being a series of tasks, it is a journey to becoming. Consider this parable in your journey to teaching.

A young woman begins college with a desire to be a teacher. She enrolls in courses and starts her journey. As she leaves each course, she picks up a stick of wood stacked by the door. Upon completion of her degree, she is hired into her long desired profession. She packs her things, including a large pile of wood, and begins preparations for her new class. Not exactly sure of herself, she turns eagerly to the materials of her preparation. With her sticks of wood, she lights a fire of enthusiasm that burns brightly. Although difficulties arise, they are met with more wood thrown on the fire. After a time, the young woman realizes her wood pile is depleted; the fire dims, and ultimately goes out.

A second young woman has the same hopes and dreams. She desires to be a teacher and enrolls in college courses to prepare. Rather than sticks of wood to retrieve from each course, in her first education class she receives a tree -- a seedling that she learns to cultivate and nurture. As she works from class to class she is taught how to care for and create environments where a tree can develop to its full potential. She is consistently asking herself what the tree might need – what the tree might do to thrive. Her path follows a familiar pattern. Upon graduation, she is offered a teaching position and packs her things, including a growing tree. When she anxiously arrives at her new school, this young woman plants a tree, which continues to grow and ultimately bears fruit.

Secondary Education Core Faculty

These faculty are directly associated with the Early Childhood / Special Education program. If you have any questions, they will be happy to help.

Program Director

Dean Cloward, ECSE Program Director

David Magleby

Student Resources

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