Mission Statement
Our mission is to develop disciple teachers. Disciple teachers are intentional disciples of Jesus Christ who faithfully emulate his compassion, diligence, humility, and other Christlike attributes into classroom practice.
Teacher Preparation Vision
Students in all teacher preparation programs will become disciple leaders as they learn to:
- Lead the Classroom
- Orchestrate Student Learning
- Continually Learn
Supporting Teacher Education Frameworks
The following outline depicts how the foundational principles in Teaching in the Savior’s Way, The Danielson Framework for Teaching, and the Idaho State Standards for Initial Certification of Professional School Personnel relate to the BYUI teacher preparation vision.
Lead the Classroom
Orchestrate Student Learning
Continually Learn
Lead the Classroom
Disciple Teachers Lead the Classroom as dynamic stewards who build an inspiring, positive, and student-centered classroom culture.
Teachers who appropriately lead their classroom love those they teach and engage in the following practices:
- Pray for those you Teach
- Express Love for those you teach
- Understand the needs and experiences of those you teach
- Focus more on the people you teach than the presentation
- Alter plans to address learners' questions and needs
- Reach out to any not attending class
Teachers who appropriately lead their classroom are consistently proficient within the following Danielson domains and components:
2a: Creating an Environment of Respect and Rapport
2b: Establishing a Culture for Learning
2c: Managing Classroom Procedures
2d: Managing Student Behavior
2e: Organizing Physical Space
2a: Creating an Environment of Respect and Rapport
2b: Establishing a Culture for Learning
2c: Managing Classroom Procedures
2d: Managing Student Behavior
2e: Organizing Physical Space
Teachers who have learned to appropriately lead the classroom have learned the following Idaho State Standards:
S2: Learning Differences
The teacher candidate uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
S2: Learning Environments
The teacher candidate works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.
S2: Learning Differences
The teacher candidate uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
S2: Learning Environments
The teacher candidate works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.
Orchestrate Student Learning
Disciple Teachers Orchestrate Student Learning as:
(A) Effective and innovative designers of transformative learning who leverage technology to build toward exceptional student achievement.
(B) Adept executors of purposeful learning experiences who utilize assessment to guide instruction.
Teachers who meaningfully orchestrate student learning engage in the following practices:
Teach by the Spirit
Invite Diligent Learning
Teach by the Spirit
- Pray for guidance of the spirit
- Strive to live worthy of the companionship of the Holy Ghost
- Listen for spiritual promptings while preparing, teaching, and make adjustments in faith
- Prepare in Advance
- Create a classroom environment that invites the spirit
Invite Diligent Learning
- Help students take responsibility for their own learning
- Ask questions that encourage pondering
- Invite learners to share insights to strengthen one another
- Ask follow-up questions to encourage learners to think more deeply about gospel principles
- Help learners find answers to their questions, rather than answer all their questions for them
- Provide opportunities for all learners to participate in discussions
- Invite learners to act on what they learn
- Follow up on invitations to act
Teachers who meaningfully orchestrate student learning are consistently proficient within the following Danielson domains and components:
1c: Setting Instructional Outcomes
1e: Designing Coherent Instruction
1f: Designing Student Assessments
3a: Communicating with Students
3b: Using Questioning and Discussion Techniques
3c: Engaging Students in Learning
3d: Using Assessment in Instruction
3e: Demonstrating Flexibility and Responsiveness
4b: Maintaining Accurate Records
1c: Setting Instructional Outcomes
1e: Designing Coherent Instruction
1f: Designing Student Assessments
3a: Communicating with Students
3b: Using Questioning and Discussion Techniques
3c: Engaging Students in Learning
3d: Using Assessment in Instruction
3e: Demonstrating Flexibility and Responsiveness
4b: Maintaining Accurate Records
Teachers who have learned meaningfully orchestrate student learned have learned the following Idaho State Standards:
S1: Learning Development
The teacher candidate understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
S4: Content Knowledge
The teacher candidate creates learning experiences that make the discipline accessible and meaningful for learners to ensure mastery of the content.
S5: Application of Content
The teacher candidate understands how to connect concepts and use differing perspectives to engage learners in critical thinning, creativity, and collaborative problem solving related to authentic local and global issues.
S6: Assessment
The teacher candidate understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher's and learner's decision making.
S7: Planning for Instruction
The teacher candidate understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
S8: Instructional Strategies
The teacher candidate understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
S11: American Indian Tribes in Idaho
The teacher candidate should be able to distinguish between each of the federally recognized tribes with respect to the retention of their ancestral lands in Idaho: Coeur d'Alene Tribe, Kootenai Tribe of Idaho, New Perce Tribe, Shoshone-Bannock Tribes, and the Shoshone-Paiute Tribes. Teacher candidates build capacity in learners to utilize the assets that each learner brings to the learning community based on their backgrounds and experiences.
S13: Digital Technology and Online Learning
The teacher candidate knows how to use digital technology to create lessons and facilitate instruction and assessment in face-to-face, blended, and online learning environments to engage students and enhance learning.
S1: Learning Development
The teacher candidate understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
S4: Content Knowledge
The teacher candidate creates learning experiences that make the discipline accessible and meaningful for learners to ensure mastery of the content.
S5: Application of Content
The teacher candidate understands how to connect concepts and use differing perspectives to engage learners in critical thinning, creativity, and collaborative problem solving related to authentic local and global issues.
S6: Assessment
The teacher candidate understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher's and learner's decision making.
S7: Planning for Instruction
The teacher candidate understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
S8: Instructional Strategies
The teacher candidate understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
S11: American Indian Tribes in Idaho
The teacher candidate should be able to distinguish between each of the federally recognized tribes with respect to the retention of their ancestral lands in Idaho: Coeur d'Alene Tribe, Kootenai Tribe of Idaho, New Perce Tribe, Shoshone-Bannock Tribes, and the Shoshone-Paiute Tribes. Teacher candidates build capacity in learners to utilize the assets that each learner brings to the learning community based on their backgrounds and experiences.
S13: Digital Technology and Online Learning
The teacher candidate knows how to use digital technology to create lessons and facilitate instruction and assessment in face-to-face, blended, and online learning environments to engage students and enhance learning.
Continually Learn
Disciple Teachers Continually Learn by implementing evidence-based research in a balanced approach to practice that considers research, experience, assessment data, collaboration, and self-reflection to improve student success.
Teachers who continually learn teach the doctrine and engage in the following practices from Teaching in the Saviors Way:
- Seek truth in content, values, and principles
- Find and learn to use best and ever evolving resources
- Respond to challenges with faith
Teachers who continually learn are consistently proficient within the following Danielson domains and components:
1a: Demonstrating Knowledge of Content and Pedagogy
1d: Demonstrating Knowledge of Resources
4a: Reflecting on Teaching
4c: Communicating with Families
4d: Participating in a Professional Community
4e: Growing and Developing Professionally
1a: Demonstrating Knowledge of Content and Pedagogy
1d: Demonstrating Knowledge of Resources
4a: Reflecting on Teaching
4c: Communicating with Families
4d: Participating in a Professional Community
4e: Growing and Developing Professionally
Teachers who continually learn have learned the following Idaho State Standards:
S4: Content Knowledge
The teacher candidate understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches.
S9: Professional Learning and Ethical Practice
The teacher candidate engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
S10: Leadership and Collaboration
The teacher candidate seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth and to advance the profession.
S12: Code of Ethics for Idaho Professional Educators
The teacher candidate understands the Code of Ethics for Idaho Professional Educators and its place in supporting the integrity of the profession.
S4: Content Knowledge
The teacher candidate understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches.
S9: Professional Learning and Ethical Practice
The teacher candidate engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
S10: Leadership and Collaboration
The teacher candidate seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth and to advance the profession.
S12: Code of Ethics for Idaho Professional Educators
The teacher candidate understands the Code of Ethics for Idaho Professional Educators and its place in supporting the integrity of the profession.
AAQEP Certificate of Accreditation
BYU-Idaho’s teacher preparation programs are accredited through the state of Idaho, and BYU-Idaho is a member in good standing of the Association for Advancing Quality in Educator Preparation (AAQEP).
