Instructional Model and Core Practices

Boise State College of Education’s Instructional Model reflects a commitment to taking an inquiry stance to teaching and learning. The Standard Performance Assessment of Teaching (SPAT), the final performance assessment a teacher candidate completes at the end of the program, aligns with the instructional model. The SPAT includes three parts: Part 1 Unit Plan (planning), Part 2 Reflection Journal (reflection), and Part 3 Assessment Analysis (assessment).

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.

• 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 o

• 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.

• 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.