Department of Curriculum, Instruction, and Foundational Studies PLOs
Educational Studies BA
Educational Focused – a. Understand human development and learning and use this knowledge to provide meaningful and challenging learning experiences for all learners.
Educational Focused – b. Create safe, inclusive, culturally responsive learning environments so that all individuals will become active and effective learners and develop emotional well-being, positive social interactions, and self-determination.
Educational Focused – c. Use knowledge of general and specialized curricula to individualize and differentiate learning experiences.
Educational Focused – d. Use multiple methods of assessment and data-sources in making educational decisions.
Educational Focused – e. Select, adapt, and use a repertoire of evidence-based instructional strategies to advance learning.
Educational Focused – f. Use foundational knowledge of the field and the professional Ethical Principles and Practice Standards to inform practice, to engage in lifelong learning, and to advance the profession.
Educational Focused – g. Collaborate with families, other educators, related service providers, individuals with exceptionalities, and personnel from community agencies in culturally responsive ways to address the needs of learners across a range of learning experiences.
Leadership -h. Identify the essential characteristics of problems that need solutions, select a strategy to address the problem, and build on both successes and failures.
Leadership -i. Adapt leadership behavior for different organizational, cultural, personal, and political contexts.
Elementary Education BA
The teacher understands that each learner’s cognitive, linguistic, social, emotional, and physical development influences learning and knows how to make instructional decisions that build on learners’ strengths and needs.
The teacher designs, adapts, and delivers instruction to address each student’s diverse learning strengths and needs and creates opportunities for students to demonstrate their learning in different ways.
The teacher knows the major concepts and modes of inquiry for social studies: the integrated study of history, geography, government/civics, economics, social/cultural and other related areas to develop students’ abilities to make informed decisions as global citizens of a culturally diverse, democratic society and interdependent world.
The teacher knows a range of evidence-based instructional strategies, resources, and technological tools and how to use them effectively to plan instruction that meets diverse learning needs.
The teacher identifies and reflects on his/her own beliefs and biases and utilizes resources to broaden and deepen his/her own understanding of cultural, ethnic, gender, and learning differences to develop reciprocal relationships and create more relevant learning experiences.
The teacher actively seeks professional, community, and technological resources, within and outside the school, as a support for analysis, reflection, and problem-solving.
Curriculum and Instruction MA
Teachers are committed to students and their learning
Teachers know the subjects they teach and how to teach those subjects to students
Teachers are responsible for managing and monitoring student learning
Teachers think systematically about their practice and learn from the experience
Teachers are members of learning communities
Educational Leadership MEd
Equity and Cultural Responsiveness:  Effective educational leaders strive for equity of educational opportunity and culturally responsive practices to promote each student’s
Curriculum, Instruction, and Assessment: Effective educational leaders develop and support intellectually rigorous and coherent systems of curriculum, instruction, and assessment to promote each student’s academic success and well-being
Operations and Management:  Effective educational leaders manage school operations and resources to promote each student’s academic success and well-being
School Improvement:  Effective educational leaders act as agents of continuous improvement to promote each student’s academic success and well-being
Elementary Education MIT
Candidates will demonstrate care, character, and professionalism in honoring intersectionality and diversities in order to support student learning.
Candidates will frame their disciplinary curriculum based on its structure and purpose, including perspectives in the discipline and how content is organized.
Candidates will demonstrate knowledge and application of the epistemic practices in their content, including tools of the discipline, routines for teaching and learning, and domain specific practices.
Candidates will demonstrate knowledge of the teaching process and assessment systems by making the anatomy of teaching visible through planning learning segments and response to learning based on data, observations, and interpretations.
Candidates will facilitate learning for individuals, small groups, and whole group based on data which might define needs for intervention.
Candidates will attend to the social dynamics in a classroom and create a culture for learners that considers power dynamics, peer interactions, and culturally responsive management.
Executive Educational Leadership EdS
Strategic planning for continuous improvement – Engages in a process of continuous improvement to ensure student success.
Ethics – Acts ethically, legally, and with fiscal responsibility in accordance with professional norms and the Code of Ethics for Idaho Professional Educators.
Equity, diversity, and cultural responsiveness – Strives for equity of educational opportunity and respect diversity.
Instructional leadership – Sets high expectations for all students and cultivate the conditions for student learning.
Human resources and supervision/evaluation – Develops the professional knowledge and practice of school personnel to promote student success.
Communication – Develops, advocates, and enacts a shared mission, vision, and communicates the beliefs for high-quality education and academic success for all students.
Advocacy – Engages with others in meaningful, reciprocal, and mutually beneficial ways to promote student success.
Leadership theories – Develops the knowledge and skills of school system leadership to promote student success, recruit and retain high quality employees, and cultivate the conditions for learning.
Governance -Understands how to facilitate processes and activities to establish and maintain an effective and efficient governance structure for school districts.
Operations and management – Manages district operations and resources to promote system success.
Program Evaluation Measurement and Statistics MS
Research Skills: At the completion of the program, students are expected to: 1) formulate researchable study questions in an independent manner,
Research Skills: At the completion of the program, students are expected to: 2) develop research and evaluation projects and contribute to research activities of a team,
Research Skills: At the completion of the program, students are expected to: 3) locate and coordinate relevant resources for a research project in a critical manner,
Research Skills: At the completion of the program, students are expected to: 4) be committed to the ethical conduct of research and professional activities,
Specialized Knowledge and Application of Skills: At the completion of the program, students are expected to: 1) demonstrate a sophisticated understanding of the theoretical, analytical, and methodological approaches used in program evaluation, measurement, and statistics,
Specialized Knowledge and Application of Skills: At the completion of the program, students are expected to: 2) engage different types of clients and carry out evaluation studies on a wide range of topics,
Specialized Knowledge and Application of Skills: At the completion of the program, students are expected to: 3) apply measurement procedures and survey designs to collect unbiased data for a population study and a study using various sampling strategies,
Technical Skills: At the completion of the program, students are expected to: 1) test statistical models and provide intuitive explanations of the results.
Technical Skills: At the completion of the program, students are expected to: 2) understand how to use empirical evidence to answer research questions and test hypotheses,
Technical Skills: At the completion of the program, students are expected to: 3) create and use conceptual models based on methodologies identified by past research, and conduct appropriate statistical data analysis to answer a research question,
Technical Skills: At the completion of the program, students are expected to: 4) develop research projects through which they are able to use complex statistical techniques to analyze a wide-range of outcomes,
Communication Skills: At the completion of the program, students are expected to: 1) communicate effectively in written, oral and graphical form about specific issues and to formulate well-organized written arguments that state assumptions and hypotheses supported by evidence,
Communication Skills: At the completion of the program, students are expected to: 2) disseminate research results in a clear and coherent manner to other researchers, employers, coworkers, and to the general public,
Communication Skills: At the completion of the program, students are expected to: 3) contribute to the intellectual community and be able to critically analyze and evaluate one’s own, as well as others’ findings and give effective and constructive feedback to others.
Secondary Education MIT
Candidates will demonstrate care, character, and professionalism in honoring intersectionality and diversities in order to support student learning.
Candidates will frame their disciplinary curriculum based on its structure and purpose, including perspectives in the discipline and how content is organized.
Candidates will demonstrate knowledge and application of the epistemic practices in their content, including tools of the discipline, routines for teaching and learning, and domain specific practices.
Candidates will demonstrate knowledge of the teaching process and assessment systems by making the anatomy of teaching visible through planning learning segments and response to learning based on data, observations, and interpretations.
Candidates will facilitate learning for individuals, small groups, and whole group based on data which might define needs for intervention.
Candidates will attend to the social dynamics in a classroom and create a culture for learners that considers power dynamics, peer interactions, and culturally responsive.