Expectations What do you expect from: C&I Faculty? Yourself and other students? The Bachelor of Science in Education Program?

What do you expect from C&I Faculty and Staff? Love what you are doing and help us to be the best teachers we can be Be available to respond to questions and when we need help Be a resource – and help us find opportunities outside of class Be patient Help you to clarify your calling – where you are going with your profession Provide consistent challenges Work all scenarios that you will need in all educational settings Be fair – provide meaningful teaching and learning opportunities Model creativity so, we too, may be creative in our teaching

What do you expect from yourself and other students in the program? Be responsible and respectful to peers as well as faculty and staff Be reminded of the passion for teaching and learning Help each other out Actively participate and work off each others’ strengths Open discussions Use the resources that are available to us Be creative Be sincere Be open to new ideas and perspectives Be patient with each other and those outside our group

What do you expect from the Bachelor of Science in Education Program? Fully competent teacher Pride and confidence in the degree Knowledge to help us move forward More developed passion for teaching and learning Learn about ourselves Connect theory and practice through experience Develop patience for others

Conceptual Framework University of Idaho educators CARE. Together we develop as scholar practitioners who value, professionally apply and advance: Cultural Proficiency; Assessment, Teaching, and Learning; Reflective Practice; and, Engaging in Community Building & Partnerships.

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Cultural Proficiency In summary, cultural proficiency is the policies and practices of the organization, or the values and behaviors of an individual, which enable that agency or person to interact effectively in a culturally diverse environment. (Lindsey, Roberts & Terrell, 2003)

Cultural Proficiency Continuum Downward Spiral Conversation Upward Spiral Conversation Blindness Incapacity Competence Pre-CompetenceProficiency Destructiveness

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Assessment, Teaching & Learning In summary, assessment, teaching and learning is what we do in education and it can be expressed as a spiraling cycle, as Bransford, Brown & Cocking (2000) suggest:

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Reflective Practice In Summary, reflective practice involves the presence of higher-level thinking processes, such as inquiry, metacognition, analysis, integration, and synthesis. The focus of reflection usually involves an examination of personal beliefs, goals, and practices. Educators need feedback from educational leaders who can act as mentors, guides, facilitators, and coordinators for relevant meaning-making within the reflection process. (Osterman & Kottkamp, 2004)

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Engaging in Community Building & Partnerships In Summary, for centuries, the education of children and youth has been the most important responsibility of society. Communities cannot rely only on schools and educators to provide quality instruction to students. It takes everyone within the community of learners; working together on educational issues, to provide a viable learning environment so all students can learn to be productive community members. As the African proverb reminds us, “It takes a village to raise a child.”

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