Secondary Education Map
We urge a competency-based program beyond the constructs of course or credit. A program based on doctrine, principle
and mentored application (tool) structured by mastered competencies rather than courses completed. This document is
intended to encourage an aligned secondary education program to promote becoming disciple leaders through deep
learning and inspired teaching. We desire transfer(mation).
Secondary Education -- Anytime. Anywhere. Anything. Anyone.
Tenet 1: It’s About Them
Pattern: Doctrine / Principle / Tool
Tenet 2: Act v. Acted Upon
Parable: Isaiah 27:6 (Sis. Clark Devotional Sep.2012)
Journey of Development: As learners who complete the Secondary Education program we will -1. Become disciple leaders by living and teaching in the Savior’s Way.
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.
Mastery (competency) Plan: Secondary Education at BYU-Idaho
PreProgram
Module 1
(4th sem)
Module 2
(5th sem)
Module 3
(6th sem)
Module 4
(7th and
8th sem)
Experiences / Action
Recommendations To Begin Journey
Internship (on or off campus)
Mindsets (Dweck)
Creation of Education Foundation
Through study, discussion, sharing
(tech competencies), observation,
greetings and gatherings (Ed 200 +
field experience + tech competencies).
Professional Semester
Understanding, Development and
Cognition, Motivation and
Management, Principles of Teaching.
Exceptional Students
(ED 242, 304, 361, 360)
Content Literacy
Reading in the Content, Assessment,
Identify student learning needs and
meet those needs.
(ED 461 + ED 448 + Content Methods)
Student Teaching
ED 492 + Internship (on or off campus
– continue in schools or return to
campus to mentor peers)
Assessment
Documented time with youth
Seminar contribution
Recommendation (Ed, Content, Public School)
Cornerstone
Concept Map
Metaphor
Generative Topics
Professionalism – Greetings and Gatherings
Journey
4,5
1,2,3,5
Concepts
Knowledge Construction (jury)
Learning Maps
Observations
Teaching Video (competencies)
IDEA Practicum
Concept Map
Metaphor
Recommendation (Ed, Content, Public School)
Concept Map
Metaphor
Case study
Learning Maps
Teaching Video (competencies)
Observations
Mentor continuance recommendation (Ed, Cont)
1,2,3,4,5
Learning Maps
Observations
Recommendation (School)
Teach One Another (Internship)
1,2,3,4,5,6
F/W
W/S
S/F
1,2,3,4,5,6
Formative Assessment Plan: Competencies are developed and performed through the following measures –
Video, Website, Cornerstone, Concept Map, Metaphor, Generative Topics, Concepts, Learning Plans, IDEA
Practicum, Case Study, Teach one Another
Summative Assessment Plan: Performances of Growth and Predicted Employability
Recommendations (Ed, Content, Public School); Teaching Observations / Video; Concept Map, Metaphor
Secondary Education
Core (Course Format)
ED 200: History and Philosophy of Education
Purpose:
Roots and Wings. Establish a foundation of learning
and teaching. Establish a pattern for learning and a
framework for teaching.
Indicators:
Cornerstone
Concept Map
Work
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.
Employ the pattern of doctrine /
principle / tool to enhance our
lifelong learning journey.
Employ the pattern of doctrine /
principle / tool to become
intentional in our decision making.
Become capable of success in
school settings as skilled
professionals by deepening our
understanding of course essential
questions (throughlines).
1. Who am I and what motivates
me?
2. How do I view those I teach?
3. What is my work as learner and
teacher?
4. What is worth teaching?
5. How do I learn?
6. Upon what foundation are U.S.
public schools built?
7. What is the role of school in
society?
Become capable of success as
skilled professionals through
demonstrated competence of
multiple technologies
Event / Activity / Invitation
Concept Map
Cornerstone
Metaphor
Professionalism
Teaching
Develop further questions to guide
future learning.
Concept Map
Metaphor
Generative Topics
Metaphor Website
Concept Map
Metaphor
Performance (Assessment)
Coded concept map – sufficient
depth and thought
Cornerstone ties to Master
Metaphor to build upon
Documented aptitude for youth
interaction as mentor / tutor /
teacher (Greetings and Gatherings)
Coded concept map
Pattern structured metaphor
Concept Map
Metaphor
Content Generative Topics
Concept Map
Metaphor
Content Generative Topics
Coded concept map
Pattern structured metaphor
Thoughtful topics list
Coded concept map
Pattern structured metaphor
Thoughtful topics list
Concept Map
Metaphor
Sharing Work
Cmap Program
Website
Online collaboration tools
(Voicethread, Zenation, Realtime
Boards)
Coded concept map
Pattern structured metaphor
ED 304: Development, Cognition, Understanding
Purpose:
Exploration of teaching and learning through
educational theories of development, cognition, and
understanding. Understanding affective and
cognitive domains and implications of brain
research for learning and teaching.
Indicators:
Concept Map
Learning Plans
Concepts
Metaphor
Learning
Work
Event / Activity / Invitation
Performance (Assessment)
Become disciple leaders by
living and teaching in the
Savior’s way as communicated
through principles of the BYUIdaho Learning Model and
“Come Follow Me” curriculum
outlines and support resources.
Employ the pattern of doctrine /
principle / tool to enhance our
lifelong learning journey.
Build meaningful and effective
tools of learning and teaching
to promote creative and
generative thinking in those we
serve in families, communities,
and classrooms.
Demonstrated knowledge of
students and pedagogy
Concept Map
Metaphor
Professionalism
Coded concept map – sufficient
depth and thought
Metaphor to build upon
Professional = growth mindset
Concept Map
Metaphor
Coded concept map
Pattern structured metaphor
Concept Map
Metaphor
Planning
100 Concepts
Coded concept map
Pattern structured metaphor
Effective planning before
teaching
Concept Map
Metaphor
Teaching Episodes
Course Readings / Projects
Generative Topics from Model
Classroom Labs
Coded concept map
Pattern structured metaphor
Teaching Observation / Video
Projects completed to mastery
Recommendation for
continuance from content
personnel.
Concept Map
Metaphor
Coded concept map
Pattern structured metaphor
Demonstrate knowledge of
content and capacity to develop
meaningful learning maps with
generative topics and
construction of knowledge
Develop further questions to
guide future learning.
ED 361: Secondary Education Principles of Teaching
Purpose:
Teach in an authentic setting. Pre-service teachers
have their own students in their own classrooms.
Work
Build meaningful and effective
tools of learning and teaching
to promote creative and
generative thinking in those we
serve in families, communities,
and classrooms.
Become capable of success in
school settings as skilled
professionals by demonstrating
competence of the following
learning and teaching principles
and skills --
Indicators:
Concept Map
Learning Plans
Competencies
Metaphor
Teaching
Event / Activity / Invitation
Concept Map
Metaphor
Learning Maps
Performance (Assessment)
Coded concept map
Pattern structured metaphor
Effective planning before
teaching
Concept Map
Metaphor
Learning and Teaching in
Model Classrooms
Coded concept map
Pattern structured metaphor
Video, observation, artifact
evidence from teaching
opportunities.
Way of being
Structured Expectations
Sense of belonging
Invitational Language
Clear Messages (Interaction)
Clear Messages
(Understanding)
Transitions
Recommendation for
continuance toward
secondary certification by ed,
content, and school personnel.
Knowledge Construction
Full Learning Map
Implementation
Pacing
Questions
Element of Discovery
It’s About Them Learning
Plan Connects
Getting Better at Something
Develop further questions to
guide future learning.
Concept Map
Metaphor
Coded concept map
Pattern structured metaphor
SPED 360: Exceptional Students Grades 6-12
Purpose:
Experience with exceptional students. Laws and
obligations relating to all students.
Work
Become disciple leaders by
teaching students with
exceptionalities as the Savior
would.
Indicators:
Concept Map
IDEA Practicum
Event / Activity / Invitation
Developmental Workshop
PE / Institute
Extended Resource
Be capable of success in school IDEA Practicum
settings as a skilled professional
by –
Demonstrating understanding
of legal, political and social
influences in the education of
Teaching Exceptionality
exceptional students.
Demonstrating understanding
of professional, community,
multicultural and family
perspectives and the associated
collaborative partnerships of
educating students with special
needs.
Metaphor
Performance (Assessment)
Documented experience and
reflection
IDEA Practicum – Tool
creation for individual with
disability
Class Presentation
IDEA Competencies
Class Experiences
Concept Map
Metaphor
Coded concept map
Pattern structured metaphor
Identifying, understanding, and
being able to apply several
strategies for classroom
management.
Identifying, understanding, and
developing approaches to deal
with the major “high incidence”
disabilities likely to be found in
secondary school classrooms.
Analyzing selected
interventions and approaches to
dealing with issues surrounding
certain case studies involving
exceptional students.
Develop further questions to
guide future learning.
ED 461: Reading in the Content
Purpose:
Literacy skills developed through content study. Purpose of
school. Purpose of particular content within a school.
Indicators:
Concept Map
Case Study
Metaphor
Work
Event / Activity /
Invitation
Performance (Assessment)
Employ the pattern of doctrine / principle / tool to
become intentional in our decision making
regarding an individual.
Philosophy
Metaphor extension to public
school audience (philosophy)
Case Study
Observation
Data informed plan to advocate
for a student
Notes reflect understanding of
learning environment and student
needs
Learning Plans with Literary
Elements
Appropriate interventions planned
for individual / group
Video / Reflection
Recognition of intentions /
application
Case Study
Individual plan; Needs assessed,
Informed by data, Literacy focus,
Advocate for student, Reflect /
Analysis
Exit Interview
Build meaningful and effective tools of learning
and teaching to promote creative and generative
thinking in those we serve in families,
communities, and classrooms. These tools will
include -Prepare multiple instructional strategies and
effectively implement them into daily learning
plans that include pre-reading, during reading,
and post-reading learning activities.
Create access and identify a variety of appropriate
learning materials for students at their appropriate
level of comprehension that are specific to their
content-area.
Become capable of success in school settings as
skilled professionals by demonstrating
competency in the following –
Observation
Recommendation for continuance
toward secondary certification.
Notes reflect understanding of
learning environment and student
needs
Diagnosis the literacy learning needs of
individual students by developing informal
formative assessment techniques and using
assessment data that can be applied within a
classroom intervention model.
Learning Plans with Literary
Elements
Appropriate interventions planned
for individual / group
Video / Reflection
Implement vocabulary building strategies that
take into account the background knowledge of
individual students.
Recognition of intentions /
application
Case Study
Understand the unique learning needs of English
Language Learners (ELL) and implement
research-based instructional strategies into daily
learning activities that target this special
population of students.
Individual plan; Needs assessed
Informed by data, Literacy focus,
Advocate for student, Reflect /
Analysis
Exit Interview
Recommendation for continuance
toward secondary certification.
Philosophy
Metaphor extension to public
school audience (philosophy)
Accurately assess the readability of content
materials and appropriately implement materials
into effective and engaging learning activities
taking into account factors that influence such
decisions.
Develop further questions to guide future
learning.
ED 492:
Student Teaching
Purpose:
Transfer learning to authentic environments.
Become a teacher.
Indicators:
Danielson Framework Teaching
Competencies
Work
Become capable of success in
school settings as skilled
professionals by demonstrating
competence in adopted learning
and teaching frameworks
(Danielson).
Event / Activity / Invitation
Work in Learning
Environments in School and
Beyond
Become change agents to
enhance learning and teaching
in families, individuals, classes,
and communities.
Work in Learning
Environments in School and
Beyond
Performance (Assessment)
Learning Plans
Video
Observation
Interviews
Recommendation for
continuance toward secondary
certification.
Learning Plans
Video
Observation
Interviews
Recommendation for
continuance toward secondary
certification.