Idaho
Teaching Standards and Leadership Standards
Teaching Standards
Is working with and meeting the needs of students with disabilities addressed in state teaching standards?
The Idaho Core Teaching Standards were revised in the spring of 2012 to align with the InTASC Model Core Teaching Standards. Standards three and seven establish the expectation that teachers will plan and adapt instruction to meet the needs of students, including the needs of exceptional learners.
Standard #3: Adapting Instruction for Individual Needs. The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. Including: accessing appropriate services or resources to meet exceptional learning needs.
Standard #7: Instructional Planning Skills. The teacher plans instruction based on knowledge of subject matter, students, the community, and curriculum goals. Including: planning lessons and activities to address variation in learning styles and performance modes, multiple development levels of diverse learners, and problem solving and exploration.
Sources:
Idaho State Department of Education (ISDE), Standards for Assessing Teacher Performance and Proficiency Rubric
Idaho State Board of Education (ISBE), Idaho Standards for Initial Certification for Professional School Personnel
School Leadership Standards
Is knowledge of working with students with disabilities included in leader standards?
The Idaho Standards for Effective Principals are divided into 14 components clustered within three domains: school climate, collaborative leadership, and instructional leadership. While the standards do not specifically require knowledge of working with students with disabilities, they do establish the expectations that an educational leader will promote “the success of all students.”
The fourteen Idaho Foundation Standards for the Preparation of School Administrators also place a focus on “all students.” Standard 11, High Expectations, includes a requirement that school administrators understand “the laws and regulations associated with special student populations” and the “essential components in the development and implementation of individual education programs, adhering to state and federal regulations.”
Sources:
ISDE, The Idaho Standards for Effective Principals
ISBE, Idaho Standards for Initial Certification for Professional School Personnel
Teacher and Principal Preparation
Teacher Preparation – Program Approval/Accreditation
Required course work in teaching students with disabilities/diverse learners
The Idaho Administrative Code (IAC) outlines specific coursework requirements for teacher candidates. Most candidates are not required to take coursework that addresses the learning needs of students with disabilities.
A Standard Elementary Certificate requires: A minimum of 24 semester credit hours, or 36 quarter credit hours, in the philosophical, psychological, and methodological foundations and in the professional subject matter of elementary education, which shall include at least 6 semester credit hours, or 9 quarter credit hours, in developmental reading and its application to the content area. [IAC 08.02.02 (18)]
An Early Childhood/Early Childhood Special Education Blended Certificate requires: A minimum of 30 semester credit hours, or 45 quarter credit hours, in the philosophical, psychological, and methodological foundations, in instructional technology, and in the professional subject matter of early childhood and early childhood-special education. The professional subject matter of early childhood and early childhood-special education shall include course work specific to the young child from birth through grade 3 in the areas of child development and learning; curriculum development and implementation; family and community relationships; assessment and evaluation; professionalism; and, application of technologies.
A Standard Secondary Certificate requires: A minimum of 20 semester credit hours, or 30 quarter credit hours, in the philosophical, psychological, and methodological foundations, instructional technology, and in the professional subject matter of secondary education, which must include at least 3 semester credit hours, or 4 quarter credit hours, of reading in the content area. [IAC 08.02.02 (20)]
Source: Idaho Administrative Code (IAC), State Board of Education, 08.02.02
Clinical time in diverse settings/teaching special populations
The Idaho Administrative Code articulates clinical requirements for teacher candidates. There are no specific state requirements with regard to preservice teaching experience in diverse settings or with special student populations.
For elementary education, at least 6 semester credit hours, or 9 quarter credit hours, of elementary student teaching or two years of satisfactory experience as a teacher in grades K-8. [IAC 08.02.02 (018)]
For Early Childhood/Early Childhood Special Education, the required 30 semester credit hours, or 45 quarter credit hours, shall include not less than 6 semester credit hours, or 9 quarter credit hours, of early childhood student teaching. [IAC 08.02.02 (019)]
For secondary education, the required credit hours must also include at least six semester credit hours, or nine quarter credit hours, of secondary student teaching or two years of satisfactory experience as a teacher in grades six through twelve. Preparation in at least two fields of secondary teaching:
- A first teaching field of at least 30 semester credit hours, or 45 quarter credit hours.
- A second teaching field of at least 20 semester credit hours, or 30 quarter credit hours.
- Preparation of not less than 45 semester credit hours, or 67 quarter credit hours, in a single subject area may be used in lieu of the first teaching field or second teaching field requirements. [IAC 08.02.02 (020)]
Source: IAC, State Board of Education, 08.02.02
Teacher Preparation – Accountability
Quality of teacher preparation programs
Idaho does not collect program-specific, objective data that reflect teacher preparation program performance. While CAEP accreditation serves as the official vehicle for teacher preparation program approval in Idaho, the state also engages in its own approval process. Section 33-114 of Idaho Code require a full program review of every preparation program every seven years, based upon the Idaho Standards for Initial Certification of Professional School Personnel.
Sources:
National Council on Teacher Quality, 2014 State Teacher Policy Yearbook
ISDE, Accredited Teacher Preparation Institutions in Idaho
Principal Preparation – Program Approval/Accreditation
Require course work in leading a school/district that serves students with disabilities/diverse learners
Administrator certification requires at least 30 semester credit hours, or 45 quarter credit hours of graduate study in school administration. The program must include the competencies of the Idaho Foundation Standards for School Administrators. However, neither the rules nor the standards specifically require knowledge or coursework in working in school/district that serves special education students/diverse learners.
Sources:
IAC, State Board of Education, 08.02.02.026
ISDE, The Idaho Foundation Standards for School Administrators
Principal Preparation – Accountability
Are programs reviewed based on outcomes of graduates’ success? Can school principals be linked back to institutions of higher education and preparation programs?
Our state policy review did not identify a state system for principal preparation program accountability.
Teacher and Principal Certification/Licensure
Teacher Certification/Licensure – Structure
Is a specific certificate, license or endorsement related to special education required?
The state of Idaho issues early childhood (birth-3), elementary (K-8) and secondary (6-12) teaching certificates. For special education, Idaho offers an Exceptional Child Certificate (K-12 or PreK-3). Candidates must provide an institutional recommendation that an approved special education program has been completed, with field work that included an internship and student teaching in a special education setting.
Sources:
National Council on Teacher Quality, 2014 State Teacher Policy Yearbook
IAC, State Board of Education, 08.02.02
ISDE, Teacher Certification
Teacher Certification – Examination
Does the state require teachers to pass a basic skills exam for initial certification? What are the pass rates on the exams? Does the state require Praxis II or more pedagogical assessment for licensure? Does it include anything about teaching diverse learners or special populations?
Teacher candidates must take The Praxis Series tests or verify Highly Qualified status by another approved means. Prior to entering a teacher education program, candidates may be required to take the Praxis I tests to demonstrate qualifications. Teacher candidates must also take the appropriate Praxis II tests for each area of certification they seek. Candidate seeking a special education endorsement and elementary certification must pass the Praxis elementary content test in addition to a second assessment related to the special education endorsement. The elementary subject-matter test is required for a K-12 special education license.
Sources:
ETS, Overview of Idaho Testing Requirements
National Council on Teacher Quality, 2014 State Teacher Policy Yearbook
Teacher Certification/Licensure – Requirements
Is professional development around working with special populations required to move from initial to a professional license?
Idaho does not offer multiple levels of teacher certification. Six professional development credits are required to renew an existing teaching certificate or credential, but there are no specific requirements with regard to professional development around working with special student populations. However, credits must be educationally related to the professional development of the applicant and specifically tied to content areas and/or an area of other endorsement.
Sources:
ISDE, Educator Certification/Credential
Renewal of an Idaho Certificate/Credential
Principal Certification/Licensure – Requirements
Is prior teaching experience required to become a principal and/or a superintendent? Is specific coursework or other evidence required around working with special populations?
Principals: Candidates must have a Masters degree from an accredited university and four years of full-time certificated experience working with students PreK-12 while under contract in a school setting. Candidates must also have completed an administrative internship or have one year of experience as an administrator in grades PreK-12. Candidates must provide verification of completion of a state approved program of at least 30 semester credit hours or 45 quarter credit hours, of graduate study in school administration for the preparation of school principals at an accredited college or university.
Superintendents: Candidates must have an education specialist or doctorate degree or complete a comparable postmaster’s sixth year program at an accredited college or university and complete four years of fulltime certificated/licensed experience working with students PreK-12 while under contract in a school setting. Candidates must also complete an administrative internship for the superintendent endorsement or have one year of out of state experience as an assistant superintendent or superintendent in grades PreK-12 while holding that state’s administrative certificate. Candidates must provide verification of completion of an approved program of at least 30 semester credit hours or 45 quarter credit hours of postmaster’s degree graduate study for the preparation of school superintendents at an accredited college or university. [IAC 08.02.02 (26)]
Sources:
IAC, State Board of Education, 08.02.02.026
George W. Bush Institute, Operating in the Dark
Education Commission of the States, Administrator License Requirements, Portability, Waivers and Alternative Certification
Teacher and Principal Induction
Teacher Induction
Is mentoring required for all new teachers and for how many years? If so, do program guidelines/requirements specifically address teaching diverse learners?
State law requires school districts to provide support to all first- and second-year teachers in the areas of “administrative and supervisory support, mentoring, peer assistance and professional development.”
Sources:
Idaho Statutes, 33-512
New Teacher Center, Review of State Policies on Teacher Induction
Principal Induction
Is coaching/mentoring required for all new principals/administrators/ superintendents and for how many years? If so, do program guidelines/requirements specifically serving diverse learners?
The state does not require new administrators to receive induction support.
Source: New Teacher Center, Review of State Policies on Teacher Induction
Teacher and Principal Professional Development Standards
Teacher Professional Development Standards
Does the state have professional development standards for teacher PD?
Our state policy review did not identify any state standards for teacher professional development.
Principal Professional Development Standards
Does the state have professional development standards for leadership PD?
Our state policy review did not identify any state standards for principal professional development.