History Teaching BA
The history teaching major is intended for students who are pursuing secondary education licensure through the David O. McKay School of Education. It serves primarily students who anticipate careers as secondary school teachers. The history teaching major gives its students a broad education in history and strives to help students think clearly and communicate effectively to better understand their own and others' cultural traditions. The history teaching major also gives students the analytical and research skills they will need to succeed as secondary school teachers and, in conjunction with pedagogy coursework through the McKay School of Education, the tools they will need to teach secondary school students basic historical skills. In keeping with the institutional aims of the University, the minor also seeks to assist individuals in their quest for perfection and eternal life.
Candidates can identify the core concepts, tools of inquiry, and standards associated with the history curricula taught in secondary classrooms and can create learning experiences that make these concepts meaningful for students.
Candidates can describe how young people learn and develop, acknowledging individual and cultural differences, in order to create environments that motivate collaborative learning.
Candidates use a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills, and use assessments to inform instruction.
Candidates continually reflect on and evaluate their teaching practices, actively seek opportunities to grow professionally, engage in ethical behavior, and collaborate with stakeholders (students, parents, and other professionals in the learning community).
Demonstrate basic competency in the Utah Effective Teaching Standards as established by Utah Teacher Education Assessment and Accreditation Council and the Utah State Board of Education
Evidence of Learning
The assessment system that is used to evaluate students' mastery of learning outcomes is a common system used across programs that are associated with the Educator Preparation Program at Brigham Young University. It includes four assessment instruments, with one administered multiple times in order to identify students' development throughout their years in the program.
Before students can graduate with a Teaching Social Science degree or History Teaching degree and meet the state of Utah's requirements for certification, they must pass the Praxis II exam. This test, which is administered through Educational Testing Services at students' expense, measures students' social studies and/or historical content knowledge. It provides evidence of students' mastery of the first learning outcome, Subject Matter.
As part of their student teaching experience students working toward either the Teaching Social Science or History Teaching degree must complete a Teacher Work Sample (RTWS), which is a portfolio that includes teaching materials, evidence of their students' learning, personal reflections, and plans for improving their teaching. The RTWS is used to evaluate students' mastery of each learning outcome, with different sections of the RTWS associated with different learning outcomes. For instance, the RTWS requires student teachers to tell how they made adaptations to instruments to meet the needs of their pupils with special needs. This section of the RTWS corresponds with the department's learning outcome dealing with acknowledging learners' individual and cultural differences.
The Professional Dispositional Instrument (PDI) is currently being developed in cooperation with the McKay School of Education. The purpose of this instrument is to assess students' mastery of learning outcomes associated with the learner and learning, instructional strategies, and professional development.
The PAES is a holistic evaluation system designed to evaluate teacher candidates' performance across multiple clinical experiences (i.e., practicum, student teaching, internship). The PAES is intended to evaluate candidates' growth from the beginning of their teacher preparation program through student teaching and graduation. The PAES measures candidates' knowledge, skills, and professional dispositions across the ten Utah Effective Teaching Standards (UETS) using a four point Likert-scale: Not Effective (0), Beginning (1), Developing (2), and Preservice Effective (3)and two professionalism items using a dichotomous scale of Yes/No. The system asks evaluators to complete both formative assessments and summative evaluations on candidates' performance while mentoring and coaching them to ensure they are prepared to enter the classroom as a first-year teacher. The PAES is much more than an observation instrument, it is a comprehensive tool for gathering evidence of candidates' ability to put into practice all the knowledge, skills, and dispositions acquired during their preparation to be a classroom teacher, while providing mentor teachers and university supervisors diagnostic information for mentoring and coaching candidates.
All assessment information is kept in the files of the department secretary.
Praxis II Exam
RTWS (Teacher Work Sample)
PDI (Profesional Dispositional Instrument)
At this time, the program does not use any indirect measures, as the direct measures seem to be sufficient.
Learning and Teaching Assessment and Improvement
Analysis, Evaluation, and Improvement Process
The data from the assessments is collected by the Teacher Education faculty and shared with the History Department's curriculum committee. The Teacher Education faculty also coordinate with the other EPP programs on campus to evaluate the data and make recommendations for pedagogical adjustments.