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    • By Henry Miller

    Deb Yates

    Deb Yates began teaching full time at The College of Idaho in 2003. Her scholarly interests include at-risk youth, alternative schools (including charter schools), No Child Left Behind Act, educational reform, qualitative research (especially case studies and narrative inquiry), school improvement/turnaround schools, and single-gender classrooms/schools. Dr. Yates’ research focuses on effective schools of choice, alternative education, and school improvement, and has included social science methodologies utilizing case studies, ethnographies, and portraiture. Dr. Yates has also served as a professional development facilitator for the Indiana State Department of Education, designing programs to help public educators become more effective with high-risk students of poverty. As a paid consultant, Dr. Yates has conducted program evaluations for school districts looking to restructure their high schools or to establish alternative schools. EDUCATION Ed.D., Curriculum and Instruction, Boise State University. M. A., Ball State University B.S., Indiana State University SCHOLARSHIP & RESEARCH Turning Your School Around: A Self-Guided Audit for School Improvement (2010). Solution-Tree Publishers, co-authored with Robert D. Barr) Welcome to Middletown: A Reality-based Program for Engaging Your Staff in Data Assessment for School Improvement. (2006) Solution-Tree Publishers

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    • By Henry Miller

    Kevin Talbert

    Hello! I have the privilege to teach future teachers! C of I education students get to be “in the field” from their very first education class at The C of I, and by the time they graduate they have numerous authentic teaching experiences in local schools to supplement their learning here on campus. It is through the combination of field experience and on-campus coursework that students develop into the caring, critical, and competent teachers that schools around the valley covet. I am thrilled to contribute to the preparation of our many excellent teachers! Here in the Education Department, I teach EDUC 3100 Foundations of Schooling and EDUC 4030 Teaching in a Diverse Society, and I supervise some of our student-teachers as they get their first full-time teaching experience in local schools. Recently, I have been studying the work of Fred Rogers and Mister Rogers’ Neighborhood. Mister Rogers was an exemplary educator and truly embodied the educator’s call to teach as an act of love, truth, and justice. Prior to The C of I, I worked as a post-doctoral fellow for the Urban Teaching Cohort at Miami University in Oxford, Ohio, a program that helps prepare students who wish to teach in high-needs schools, especially in urban areas. I also did my graduate work at Miami U., and before that I taught high school social studies in Lima, Ohio. In my time at C of I, I’ve encountered engaged students who ask good questions, a committed faculty, and helpful and courteous staff—a true campus community. I’m happy to be a Yote! EDUCATION Ph.D., Educational Administration: Curriculum and Cultural Studies, Miami University, 2012 M.Ed., Curriculum and Teacher Leadership, Miami University, 2008 B.A., History, Ohio Northern University, 1999 PROFESSIONAL EXPERIENCE Grow up Great Fellow, Fred Rogers Institute (2024-2026) Professor, The College of Idaho (2024- present) Associate Professor, The College of Idaho (2019-2024) Assistant Professor, The College of Idaho (2013-2019) Post-doctoral Fellow, Urban Teaching Cohort, School of Education, Health, & Society, Miami University (2012-2013) Teaching Assistant, Department of Educational Leadership, Miami University (2008-2013) Social Studies Teacher, Shawnee High School, Lima, OH (1999-2007) SCHOLARSHIP & RESEARCH DeVitis, J. L. and Talbert, K. M. (Eds.). White Christian Nationalism and the Assault on American Education. (forthcoming, Palgrave Macmillan Press). Talbert, K. M. (2026). Standing in a Raging River: How Post-Truth Carves Idaho’s Sociocultural Landscape. In J. DeVitis (Ed.) Post-Truth’s Assault on America’s Schools and Colleges. Emerald Publishing. Talbert, K. M. (2024). Engaging Mister Rogers’ Neighborhood as a Great Curriculum: A Curriculum Critique. Journal of Curriculum Theorizing, 39(2), 16-29. DOI: https://doi.org/10.63997/jct.v39i2.1139 Talbert, K. M. (2022). Currere prayers of a new father. Currere Exchange Journal, 6(1), 99–102. Talbert, K. M. (2020, March 26). An open letter to accidental home-school parents. Tales from the Classroom blog. Talbert, K. M. (2020). Who am I? or Condemned by speaking and damned by silence: A decades long currere journey. Currere Exchange Journal, 4(1), 30-37.

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    • By Henry Miller

    Terah Moore

    Terah is a believer of living life to its fullest potential. She believes she does this by holding others in high esteem — genuinely caring for them — by seeking balance between a passionate work ethic, cultivating a healthy marriage with her husband Andy, raising two beautiful children, maintaining a stable home life on the farm, and sustaining joy through play. Her heart’s passion is to inspire, shape, and send teachers into the education field who possess a strong teaching identity, a passion for teaching and learning, a desire and a plan to impact the world by impacting students. Her teaching and her life are characterized by these elements and are rooted in daily renewal, reflection, and relationship with God. EDUCATION PhD Education; Adult Organizational Learning, University of Idaho MA Curriculum and Instruction; Bilingual/ESL Education, Boise State University BS Elementary Education; minor in Spanish, Idaho State University PROFESSIONAL EXPERIENCE Terah began teaching at The College of Idaho in 2012. She teaches courses in educational research, curriculum and instruction, elementary pedagogy, and bilingual/ESL endorsement programs at the master’s and undergraduate levels. Her primary role at the graduate level is to oversee and support teachers conducting action research. She partners with local districts to provide support and training in ESL and bilingual endorsement certifications. Prior to coming to the College, Terah was director of the MAT program in Boise, ID at George Fox University. Terah’s classroom teaching experience spans K-12 in poverty schools and bilingual settings. Terah participates in curricular research. Her primary focus is experiential education and facilitating long term sustainable teaching through this approach. Terah has presented research in the areas of science education, curriculum and instruction, and bilingual education. She consistently shares her work at AERA, NWATE, and Federal Program conferences. Terah offers local teacher training workshops for bilingual educators.

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    • By Henry Miller

    Sally Brown

    Hello friends! The most important thing to know about me, is that I LOVE teaching, and I am passionate about ensuring all students have access to the world through literacy. When not working towards this goal, I love to hike and enjoy nature, travel with my family, do hard things, and enjoy time on our small, hobby farm. I have two amazing children and a very supportive husband, and we aim to center our work around our faith in God. I love working with impassioned students that want to make a difference in youth’s lives. Working with The College of Idaho students is truly a gift. They bring curiosity, passion, and dedication. With approximately eight years of experience as a classroom teacher and approximately 14 years of experience training preservice teachers, I use the knowledge I gained in the classroom to guide my research and teacher training courses. Students note that my courses are “challenging” as Teaching Reading is Rocket Science (Moats, 2020)! I want my students to leave my classes as master future teachers of reading and writing! I have developed and teach the Literacy Core Sequence, which includes Language & Literacy Development, Literacy in the Content Areas, and Literacy Assessment & Intervention. Introduction to Exceptional Learners, Writing Process & Assessment, Literature for Children & Adolescents, and the General Methods class for our master’s students are also courses that are part of my repertoire. Looking forward to having you aspiring teachers in my classes! EDUCATION Ph.D., Utah State University. Education—Specializing in Curriculum and Instruction with Literacy Concentration. M.Ed., University of Virginia. Special Education. Teaching License K-12 with Endorsements in Mild/Moderate Disabilities and Emot B.S., Family Science, Brigham Young University PROFESSIONAL EXPERIENCE Dr. Sally Brown, an associate professor of education, began her work at The College of Idaho in 2018. Aside from teaching, her research focus encompasses teacher knowledge, evidence-based literacy instruction, and intervention. Dr. Brown has also served as a member of the Idaho Comprehensive Literacy Plan, the Dyslexia Handbook, and dyslexia legislation workgroups, and was involved in revising the state literacy standards. As a member of Idaho’s Higher Education Literacy Partnership (IHELP), Dr. Brown, along with colleagues from around the state, are writing and revising the state literacy exams to guide institutions to better align their programs with the science of reading. Finally, Dr. Brown presents at local, national, and international conferences and provides professional development for schools. In April 2023, she—along with two students—presented at the World Literacy Summit held at Oxford University. Their topic was Working to Teach Every Child to Read: Increasing Outcomes on Dual Fronts. Other recent presentation topics include Integrated Models of Reading Comprehension: Understanding to Impact Teaching—The Teacher’s Central Role; The Effects of Explicit Main Idea and Summarization Instruction on Comprehension; and Understanding the Science of Reading: Moving Knowledge to Practice. To sum up her passion, Dr. Brown’s mantra is the following…The greatest act we can do to improve equity in the world is to teach every child to read. And she will continue to work tirelessly towards this goal. SCHOLARSHIP & RESEARCH Brown, S. A. & Members of the Idaho Higher Education Literacy Partnership (2023, Mar.). Idaho Comprehensive Literacy Standard 5—Diverse Reading and Writing Profiles: Reading and Writing Difficulties, Version A—1st Edition. Idaho Higher Education Literacy Partnership (IHELP). Boise, ID. Brown, S. A., & Pyle, N. (2021) Self-questioning strategy routine to enhance reading comprehension among secondary students. TEACHING Exceptional Children 53(6). https://doi.org/10.1177/0040059920976677 Brown, S. A. (2021, May). Overview: Evidence-Based Practices in Literacy Instruction. Iowa Distance Education Adult Literacy (IDEAL): Iowa Department of Education. Atomic Jolt, Logan, UT. Members of the Dyslexia Handbook Workgroup (2022). Idaho Dyslexia Handbook: Kindergarten through 12th Grade. Idaho State Board of Education.Idaho-Dyslexia-Handbook Members of the Comprehensive Literacy Workgroup (2020). Comprehensive literacy plan: Kindergarten through 12th grade. Idaho State Board of Education. Boise, ID. Free downloadable resource online shared with district leaders, higher education faculty, and teachers. Comprehensive Literacy Plan Pyle, N., Brown, S., & Pyle, D. (2017). A synthesis of academic interventions for students in alternative high schools. Alternative Accountability Policy Forum Proceedings. November, 2017. Summary of Proceedings 2017 zPyle, N., & Brown, S. (2016). Literacy for Access to College and Texts (L-ACT): Utah Alternative High Schools College Readiness Partnership. Policy Forum Proceedings: Annual Alternative Accountability Policy Forum. November 2016. 2016 Proceedings Pace Final

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