Skip to Main Site Navigation Skip to Content Skip to Footer
Back To Top
decorative element

Education Program Learning Outcomes

    • Candidates demonstrate a positive and reflective disposition towards intentional planning and teaching practices that are appropriate for diverse learners
    • Candidates demonstrate the ability to identify discipline-specific content knowledge and skills, develop and implement evidence-based, inclusive instructional practices that engage all students and improve student achievement
    • Candidates develop effective classroom environments that nurture collaborative learning and self-efficacy
    • Candidates identify and utilize educational technology and other digital resources to enhance the learning experience of all students and to transform their own instructional practices
    • Candidates develop and integrate learning experiences that require students’ use of critical thinking skills, problem solving, and diverse forms of communication
    • Candidates use and/or adapt/design qualitative and quantitative assessments that directly align with the learning goals of content in the discipline
    • Candidates organize, analyze, interpret and graphically display data on student growth
    • Candidates triangulate data from multiple sources to determine student learning and guide planning and teaching
    • Candidates use both classroom-wide, and individual student data to understand learning and development and to inform and adjust instruction
    • Candidates analyze student data — including pre- and post-instruction assessments — to determine the impact of their own teaching
    • Candidates demonstrate reflective and interpersonal abilities to become an active member of a data team
    • Candidates demonstrate a positive disposition toward data collection and articulate its importance in teaching and learning
    • Candidates demonstrate deep caring, commitment, and empathy for children and families of diverse cultural and socioeconomic backgrounds
    • Candidates articulate the positive influences of culture on students’ learning and development
    • Candidates demonstrate culturally responsive teaching, by incorporating the strengths, interests, histories, and needs of families of diverse cultures in their planning, teaching and assessment
    • Candidates adapt teaching and learning experiences to the linguistic, social, and learning styles and needs of children of diverse backgrounds
    • Candidates honor all family languages and understand the importance of preserving language as a fundamental part of culture
    • Candidates proactively promote positive cross-cultural peer relationships and openly and directly address instances of bias as they arise in the classroom
    • Candidates apply their knowledge of culture in their communication with and involvement of families in school
    • Candidates monitor and address their own cultural biases and recognize and articulate the influences of their own families and cultures on their beliefs and professional practices
    • Candidates demonstrate an ongoing commitment to their professional growth by engaging in continuous meaningful learning
    • Candidates continually examine their ability to design and deliver effective instruction by using feedback and evidence from students, peers and mentors to revise instructional practices and to improve effectiveness
    • Candidates collaborate with their peers, school personnel, families and community members to contribute to effective school changes
    • Candidates seek leadership roles to advocate for the well-being of all learners and to advance the profession