Section VI

All school preparation programs share four key principles:

1. Promotes Bilingual/Bicultural Competence
   
   • Fluent in ASL (S)
   • Competent in written English (S)
   • Creates a visual learning environment (S)
   • Knows the histories, cultures, and contexts of deaf/Deaf people (K)
   • Assures access to language through a variety of strategies (S)
   • Develop lessons that address diverse linguistic backgrounds of students (S)
   • Communicates effectively across diverse cultures, varying education & cognitive levels (S)
   • Works effectively within a culturally diverse team of professionals (S)
   • Values and responds to language diversity and development in students (S, D)
   • Demonstrates leadership, advocacy and the ability to navigate biculturally (S, D)
2. Engages in Theory-Based Practice
   
   • Shows knowledge of subject matter (K)
   • Utilizes subject matter knowledge to prepare and teach curriculum that supports learning of content by all students (S)
   • Knows how children and youth develop and the implications of that development for teaching and learning (K)
   • Modifies professional practice to be appropriate for diverse students including multiple language, ethnicity, multiple and varied intelligences, gender, and abilities (S)
   • Uses knowledge of learners and learning to assess, plan professional practice, respond, assess, and revise professional practice (action research) (S)
   • Locates professional resources for self, students, families, and communities through a variety of technologies (S, D)
   • Critically examines theory and research in order to apply to professional practice (S, D)
   • Models a passion for learning and teaching (D)
3. Acts as a Reflective Change Agent
   
   • Identifies one's own strengths, weaknesses, and learning needs and is resourceful in building their capacity as a professional (S,D )
   • Gathers evidence of the impact of their professional practice; analyzes evidence, reflects, decides what to do next (S)
   • Identifies own biases, values, beliefs, worldview, and the impact of these on their relationships with learners (S, D)
   • Collaborates with others in ways that enhance their knowledge, skills, and dispositions as a professional (S)
   • Interacts ethically and professional at all times with students, families, colleagues and community members (D)
   • Advocates for learners and for social justice (S, D)
4. Promotes the intellectual, linguistic, and social potential of all children with a particular focus on deaf and hard-of-hearing children and youth.
   
   • Understands learners in the context of their environment and culture and modifies professional practices to be culturally appropriate to learners (K, S)
   • Monitors and evaluates one's own values and their effects on practice and diverse groups (S, D)
   • Shows respect and sensitivity in words and actions towards those who are culturally different from self (D)
   • Demonstrates a belief that all children and families can learn and a commitment to enabling learning for all (D)
   • Demonstrates a rapport with diverse students that reflects respect for and acceptance of their potential for improvement and success (S, D)
   • Shows a commitment to continue to learn new knowledge and skills in order to work effectively with diverse learners (D)

 

Appendix B: Student Learning Outcomes

Gallaudet University Undergraduate Student Learning Outcomes

1. Language and Communication
   • Students will use ASL and written English to communicate effectively with diverse audiences, for a variety of purposes, and in a variety of settings.
2. Critical Thinking
   
   • Students will summarize, synthesize, and critically analyze ideas from multiple sources in order to draw well-supported conclusions and solve problem.
3. Identity and Culture
   
   • Students will understand themselves, complex social identities, including deaf identities, and the interrelations within and among diverse cultures and groups.
4. Knowledge and Inquiry
   
   • Students will apply knowledge, modes of inquiry, and technological competence from a variety of disciplines in order to understand human experience and the natural world.
5. Ethics and Social Responsibility
   
   • Students will make reasoned ethical judgments, showing awareness of multiple value systems and taking responsibility for the consequences of their actions. They will apply these judgments, using collaboration and leadership skills, to promote social justice in their local, national, and global communities.

Department of Education Student Learning Outcomes

1. Content Knowledge and Pedagogy
   • The teacher-candidate applies the central concepts, tools of inquiry, and structures of the discipline he or she teaches to create learning experiences that make these aspects of subject matter meaningful for all learners.
2. Human Development
   
   • The teacher-candidate uses knowledge of how children learn and develop to provide learning opportunities that support any child's intellectual, social, and personal development.
3. Adapting Instruction for Diverse Learners
   
   • The teacher-candidate uses knowledge of how students differ in their learning approaches to create instructional opportunities that are adapted to diverse learners.
4. Instructional Strategies
   
   • The teacher-candidate uses a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills.
5. Motivation and Classroom Management
   
   • The teacher-candidate uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation in all learners.
6. Communication and Technology
   
   • The teacher-candidate uses knowledge of effective verbal, non-verbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
7. Planning
   
   • The teacher-candidate plans instruction based upon knowledge of subject matter, diverse learner characteristics, the community, and the curriculum goals.
8. Assessment and Evaluation
   
   • The teacher-candidate uses formal and informal assessment strategies to evaluate and ensure the continued intellectual, social, and physical development of all learners.
9. Reflection and Professional Development
   
   • The teacher-candidate is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others (learners, parents and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.
10. School and Community Relationships
    
    • The teacher-candidate fosters relationships with school colleagues, parents, and agencies in the larger community to support diverse students' learning and well-being.
11. Personal Characteristics and Interpersonal Skills
    
    • The teacher-candidate demonstrates skills, beliefs, dispositions, and behaviors that guide his or her interactions with learners, families and colleagues during professional practice, problem solving and decision-making.
12. Literacy and Numeracy
    
    • The teacher-candidate applies varied strategies designed to develop and enhance the literacy and numeracy skills of all learners, including the presentation of ideas and conceptual understandings in verbal and nonverbal, print and non-print modalities.

 

                                                                                                                                  

                                     Section V                                Table of Contents