Student Learning Outcomes

Program Student Learning Objectives are based on CEC Standards and INTASC Principles, as follows:

  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.