Programs & Courses
Student Learning Goals and Outcomes
1. The Learner and Learning: To ensure that each student learns new knowledge and skills, teacher candidates will understand that learning and developmental patterns vary among individuals by combining a base of professional knowledge, including an understanding of how cognitive, linguistic, social, emotional, and physical development occurs, with the recognition that learners are individuals who bring differing personal and family backgrounds, skills, abilities, perspectives, talents and interests.
- Teacher candidates will be able to recognize the patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. (InTASC Standard #1: Learner Development)
- Teacher candidates will be able to use understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards. (InTASC Standard #2: Learner Differences)
- Teacher candidates will be able to work with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation. (InTASC Standard #3: Learning Environments)
2. Content: Teacher candidates will have a deep and flexible understanding of their content areas and be able to draw upon content knowledge as they work with learners to access information, apply knowledge in real world settings, and address meaningful issues to assure learner mastery of the content.
- Teacher candidates will be able to apply the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content. (InTASC Standard #4: Content Knowledge)
- Teacher candidates will be able to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues. (InTASC Standard #5: Application of Content)
3. Instructional Practice: Teacher candidates will understand and integrate assessment, planning, and instructional strategies in coordinated and engaging ways.
- Teacher candidates will be able to use multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision-making. (InTASC Standard #6: Assessment)
- Teacher candidates plan instruction that support every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. (InTASC Standard #7: Planning for Instruction
- Teacher candidates will be able to use a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways. (InTASC Standard #8: Instructional Strategies
4. Professional Responsibilities: Teacher candidates will create and support safe, productive learning environments
that result in learners achieving at the highest levels by engaging in meaningful
and intensive professional learning and self-renewal by regularly examining practice
through ongoing study, self-reflection,
- Teacher candidates will be able to engage in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner. (InTASC Standard #9: Professional Learning and Ethical Practice)
- Teacher candidates seek appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession. (InTASC Standard # 10: Leadership and Collaboration)