The Education Department’s Learning Outcomes guide programmatic course and field experience design, inform assessments, and provide a framework for students to reflect and develop on their journeys as professional educators. The Learning Outcomes incorporate three domains: Knowledge, Skills, and Dispositions. Each domain has five core outcomes.
A. Specialized Knowledge
The teacher possesses content knowledge and uses such knowledge bases to create meaningful learning environments for students in inclusive settings.
B. Human Development and Learning
The teacher understands theories underlying inclusive education, and knows how to structure a learning environment conducive to learning for students with diverse learning styles. The teacher understands and assesses the developmental approach to becoming a teacher through critical reflection.
C. Student Learning
The teacher understands and has knowledge of constructivist learning theory in order to attend to the individual needs of students and to improve student academic achievement in inclusive settings.
D. Diversity of Learners
The teacher understands and has knowledge of multicultural theories, diversity perspectives, culturally relevant teaching practices, inclusive strategies, and the foundations of education.
E. Assessment, Evaluation, Technology and Research
The teacher understands and has knowledge of traditional and non-traditional assessment tools, including portfolio and performance-based assessments and technological applications. The teacher possesses sufficient knowledge of assessment and research strategies designed to assist, monitor, and evaluate learning outcomes for all students.
A. Curriculum Development and Instructional Planning
The teacher designs curricula and plans instruction based on knowledge of the subject matter, student needs, community, and curriculum goals (including State and City performance standards) for an inclusionary model of instruction.
B. Instructional Methods and Strategies
The teacher uses a variety of developmentally appropriate instructional strategies (i.e., differentiated instruction, multiple intelligences, learning styles, cooperative learning, etc.) in order to facilitate democratic learning communities.
C. Learning Environment
The teacher implements instructional methods and positive behavioral supports that establish a learning environment that encourages critical thinking, problem solving, and self-regulation.
The teacher uses knowledge of effective verbal and non-verbal communication techniques to foster active inquiry, collaboration, and supportive classroom interaction.
E. Assessment, Research and Technology
The teacher uses formal and informal assessment strategies including technology application to evaluate and assess special learning needs and to ensure the continuous intellectual and social development of the learner. The teacher will be able to apply the tools of action research to further evaluate and assess the intellectual and social development of the learner.
A. Lifelong Learning
The teacher demonstrates concern for self-improvement through reflection and professional development.
The teacher appreciates diversity in school and society and sees the learning potential in every individual.
C. Professional Partnerships
The teacher is committed to collaboration in schools and other learning communities and models professional and leadership behaviors in all interactions with school, families, and communities.
D. Ethical Behavior: Respect and Fairness
The teacher recognizes that educational practices have ethical implications and is committed to fostering a democratic learning community of informed decision makers. This especially means treating all people with respect and ensuring that all instructional practices are fair for everyone.
E. Transformative Learning and Teaching
The teacher is committed to personal, school and community change, and dedicated to the idea that all students can learn when provided with an appropriate instructional environment.