Develop an informed identity as a teacher leader
C&I Program Outcomes and Student Learning Outcomes
Graduates of this program will:
1. Develop an informed identity as a teacher leader.
Student Outcome #1: Demonstrate knowledge of various leadership styles.
Student Outcome #2: Identify characteristics associated with successful teacher leaders.
Student Outcome #3: Create a school improvement plan relevant to their context.
Student Outcome #4: Explore ways to positively impact school culture and student achievement.
2. Utilize principles of educational psychology, classroom management, and instruction to construct strategies for meeting student needs in the classroom environment.
Student Outcome #1: Identify and articulate assumptions about human learning and development based on scientific and evidence-based theories and be able to apply these to instruction in the classroom.
Student Outcome #2: Connect these theories and topics to your work (or projected work) in the field of education
Student Outcome #3: Understand the role of research and the use of meta-analysis in classroom management practices to identify the key components of successful classroom management.
Student Outcome #4: Research and present a classroom management program that addresses components of successful classroom management and compose an essay comparing and contrasting different classroom management programs in order to develop a classroom management plan of their own.
Student Outcome #5: Set lesson objectives as defined by the State Department of Education and create lesson plans using different strategies
Student Outcome #6: Understand and apply formative and summative assessments
3. Demonstrate the ability to conduct and apply action-research for the purpose of addressing student needs.
Student Outcome #1: Demonstrate the ability to apply the action-research curricular design to address student needs.
Student Outcome #2: Utilize the basic principles of action research to create solutions for classroom-based challenges.
Student Outcome #3: Develop an informed researcher identity and an exploratory action research plan.
Student Outcome #4: Apply and analyze inquiry-based practice to improve teaching and learning.
4. Understand the rationale that supports content area literacy instruction at all levels.
Student Outcome #1: Apply knowledge of foundations of literacy development (including oral) in English, including development and assessment of the components of literacy.
Student Outcome #2: Apply knowledge of the use of appropriate materials and effective language and writing activities and assessment to reinforce students' language development, including fluency, phonics, vocabulary, comprehension and writing at all stages of literacy development
Student Outcome #3: Understand the rationale that supports content area literacy instruction at all levels
Student Outcome #4: Understand and apply developmental changes in students when teaching reading and writing and adjust classroom materials and instruction to accommodate culturally diverse students
Student Outcome #5: Apply comprehension, vocabulary, writing, and studying to all disciplines
5. Apply instructional strategies to meet the needs of diverse student populations.
Student Outcome #1: Understand key concepts that provide the basic terminology and framework for comprehending cultural diversity and the role of the teacher as an advocate for students
Student Outcome #2: Examine the role that culture plays in the lives of students and their families and discuss the influence of the experiences of a cultural group in the community and society on our cultural identity.
Student Outcome #3: Identify the needs of students from different cultures (students with exceptionalities, students from disadvantaged socio-economic status, students from varying ethnic diversities, cultural and religious beliefs, environmental and familial differences, etc.) to apply best practices for students from diverse cultures in the classroom
Student Outcome #4: Describe ways to build inclusive communities with a school setting using a Universal Design for Learning