PROGRAMS IN THE DEPARTMENT OF EDUCATION

256 - Early Childhood Administration - Certificate

350 - Elementary Education - BS Outcomes

1. Candidates will understand and address each child’s developmental and learning needs. This outcome is aligned with elementary accreditation Standard 1 of the Council for Accreditation of Educator Preparation (CAEP).
   
2. Candidates will assess, plan, and design contexts for learning. This outcome is aligned with elementary accreditation Standard 3 of the Council for Accreditation of Educator Preparation (CAEP).
3. Candidates will understand and apply content and curricular knowledge for teaching. This outcome is aligned with elementary accreditation Standard 2 of the Council for Accreditation of Educator Preparation (CAEP).
4. Candidates can support each child's learning using effective instruction. This outcome is aligned with elementary accreditation Standard 4 of the Council for Accreditation of Educator Preparation (CAEP).
5. Candidates will develop as a professional educator. This outcome is aligned with elementary accreditation Standard 5 of the Council for Accreditation of Educator Preparation (CAEP).

355 - Early Childhood Education - BS Outcomes

1. Candidates will create environments that are healthy, respectful, supportive, and challenging for each child by applying their knowledge of young children's characteristics, needs with consideration of the individual influences impacting a child's development and learning.
2. Candidates will apply their knowledge to demonstrate that they value the importance of family engagement while acknowledging the complex characteristics of children's families and communities by creating respectful, reciprocal relationships that support and empower families.
3. Candidates will demonstrate knowledge of the goals, benefits and uses of assessment by using systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence the development of every child.
4. Candidates will use a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively influence each child's development and learning.
5. Candidates will design, implement, and evaluate meaningful, challenging curricula that promote comprehensive developmental and learning outcomes for every young child. Candidates will utilize the essential concepts, inquiry tools, and structure of content areas and identifying resources to deepen their understanding.
6. Candidates will advocate for sound educational practices and policies in line with educational standards for early childhood practice (ethical guidelines, educational and policy advocacy, reflective and critical perspectives, and integration of knowledge to inform practice and decisions).

620 - Education in Reading - MEd Outcomes

1. Candidates determine and apply major theoretical, conceptual, historical, and evidence-based foundations of literacy and language, the ways in which they integrate, and the role of the reading/literacy specialist in schools.
2. Candidates use foundational knowledge to design literacy curricula to meet needs of learners, especially those who experience difficulty with literacy; design, implement, and evaluate small-group and individual evidence-based literacy instruction for learners; collaborate with teachers to implement effective literacy practices.
3. Candidates understand, select, and use valid, reliable, fair, and appropriate assessment tools to diagnose and measure student literacy achievement; inform instruction and evaluate interventions; assist teachers in their understanding of assessment results; advocate for appropriate literacy practices to relevant stakeholders.
4. Candidates demonstrate knowledge of research, relevant theories, pedagogies, and essential concepts of diversity and equity; demonstrate an understanding of themselves and others as cultural beings; create classrooms and schools that are inclusive and affirming; advocate for equity at school district, and community levels.
5. Candidates demonstrate the ability to be reflective literacy professionals, who apply their knowledge of adult learning to work collaboratively with colleagues; demonstrate their leadership and facilitation skills; advocate on behalf of teachers, students, families, and communities.
6. Candidates meet the developmental needs of all learners and collaborate with school personnel to use a variety of print and digital materials to engage and motivate all learners; integrate digital technologies in appropriate, safe, and effective ways; foster a positive climate that supports a literacy-rich learning environment.

650 - Education- MEd Outcomes

1. Candidates will be able to identify developmental and individual differences and adjust practices accordingly.
2. Candidates will know and/or demonstrate the subject matter, professional knowledge and skills outlined by the respective specialized professional association.
3. Candidates will develop and deliver curriculum based on theoretical foundations of the discipline.
4. Candidates will analyze, utilize and conduct research critically.
5. Candidates will be able to demonstrate the use of technology in support of teaching and learning.
6. Candidates will be able to monitor and assess pupil learning.
7. Candidates will reflect upon and evaluate his/her own practices.

670 - Educational Leadership - MS Outcomes

1. Candidate understands and demonstrates the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to collaboratively lead, design, and implement a school mission, vision, and process for continuous improvement that reflects a core set of values and priorities that include data use, technology, equity, diversity, digital citizenship, and community. (NELP Standard 1)
2. Candidates understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to understand and demonstrate the capacity to advocate for ethical decisions and cultivate and enact professional norms. (NELP Standard 2).
3. Candidates understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to develop and maintain a supportive, equitable, culturally responsive, and inclusive school culture. (NELP Standard 3).
4. Candidates understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to evaluate, develop, and implement coherent systems of curriculum, instruction, data systems, supports, and assessment. (NELP Standard 4).
5. Candidates understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to engage families, community, and school personnel in order to strengthen student learning, support school improvement, and advocate for the needs of their school and community (NELP Standard 5).
6. Candidates understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to improve management, communication, technology, school-level governance, and operation systems to develop and improve data-informed and equitable school resource plans and to apply laws, policies, and regulations. (NELP Standard 6).
7. Candidates understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to build the school’s professional capacity, engage staff in the development of a collaborative professional culture, and improve systems of staff supervision, evaluation, support, and professional learning. (NELP Standard 7)