Learning Outcomes:
School of Education and Leadership

Administrative Licensure

• • Prospective school and district leaders will engage in reflective inquiry to assist in planning and taking action within learning organizations. They will be able to apply reflective inquiry and incorporate consideration of relevant laws, policies, and data essential to make informed, shared decisions resulting in changes that benefit students, staff, and the broader community.

  • Prospective school and district leaders will gain self-awareness of their level of cultural competence and promote equity through effective interactions and experiences within educational settings. They will develop a readiness for diversity leadership creating and monitoring a positive environment for teaching and learning, and demonstrating the ability to adapt education programs to meet the needs of diverse constituencies.

  • Prospective school and district leaders will develop the competence to build and sustain communities of teachers and learners through shared leadership practices. They will employ these leadership skills to create and articulate a vision, strategic plans and goals; they will also assess and improve organizational cultures and climate; as they facilitate leadership tasks and motivate others.

  • Prospective school and district leaders will be prepared to make learning an integral part of their organizations through collaborative opportunities that address the needs of all learners. They will understand and be ready to implement strategies so learning will become the focus of community members who share their expertise to co-construct new insights and knowledge.

EdD

• • As a teacher, researcher, scholar, and leader, candidates will demonstrate proficiency in academic expository writing.

  • As a teacher, researcher, scholar, and leader, candidates will demonstrate a capacity to participate appropriately in a professional learning community.

  • As a teacher, researcher, scholar, and leader, candidates will document evidence of personal and professional development.

  • As a teacher, researcher, scholar, and leader,  candidates will identify, analyze, synthesize, and communicate knowledge publicly.

  • As a teacher, researcher, scholar, and leader,  candidates will use technology to identify and critically assess research literature.

  • As a teacher, researcher, scholar, and leader, candidates will participate in and promote equity and social justice work.

K-12 Teacher Reading Licensure

• • Teachers must have knowledge of the foundations of reading processes and instruction.

  • Teachers must be able to use a wide range of instructional practices, approaches, methods and curriculum materials to support reading instruction.

  • Teachers must be able to use a variety of assessment tools and practices to plan and evaluate effective reading instruction.

  • Teachers must be able to create a literate environment that fosters reading by integrating foundational knowledge, use of instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments.

  • Teachers must view professional development as a career-long effort and responsibility.

MA in ESL

• • Candidates will understand the relationship between language and culture, and how it affects learning.

  • Candidates will have the knowledge they need to take leadership and advocacy roles in schools.

  • Candidates will write a scholarly capstone and orally present results a public meeting.

  • Candidates will have a strong background in the systems of language, and be able to apply that  knowledge to language instruction.

  • Candidates will be able to incorporate technology in their teaching.

  • Candidates will become reflective practitioners.

  • Candidates will be able to pose questions related to their instruction and systematically investigate those questions.

MA in Literacy

• • Candidates will create and engage their students in literacy practices that develop awareness, understanding, respect and a valuing of differences in our society.

  • Candidates will create a literate environment that fosters reading and writing by integrating foundational knowledge, use of instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments.

  • Candidates will understand the theoretical and evidence-based foundations of reading and writing processes and instruction.

  • Candidates will view professional learning and leadership as a career-long effort and responsibility.

  • Candidates will use instructional approaches, materials and an integrated, comprehensive, balanced curriculum to support student learning in reading and writing.

MAEd

• • Students will identify and respond to inequities present in schools and communities.

  • Students will practice and implement strategies that build communities of learners.

  • Students will develop a theoretical understanding of the principles of public policy, effective learning environments, and educating for equity & social justice and apply them to educational environments.

  • Students will demonstrate proficiency in academic expository writing.

  • Students will critically assess research literature during the inquiry process.

Natural Sciences and Environmental Education (NSEE)

• • Environmental Literacy, Educators must demonstrate understanding of natural history, earth systems science, and environmental change.

  • Educators must demonstrate understanding of the goals, theory, practice, and history of the field of environmental education.

  • Candidates must combine the fundamentals of high-quality education with the unique features of environmental education to design and implement effective instruction.

  • Educators must understand and accept the responsibilities associated with practicing environmental education.

  • Environmental educators must possess the knowledge, abilities, and commitment to make assessment and evaluation integral to instruction and programs.

  • Educators must be committed to the fair treatment and meaningful inclusion of all people regardless of race, color, national origin or income, with respect to the development, enforcement, and impacts of environmental laws, regulations, services, and policies. 

Teacher Education

• • Teachers recognize that teaching begins with the student and strives to create a dynamic community of learners.

  • Teachers draw upon a deep and flexible understanding of content knowledge as they help learners access information, apply knowledge in real world settings, and address meaningful issues to assure learner mastery of the content.

  • Teachers establish objectives and assessments, select appropriate instructional and discourse practices, and lead students to build conceptual understandings.

  • Teachers model ethical behavior; engage in continuous improvement through professional development, reflection, and collaboration; and draw on the resources of learners, colleagues, families and community members to maximize student growth and development.

  • Teachers communicate effectively in writing and in speaking.

  • Teachers use information and technology competently and responsibly