Please view our narrative responses below in black and hyperlinked evidence in gold below. Please note revisions for Program Standard 7, based on CTC Feedback #1 are highlighted in green, including both narrative and evidence revisions.
GE Program Standard 2 is met as follows:
All candidates completing the ELJJ program are expected to have a deep understanding of the content they teach, as well as the ability to effectively communicate that content to students. They should also be able to differentiate instruction to meet the needs of all learners, and provide support to students who are struggling. In addition, ELJJ candidates are able to create a positive and supportive learning environment, and manage classroom behavior effectively. With this in mind, we have designed a program in which courses are sequential in scheduling, building on previous content, skills, and knowledge, with regularly scheduling assessments for both clinical and academic development (See Multiple Subject Assessment Plan and Single Subject Assessment Plan).
The specific knowledge, skills, and abilities that beginning level practitioners are expected to have are as follows:
Content knowledge: Beginning level practitioners should have a deep understanding of the content they teach. This includes knowledge of the subject matter itself, as well as the skills and strategies that students need to learn that content.
Pedagogical knowledge: Beginning level practitioners should have a strong understanding of how students learn. This includes knowledge of learning theories, as well as instructional strategies that are effective for teaching a variety of learners.
Pedagogical Content Knowledge: The intersection between understanding the content candidates teach and specific and particular ways of teaching that are specifically related to the content taught.
Differentiation skills: Beginning level practitioners should be able to differentiate instruction to meet the needs of all learners. This includes being able to identify students' needs, and adjust instruction accordingly.
Diversity, Equity, and Inclusion: An understanding of the unique needs and experiences of diverse student populations, and an ability to create an inclusive and supportive learning environment that helps students not only understand academic content but also question their lived experiences.
Support skills: Beginning level practitioners should be able to provide support to students who are struggling. This includes providing academic support, as well as emotional and social support.
Classroom Culture: Ability and skills necessary to create and maintain a safe, respectful, and positive classroom environment that supports student learning and that fosters the development and expression of students’ voices, identities, and experiences.
Collaboration and Communication: An ability to work effectively with colleagues, families, and other stakeholders to support student learning and well-being.
Technology Integration: An ability to use technology critically, creatively, and effectively to enhance teaching and learning.
In addition to these knowledge, skills, and abilities, ELJJ graduates must also be able to demonstrate the following dispositions:
Professional Growth: A commitment to ongoing professional growth and development, including participation in professional learning communities, reflective practice, and continuous improvement.
Commitment to student learning: Beginning level practitioners should be committed to helping all students learn. This includes being willing to work hard, and being patient and persistent in helping students succeed.
Caring: Beginning level practitioners should care about their students and their success. This includes being willing to go the extra mile to help students learn, and being supportive of students' social and emotional needs.
Respect: Beginning level practitioners should respect their students, their colleagues, and their profession. This includes being willing to listen to others, and being open to feedback.
Professionalism: Beginning level practitioners should be professional in their interactions with students, colleagues, and parents. This includes being respectful, courteous, and reliable.
All candidates completing the ELJJ program are expected to meet the following competencies:
Content Knowledge: A strong understanding of the content candidates will be teaching, including state-adopted academic standards, subject matter, and best practices.
Pedagogical Knowledge: Ability to design and deliver effective instruction that supports all students in achieving academic success. This includes knowledge of assessment strategies and differentiated instruction with particular attention to anti-racist and embodied pedagogy.
Pedagogical Content Knowledge: The intersection between understanding the content candidates teach and specific and particular ways of teaching that are specifically related to the content taught.
Diversity, Equity, and Inclusion: An understanding of the unique needs and experiences of diverse student populations, and an ability to create an inclusive and supportive learning environment that helps students not only understand academic content but also question their lived experiences.
Classroom Culture: Ability and skills necessary to create and maintain a safe, respectful, and positive classroom environment that supports student learning and that fosters the development and expression of students’ voices, identities, and experiences.
Collaboration and Communication: An ability to work effectively with colleagues, families, and other stakeholders to support student learning and well-being.
Technology Integration: An ability to use technology critically, creatively, and effectively to enhance teaching and learning.
Professional Growth: A commitment to ongoing professional growth and development, including participation in professional learning communities, reflective practice, and continuous improvement.
In addition to meeting TPEs, candidates in the traditional Multiple and Single Subject Preliminary Credential program at Mills College at Northeastern University must also meet program standards:
TPEs describe the knowledge, skills, and abilities expected of a beginning level practitioner in order to effectively educate and support all students in meeting state-adopted academic standards.
Program provides multiple opportunities for candidates to learn, apply, and reflect on each TPE through organized coursework and clinical practice. (See ELJJ Course Matrix).
Pedagogical assignments become increasingly complex and challenging as candidates progress through the program and address TPEs specific to the subjects to be authorized by the credential, preparing them for the TPA and other program-based assessments.
Faculty and other qualified supervisors assess candidates' pedagogical performance in relation to the TPEs and provide formative and timely performance feedback to help candidates progress towards mastering the TPEs.
Learning to teach resides in the development of praxis, or the inextricable coexistence of theory and practice in teaching. For this reason, the assessment of student learning outcomes must include triangulation from both coursework and fieldwork elements of the program. Furthermore, there are state required assessments that we must consider as we prepare each candidate to become the best teacher possible. With that said, these outlined assessments will take place every summer.
ELJJ leaders, faculty, and staff will rely on the following assessment plans for Multiple Subject and Single Subject to ensure that individual students are making satisfactory progress as well as to inform the functioning and improvement of the ELJJ program. Candidates will receive a total score representing their overall practical teaching abilities and development, which is used to evaluate their readiness to teach. We will use this score in part to inform our decision whether to recommend the teacher candidate for a preliminary single or multiple subject credential. We will also utilize the individual TPE scores to inform our decisions about the program.
ELJJ will rely on edTPA scores to assess the proficiency and skill development for planning, instruction, and assessment among candidates. We will utilize edTPA individual scores and summative reports to evaluate the effectiveness of the program, particularly pertaining to the initial credential year.
TPEs describe the knowledge, skills, and abilities expected of a beginning level practitioner in order to effectively educate and support all students in meeting state-adopted academic standards.
Program provides multiple opportunities for candidates to learn, apply, and reflect on each TPE through organized coursework and clinical practice.
Pedagogical assignments become increasingly complex and challenging as candidates progress through the program and address TPEs specific to the subjects to be authorized by the credential, preparing them for the TPA and other program-based assessments.
Faculty and other qualified supervisors assess candidates' pedagogical performance in relation to the TPEs and provide formative and timely performance feedback to help candidates progress towards mastering the TPEs.
The full set of TPEs can be found in the document after Standard 6.
Continue to Program Standard 3: Clinical Practice
Return to the GE Program Standards Navigation Page Here
Please note the hyperlinks below are woven within the narrative above in gold:
