Core Learning Outcomes for COE Undergraduate Elementary Teacher Education Program

The following INTASC Principles are generally and specifically addressed throughout the undergraduate elementary teacher education program. Certain courses have been selected to provide specific target collection points.

OUTCOMES

The Pre-service Teacher…

Corresponding INTASC Principles

Performance

Evidence – Artifact

Course(s) -Collection Point

1. Understands school socialization issues

·has awareness of school as a community and as a part of the larger community. ·understands the vital roles of teacher, secretary, custodian, lunch room monitor etc.

Principle #10. The pre-service teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well being.

·The pre-service teacher participates in collegial activities designed to make the entire school a productive learning environment.

·The pre-service teacher makes links with the learners' other environments on behalf of students, by consulting with parents, counselors, teachers of other classes and activities within the schools, and professionals in other community agencies.

·The pre-service teacher can identify and use community resources to foster student learning.

·Direct observation and reflections during 308 practicum.

·Target assessment in ECI 321, i.e. essay, presentation, or midterm

·Student teaching evaluation

·ECI 308

·ECI 321

·Student teaching

2. Understands and demonstrates ability to teach literacy skills and

displays this across curriculum

Principle #1: The pre-service teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

Principle #7: The pre-service teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

·The pre-service teacher effectively uses multiple representations and explanations of literacy concepts that capture key ideas and link them to students' prior understandings.

·The pre-service teacher can represent and use differing viewpoints, theories, "ways of knowing" and methods of inquiry in his/her teaching of literacy concepts.

·The pre-service teacher can evaluate literacy resources and curriculum materials for their comprehensiveness, accuracy, and usefulness for representing particular ideas and concepts.

·The pre-service teacher engages students in generating knowledge and testing hypotheses according to the methods of inquiry and standards of evidence used in literacy education.

·The pre-service teacher develops and uses literacy curricula that encourage students to see, question, and interpret ideas from diverse perspectives.

·The pre-service teacher can create interdisciplinary learning experiences that allow students to integrate literacy knowledge, skills, and methods of inquiry from several subject areas.

·Book study, lesson plans, final essay and target assessment in ECI 309/310

·Practicum & student teaching observations, lesson plans, and evaluation

·ECI 309/310,

·ECI 308

·Student teaching

3. Demonstrates knowledge in content

areas including concepts, procedures, and processes and tools of inquiry.

·Demonstrates knowledge of content areas with appropriate level of depth. ·Makes effective use of resources to find support when needed to facilitate professional development in content knowledge.

Principle #1: The pre-service teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

·The pre-service teacher understands major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the discipline(s) s/he teaches.

·The pre-service teacher understands how students' conceptual frameworks and their misconceptions for an area of knowledge can influence their learning.

·The pre-service teacher can relate his/her disciplinary knowledge to other subject areas.

·The pre-service teacher understands learning theory, subject matter, curriculum development, and student development and knows how to use this knowledge in planning instruction to meet curriculum goals.

·The pre-service teacher knows how to take contextual considerations (instructional materials, individual student interests, needs, and aptitudes, and community resources) into account in planning instruction that creates an effective bridge between curriculum goals and students' experiences.

·Content driven lesson plans, i.e. objectives, rationale

·AEPA practice test

·Reflection paper

·Practicum and student teaching lesson plans, observations, and evaluations

·Course related field experiences in ECI 300, ECI 306, and ECI 307

·Student teaching

4. Understands, develops and uses a variety of assessment tools, techniques, and strategies

·Is knowledgeable about the different types of assessments and the data they provide, and is able to craft appropriate assessment instruments and rubrics to effectively assess student learning.

Principle #8: The pre-service teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner.

·The pre-service teacher appropriately uses a variety of formal and informal assessment techniques (e.g. observation, portfolios of student work, teacher-made tests, performance tasks, projects, student self-assessments, peer assessment, and standardized tests) to enhance her or his knowledge of learners, evaluate students' progress and performances, and modify teaching and learning strategies.

·The pre-service teacher solicits and uses information about students' experiences, learning behavior, needs, and progress from parents, other colleagues, and the students themselves.

·The pre-service teacher uses assessment strategies to involve learners in self-assessment activities, to help them become aware of their strengths and needs, and to encourage them to set personal goals for learning.

·The pre-service teacher evaluates the

effect of class activities on both

individuals and the class as a whole,

collecting information through

observation of classroom interactions,

questioning, and analysis of student

work.

·The pre-service teacher monitors his or

her own teaching strategies and behavior

in relation to student success, modifying

plans and instructional approaches

accordingly.

·The pre-service teacher maintains useful

records of student work and performance and can communicate student progress knowledgeably and responsibly, based on appropriate indicators, to students, parents, and other colleagues.

·Targeted assessments from ECI 330

·Running Records, etc. in ECI 309/310 ·Evaluations from ECI 308 Practicum

·Lesson Plan

·Student teaching evaluations

·ECI 309/310,

·ECI 330

·Student teaching

5. Communicates effectively both orally and in writing

·Communicates effectively with peers, teachers, children, professors using standard English and grammar.

Principle #6: The pre-service teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

·The pre-service teacher models effective communication strategies in conveying ideas and information and in asking questions (e.g. monitoring the effects of messages, restating ideas and drawing connections, using visual, aural, and kinesthetic cues, being sensitive to nonverbal cues given and received).

·The pre-service teacher supports and expands learner expression in speaking, writing, and other media.

·The pre-service teacher knows how to ask questions and stimulate discussion in different ways for particular purposes, for example, probing for learner understanding, helping students articulate their ideas and thinking processes, promoting risk-taking and problem-solving, facilitating factual recall, encouraging convergent and divergent thinking, stimulating curiosity, helping students to question.

·The pre-service teacher knows how to use a variety of media communication tools, including audio-visual aids and computers, to enrich learning opportunities.

·ECI 321 Education Philosophy statement in portfolio

·ECI 321

6. Designs and implements effective learning opportunities and environments that encourage students’ development of critical thinking, problem solving and performance skills.

· Can describe optimum settings for various learning styles and needs of students.

Principle #2: The pre-service teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.

Principle #3: The pre-service teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

Principle #4: The pre-service teacher understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.

Principle #5: The pre-service teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

Principle #7: The pre-service teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

·The pre-service teacher effectively uses multiple representations and explanations of disciplinary concepts that capture key ideas and link them to students' prior understandings.

·The pre-service teacher engages students in generating knowledge and testing hypotheses according to the methods of inquiry and standards of evidence used in the discipline.

·The pre-service teacher can create integrated learning experiences that allow students to integrate knowledge, skills, and methods of inquiry from several subject areas.

·The pre-service teacher stimulates student reflection on prior knowledge and links new ideas to already familiar ideas, making connections to students' experiences, providing opportunities for active engagement, manipulation, and testing of ideas and materials, and encouraging students to assume responsibility for shaping their learning tasks.

·The pre-service teacher accesses students' thinking and experiences as a basis for instructional activities by, for example, encouraging discussion, listening and responding to group interaction, and eliciting samples of student thinking orally and in writing.

·The pre-service teacher identifies and designs instruction appropriate to students' stages of development, learning styles, strengths, and needs.

·The pre-service teacher carefully evaluates how to achieve learning goals, choosing alternative teaching strategies and materials to achieve different instructional purposes and to meet student needs (e.g. developmental stages, prior knowledge, learning styles, and interests).

·The pre-service teacher uses multiple teaching and learning strategies to engage students in active learning opportunities that promote the development of critical thinking, problem solving, and performance capabilities and that help student assume responsibility for identifying and using learning resources.

·The pre-service teacher constantly monitors and adjusts strategies in response to learner feedback.

·The pre-service teacher develops a variety of clear, accurate presentations and representations of concepts, using alternative explanations to assist students' understanding and presenting diverse perspectives to encourage critical thinking.

·The pre-service teacher can use knowledge about human motivation and behavior drawn from the foundational sciences of psychology, anthropology, and sociology to develop strategies for organizing and supporting individual and group work.

·The pre-service teacher knows when and how to adjust plans based on student responses and other contingencies.

· Implemented lesson plan

·ECI 307

·Student teaching

7. Understands and applies theories of learning and development to provide appropriate learning opportunities and how they relate to the way children learn

Principle #2: The pre-service teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.

Principle #3: The pre-service teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

·The pre-service teacher assesses individual and group performance in order to design instruction that meets learners' current needs in each domain (cognitive, social, emotional, moral, and physical) and that leads to the next level of development.

·The pre-service teacher identifies and designs instruction appropriate to students’ stages of development, learning styles, strengths, and needs.

·The pre-service teacher creates lessons and activities that operate at multiple levels to meet the developmental and individual needs of diverse learners and help each progress.

·ECI 321- Educational Philosophy statement – including statement of beliefs about how children learn and how to meet needs of every child

·Lesson plans from each course

·Evaluations from

ECI 308 Practicum ·Student teaching.

·ECI 321

·Student teaching.

8. Demonstrates effective interpersonal skills with: children, family members, peers, and supervisors.

Principle #10: The pre-service teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being.

·The pre-service teacher communicates in ways that demonstrate a sensitivity to cultural and gender differences (e.g. appropriate use of eye contact, interpretation of body language and verbal statements, acknowledgment of and responsiveness to different modes of communication and participation).

·The pre-service teacher establishes respectful and productive relationships with parents and guardians from diverse home and community situations, and seeks to develop cooperative partnerships in support of student learning and well-being.

·The pre-service teacher talks with and listens to the student, is sensitive and responsive to clues of distress, investigates situations, and seeks outside help as needed and appropriate to remedy problems.

·The pre-service teacher acts as an advocate for students.

·Disposition document

·ECI 308

9. Shows awareness of and sensitivity to all learners and their diverse needs

·Recognizes uniqueness of every child

·Accommodates needs of

every child

Principle #3: The pre-service teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

·The pre-service teacher uses teaching approaches that are sensitive to the multiple experiences of learners and that address different learning and performance modes.

·The pre-service teacher makes appropriate provisions (in terms of time and circumstances for work, tasks assigned, communication and response modes) for individual students who have particular learning differences or needs.

·The pre-service teacher can identify when and how to access appropriate services or resources to meet exceptional learning needs.

·The pre-service teacher seeks to understand students' families, cultures, and communities, and uses this information as a basis for connecting instruction to students' experiences (e.g. drawing explicit connections between subject matter and community matters, making assignments that can be related to students' experiences and cultures).

·The pre-service teacher brings multiple perspectives to the discussion of subject matter, including attention to students' personal, family, and community experiences and cultural norms.

·The pre-service teacher creates a learning community in which individual differences are respected.

·Problem based learning activity

·ECI 307

10. Demonstrates professional behavior, habits. and dispositions including being a reflective practitioner and a life long learner.

·Dresses professionally (appropriately as a model for children)

·Demonstrates good work ethic of attendance and turning in work on time

·Prepares effective lesson plans in timely manner

·Exhibits an enthusiastic positive attitude

Principle #9: The pre-service teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.

·The pre-service teacher uses classroom observation, information about students, and research as sources for evaluating the outcomes of teaching and learning and as a basis for experimenting with, reflecting on, and revising practice.

·The pre-service teacher seeks out professional literature, colleagues, and other resources to support his/her own development as a learner and a teacher.

·The pre-service teacher draws upon professional colleagues within the school and other professional arenas as supports for reflection, problem-solving and new ideas, actively sharing experiences and seeking and giving feedback.

·Student code of conduct check list

·ECI 310

·ECI 307

·ECI 321