Student Handbook - Goals and Outcomes

 

Based on the foregoing beliefs and congruent practices (see Beliefs page), the
following outcomes can be expected and assessed. The achievement of each
outcome will require that teacher candidates develop knowledge, skills and
dispositions. We believe these three factors to be critical to the success of
teacher candidates and that they are inseparably integrated. Candidates need
the dispositions to effectively acquire the knowledge that is subsequently used
skillfully to facilitate learning and development in all students. Therefore, all three
are integrated in the unit’s outcome statements. In addition, the necessary
knowledge and skills vary according to the age of the student and the content to
be facilitated. Therefore, more specific knowledge and skills will be apparent in
the different program outcomes and assessment rubrics.

 

1.Teacher candidates inquire and reflect to facilitate learning and foster
development in all learners.

1a. Candidates continually evaluate through reflection the effects of their choices and actions on others (students, parents, and other professionals in the learning community).

 

1b. Candidates are aware of and reflect on their practice in light of research on teaching and resources available for professional learning.

 

1c. Candidates display curiosity and persist in seeking solutions through reflection and inquiry.

 

1d. Candidates value current research, while acknowledging and accepting multiple perspectives and tolerating ambiguity.

 

1e. Candidates know, choose, and use appropriate inquiry skills (observation, listening, questioning.

 

1f. Candidates judge appropriateness of data and sources and evaluate instruction reflectively.

 

1g. Candidates effectively use technology to conduct inquiry and to enhance reflection.

2. Teacher candidates plan, facilitate, and evaluate caring learning
communities that facilitate learning and foster development in all learners.

2a. Candidates know, understand, and use the major concepts, principles, theories, and research related to the learning and development of children and young adolescents to construct learning opportunities that support individual students’ development, acquisition of knowledge, and motivation. (Elementary)

 

2b. Candidates understand how students differ in their approaches to learning and create instructional opportunities that are adapted to
diverse learners. (Intaasc)

 

2c. Candidates understand and use a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.

 

2d. Candidates understand group dynamics and understand how environmental (structuring) principles influence learning. They practice proactive classroom management, redirecting attention and behavior constructively.

 

2e. Candidates use their knowledge and understanding of individual and group motivation and behavior among students to foster active engagement in learning, self motivation, and positive social interaction and to create supportive learning environments.

 

2f. Candidates are committed to generating and maintaining student interest and involvement.

 

2g. Candidates plan instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

 

2h. Candidates plan, prepare, and present for instruction in an organized fashion (clear directions, complete materials, sequencing of information) while monitoring and adjusting multiple variables in the classroom environment (pacing; withitness), and accept responsibility
for learning outcomes.

 

2i. Candidates effectively use appropriate technology to support the learning environment and enhance students’ learning experiences.

 

2j. Candidates know, understand, and use formal and informal assessment strategies to plan, evaluate and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of each student.

 

2k. Candidates effectively use assessment data to provide feedback to the learner and encourage students to construct meaning from feedback.

 

2l. Candidates care about the welfare of students and believe students are capable individuals. They expect the best from students and understand their role as models for students’ life-long learning.

 

2m. Candidates welcome the enrichment of their classroom environments by culturally diverse children and are adept at providing learning experiences in a multicultural setting.

3. Teacher candidates demonstrate an integration of knowledge, disciplined inquiry, skills
and dispositions in the subjects they teach.

3a. Candidates know, understand, and use the central concepts, tools of inquiry, and structures of content and can create meaningful learning experiences that develop students’ competence in subject matter and skills for various developmental levels.

 

3b. Candidates know, understand, and use the connections among concepts, procedures, and applications from content areas to motivate students, build understanding, and encourage the application of knowledge, skills, and ideas to real world issues; and engage students in generating knowledge and testing hypotheses according to the methods of inquiry and standards of evidence used in the discipline.

 

3c. Candidates understand major concepts, assumptions, debates,processes of inquiry, and ways of knowing that are central to the discipline(s) they teach.

 

3d. Candidates relate their disciplinary knowledge to other subject areas; and create interdisciplinary learning experiences that allow students to integrate knowledge, skills, and methods of inquiry from
several subject areas.

 

3e. Candidates realize that subject matter knowledge is not a fixed body of facts but is complex and ever-evolving. They seek to keep abreast of new ideas and understandings in the field.

 

3f. Candidates are committed to continuous learning and engage in professional discourse about subject matter knowledge and children's learning of the discipline.

 

3g. Candidates effectively uses multiple representations and explanations of disciplinary concepts that capture key ideas and link them to students' prior understandings.

 

3h. Candidates represent and use differing viewpoints, theories, "ways of knowing” and methods of inquiry in their teaching of subject matter concepts; and develops and uses curricula that encourage students to see, question and interpret ideas from diverse perspectives.

 

3i. Candidates evaluate teaching resources and curriculum materials for their comprehensiveness, accuracy, and usefulness for representing particular ideas and concepts.

4. Teacher candidates have the ability, skill and desire to communicate with understanding.

4a. Candidates use their knowledge and understanding of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the elementary classroom.

 

4b. Candidates listen attentively and actively to students, parents, and colleagues, skillfully interpreting verbal and non-verbal communications.

 

4c. Candidates, with tact and civility, communicate information, give clear instructions; provide instructive verbal and written feedback; and use effective questioning strategies to facilitate learning and development in all students.

 

4d. Candidates are aware and appreciate diversity in the use of language.

 

4e. Candidates are adept in the use of technology to communicate with students, parents, and colleagues.

5. Teacher candidates possess and demonstrate the values, demeanor,
and reflective decision-making of a professional educator.

5a. Candidates know the importance of establishing and maintaining a positive collaborative relationship with families to promote the academic, social and emotional growth of children.

 

5b. Candidates foster relationships with school colleagues and agencies in the larger community to support students’ learning and well-being.

 

5c. Candidates believe a professional orientation to students is one of respect, caring and trust.

 

5d. Candidates appreciate the potential for leadership and stewardship in the teaching life

 

5e. Candidates believe education allows for the maintenance of democracy and believe democratic schools operate on the basis of consensually determined procedures and protocol.

 

5f. Candidates believe that healthy classroom communities are promoted through instructional choices and that effective schools can contribute to the health of the community at large.

 

5g. Candidates know and understand the principles of ethics, ethical deliberation and ethical behavior as a guide to professional behavior.

 

5h. Candidates understand and articulate the connections between educational history and current school circumstances.

 

5i. Candidates possess a working understanding of educational philosophy and reasonably articulate and defend their own beliefs and values.

 

5j. Candidates understand how preservation of individual rights (school law) affects educational practice

 

5k. Understanding that teachers are judged by what they do and say, candidates exhibit poise, enthusiasm, and self-confidence through daily responsibilities (attendance; punctuality); and model professionalism through appropriate dress and grooming.

 

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