Mission and Program Learning Outcomes

Our Mission

The Isabelle Farrington College of Education prepares and promotes a diverse community of educators, whose work is grounded in professional knowledge, skills, and dispositions in service to their students. Guided by fundamental principles of social justice, human dignity and equity, we prepare candidates to help their students navigate a global community that is undergoing profound cultural and technological change. We use evidence of candidate performance to continuously improve practice and policy.

The Department of Teacher Education include programs in Elementary Education, and Secondary Education in English, Mathematics, Social Studies, Science (Biology, Chemistry, General Science), Social Studies, and Spanish leading to an initial teaching certification. Teacher Education is designed to allow candidates to:

  1. Become engulfed in knowing about the learner and learning, content, instructional practice, professional responsibility, five key dimensions of dispositions, and the professional code of conduct

  2. Become knowledgeable and be able to apply pedagogy such as research-based instructional practices, including embracing the integration of technology and differentiation of instruction to meet the needs of each student.

  3. Demonstrate knowledge of and commitment to embracing access to all K-12 students to rigorous college-and career-ready coursework, including efforts at addressing local, state, and national needs for hard-to-staff schools (for example within urban education), shortage fields (e.g., mathematics, science, STEM, special education), English-Language learning, and students with disabilities.

  4. To develop an understanding and use both to assess K-12 students’ progress and one’s own professional practice leading to continuous improvement.

Our Program Learning Outcomes 

The Department of Teacher Education include programs in Elementary Education, and Secondary Education in English, Mathematics, Social Studies, Science (Biology, Chemistry, General Science), Social Studies, and Spanish leading to an initial teaching certification. Here are the candidate outcomes associated with each of these programs:
 
Elementary Education

Learning Outcome 1 – Candidates possess content knowledge in reading/language arts, mathematics, science, and social studies to provide instruction to children in elementary grades 1-6. 

Measures  – Five licensure tests (Praxis II in Reading/Language Arts, Mathematics, Social Studies, and Science, and the Connecticut Foundations of Reading Test)

Learning Outcome 2 – Candidates demonstrate effective pedagogy in the elementary school classroom which enhances pupil learning; specifically, their understanding of the methods used to create learning opportunities that support the development of children and young adolescents (ACEI 1.0), demonstrating of the use of concepts from reading, language and child development, to teach reading, writing, speaking, viewing, listening and thinking skills and to help students successfully apply their developing skills to many different situations, materials, and ideas (ACEI 2.1), and demonstrating knowledge, understanding, and use of fundamental concepts of physical, life, and earth/space sciences (ACEI 2.2).

MeasureThe Elementary Education Unit Plan key assessment

Learning Outcome 3 – Candidates exhibit the following five dispositions: 1) professionalism, 2) a positive and enthusiastic attitude, 3) an appreciation of and value for cultural and academic diversity, 4) effective collaboration with stakeholders, and 5) social and emotional Intelligence to promote personal and educational Learning Outcomes and stability.

MeasuresThe Disposition assessment administered at each gateway

Learning Outcome 4 – Candidates demonstrate teaching effectiveness on pupil learning by planning and implementing instruction based on knowledge of pupils, learning theory, connections across the curriculum, curricular Learning Outcomes, and community (ACEI 3.1, 3.2, 4.0, and 5.1), developing and  analyzing data, particularly for struggling students, and modifying their planning and teaching to meet the needs of these students (ACEI 3.2), using formal and informal assessment strategies to plan, evaluate, and strengthen instruction that promotes continuous intellectual, social, emotional, and physical development of each elementary student (ACEI 4.0); and, reflecting on the effect of teaching on student learning and adjusting instruction (ACEI 5.1).

Measures  – Student Learning Key Assessment for Elementary Education candidates 

Learning Outcome 5 – Candidates demonstrate increasing levels of knowledge and skills by successfully participating in varied, integrated, systematic and sequential experiences in diverse classrooms infield experiences, recognized as critical to the preparation of pre- service teachers for success in their future careers, and aligned to the national and state standards.

MeasuresPre-student teaching experiences as measured by key assessments embedded in the following traditional courses that lead to teacher certification: Education Technology (ED 271/578); Multicultural Education (ED 229/523); Educational Psychology (ED 101/553); Classroom Management (ED 207/565/566); Special Education (ED 205/569); Education in the US (ED 152/552)

Learning Outcome 6 – Candidates demonstrate success during their 10 or 12-week student teaching experience where they plan appropriate learning experiences, implement instructional strategies to engage a diverse population of learners, use a variety of approaches to assess pupil’s learning needs and progress, develop classroom management techniques, and demonstrate professionalism in all tasks that are expected of certified teachers.

Measure – Elementary Education specific and general student evaluation instruments aligned to national and state standard

Learning Outcome 7 – Candidates demonstrate their application of technology and digital resources such as accessing data bases, digit media, and tools to improve learning; knowing why and how to aid student access and evaluation of digital content; ability to design and facilitate digital learning; Using social networks as a resource; and using digital networks to report and track student learning.

Measure – Technology Portfolio (Implemented in Spring 2017)

Secondary English Education

Learning Outcome 1 – Candidates possess sufficient content knowledge in the discipline of English regarding Reading, Language Use, and Vocabulary; and Writing, Speaking, and Listening needed to provide instruction to children in grades 7-12.

Measures – The results of English Language Arts: Content and Analysis (5039)

Learning Outcome 2 – Candidates demonstrate effective pedagogy in the secondary English school classroom that enhances pupil learning; specifically, through planning a unit of instruction in secondary English.

Measures - The Elementary Education Unit Plan key assessment

Learning Outcome 3 – Candidates exhibit the following five dispositions: 1) professionalism, 2) a positive and enthusiastic attitude, 3) an appreciation of and value for cultural and academic diversity, 4) collaborate effectively with stakeholders, and 5) social and emotional Intelligence to promote personal and educational Learning Outcomes and stability.

Measures Disposition assessment administered at each gateway

Learning Outcome 4 – Candidates demonstrate teaching effectiveness on pupil learning by planning, selecting/developing, implementing, and using formative and summative assessments to inform instruction. Candidates monitor students’ progress and make instructional decisions accordingly.

Measure – Student Learning Key Assessment for Secondary English Education candidates 

Learning Outcome 5 - Candidates demonstrate increasing levels of knowledge and skills in varied experiences in diverse classroom settings by participating infield experiences, which are recognized as critical to the preparation of pre-service teachers for success in their future careers and are aligned to the national and state standards.

Measures – Key assessments embedded in the following core courses: Education Technology (ED 271/578); Multicultural Education (ED 229/523); Educational Psychology (ED 101/553); Classroom Management (ED 207/565/566); Special Education (ED 205/569); Education in the US (ED 152/552)

Learning Outcome 6 – Candidates demonstrate success during their 10- or 12- week student teaching experience where they plan appropriate learning experiences, assess pupils’ needs, develop classroom management techniques, and carry out tasks that are expected of certified teachers.

Measures Secondary English specific and general student evaluation instruments aligned to national and state standards

Learning Outcome 7 – Candidates demonstrate their application of technology and digital resources such as accessing data bases, digit media, and tools to improve learning; knowing why and how to aid student access and evaluation of digital content; ability to design and facilitate digital learning; Using social networks as a resource; and using digital networks to report and track student learning.

Measure – Technology Portfolio (Implemented in Spring 2017)

Secondary Mathematics Education

Learning Outcome 1 – Candidates possess content knowledge in Number and Quantity, Algebra, Functions, and Calculus, and Geometry, Probability and Statistics, and Discrete Mathematics to provide instruction to children in grades 7-12.

Measures – PRAXIS Mathematics: Content Knowledge (5161)

Learning Outcome 2 – Candidates demonstrate the ability to apply pedagogical and professional content knowledge and skills (including the appropriate use of technology/tools and curriculum) in the secondary mathematics school classroom, which enhances pupil learning through planning a unit of instruction in Secondary Mathematics.

Measures The Secondary Mathematics Education Unit Plan key assessment

Learning Outcome 3 – Candidates exhibit the following five dispositions: 1) professionalism, 2) a positive and enthusiastic attitude, 3) an appreciation of and value for cultural and academic diversity, 4) collaborate effectively with stakeholders, and 5) social and emotional Intelligence to promote personal and educational Learning Outcomes and stability.

Measures Disposition assessment administered at each gateway

Learning Outcome 4 – Candidates demonstrates teaching effectiveness on pupil learning by planning, selecting/developing, implementing, and using formative and summative assessments to inform instruction and monitor students’ progress and make instructional decisions accordingly.

MeasuresStudent Learning Key Assessment for Secondary Mathematics Education candidates

Learning Outcome 5 – Candidates demonstrate increasing levels of knowledge and skills, related to the teaching and learning of secondary mathematics, by successfully participating in varied, integrated, systematic, and sequential experiences in diverse classroom settings; and by participating infield experiences recognized as critical to the preparation of pre- service teachers and are aligned with the national and state standards.

Measures Key assessments embedded in the following core courses: Education Technology (ED 271/578); Multicultural Education (ED 229/523); Educational Psychology (ED 101/553); Classroom Management (ED 207/565/566); Special Education (ED 205/569); Education in the US (ED 152/552)

Learning Outcome 6 – Candidates demonstrate success during their 10- or 12- week student teaching experience where they assess pupils' needs, plan and enact appropriate learning experiences accordingly, develop classroom management techniques, and carry out all the other tasks that are expected of certified teachers.

Measure Secondary Mathematicsspecific and general student evaluation instruments aligned to national and state standards

Learning Outcome 7 – Candidates demonstrate their application of technology and digital resources such as accessing data bases, digit media, and tools to improve learning; knowing why and how to aid student access and evaluation of digital content; ability to design and facilitate digital learning; Using social networks as a resource; and using digital networks to report and track student learning.

MeasuresTechnology Portfolio (Implemented in Spring 2017)

Secondary Science Education (Biology, Gen Science, Chemistry)

Learning Outcome 1 – Candidates possess content knowledge in Biology, Chemistry or General Science to provide instruction to children in grades 7-12.

Measures – Biology: Content Knowledge (5235), Chemistry: Content Knowledge (5245), or General Science: Content Knowledge (5435)

Learning Outcome 2 – Candidates demonstrate effective pedagogy in the secondary science school classroom which enhances pupil learning; specifically, demonstrating proficiency in unit planning by developing mufti-lesson modules that address a related set of concepts, information and skills in science. 

Measures The Secondary Science Education Unit Plan key assessment

Learning Outcome 3 – Candidates exhibit the following five dispositions: 1) professionalism, 2) a positive and enthusiastic attitude, 3) an appreciation of and value for cultural and academic diversity, 4) collaborate effectively with stakeholders, and 5) social and emotional Intelligence to promote personal and educational Learning Outcomes and stability.

Measures Disposition assessment administered at each gateway.

Learning Outcome 4 – Candidates demonstrate teaching effectiveness on pupil learning by planning, selecting/developing, implementing, and using formative and summative assessments to inform instruction and monitor students’ progress and make instructional decisions accordingly.

MeasuresStudent Learning key assessment for Secondary Science Education candidates 

Learning Outcome 5 – Candidates demonstrate increasing levels of knowledge and skills successfully participating in varied, integrated, systematic and sequential experiences in diverse classroom settings by participating infield experiences recognized as critical to the preparation of pre- service teachers aligned with the national and state standards.

MeasuresKey assessments embedded in the following core courses: Education Technology (ED 271/578); Multicultural Education (ED 229/523); Educational Psychology (ED 101/553); Classroom Management (ED 207/565/566); Special Education (ED 205/569); Education in the US (ED 152/552)

Learning Outcome 6 – Candidates demonstrate success during their 10- or 12- week student teaching experience where they plan appropriate learning experiences, assess pupil’s needs, develop classroom management techniques, and carry out all the other tasks that are expected of certified teachers.

MeasuresSecondary Science Education specific and general student evaluation instruments aligned to national and state standards

Learning Outcome 7 – Candidates demonstrate their application of technology and digital resources such as accessing data bases, digit media, and tools to improve learning; knowing why and how to aid student access and evaluation of digital content; ability to design and facilitate digital learning; Using social networks as a resource; and using digital networks to report and track student learning.

Measures – Technology Portfolio (Implemented in Spring 2017)

Secondary Social Studies Education

Learning Outcome 1 – Candidates possess content knowledge in Social Studies in United States History, World History, Government/Civics/Political Science, Geography, Economics, and Behavioral Sciences Social Studies to provide instruction to children in grades 7-12.

Measures – Licensure PRAXIS test: Social Studies: Content Knowledge (#5081)

Learning Outcome 2 – Candidates demonstrate effective pedagogy in the secondary social studies school classroom, which enhances pupil learning; specifically, demonstrate planning a unit of instruction in secondary Social Studies.

Measures The Secondary Social Studies Education Unit Plan key assessment

Learning Outcome 3 – Candidates exhibit the following five dispositions: 1) professionalism, 2) a positive and enthusiastic attitude, 3) an appreciation of and value for cultural and academic diversity, 4) collaborate effectively with stakeholders, and 5) social and emotional Intelligence to promote personal and educational Learning Outcomes and stability.

Measures Disposition assessment administered at each gateway

Learning Outcome 4 – Candidates demonstrate their impact on student learning by planning, selecting/developing, implementing, and using formative and summative assessments to inform instruction. Candidates monitor students’ progress and make instructional decisions accordingly.

MeasuresStudent Learning Key Assessment for Secondary Social Studies Education candidates.

Learning Outcome 5 – Candidates demonstrate increasing levels of knowledge and skills successfully participating in varied, integrated, systematic, and sequential experiences in diverse classroom settings by participating infield experiences aligned with national and state standards.

MeasuresKey assessments embedded in the following core courses: Education Technology (ED 271/578); Multicultural Education (ED 229/523); Educational Psychology (ED 101/553); Classroom Management (ED 207/565/566); Special Education (ED 205/569); Education in the US (ED 152/552).

Learning Outcome 6 – Candidates demonstrate proficiency in planning, instruction, and assessment in social studies during their 10- or 12- week student teaching experience, whereby they plan with the cooperating teacher appropriate learning experiences, assess pupil’s needs, develop classroom management techniques, and carry out all the other tasks that are expected of teachers.

MeasuresSecondary Social Studies Education specific and general student evaluation instruments aligned to national and state standards

Learning Outcome 7 – Candidates demonstrate their application of technology and digital resources such as accessing data bases, digit media, and tools to improve learning; knowing why and how to aid student access and evaluation of digital content; ability to design and facilitate digital learning; Using social networks as a resource; and using digital networks to report and track student learning.

MeasuresTechnology Portfolio (Implemented in Spring 2017)

Secondary Spanish Education

Learning Outcome 1 – Candidates possess content knowledge in Spanish measures in Speaking, Listening, Reading and Writing proficiencies to provide instruction to pupils in grades 7-12.

Measures – Licensure ACTFL assessments

Learning Outcome 2 – Candidates demonstrate effective pedagogy in the secondary Spanish which enhances pupil learning; specifically, demonstrating planning a unit of instruction in secondary Spanish. The Candidates will demonstrate the ability to apply pedagogical and professional content knowledge and skills.

Measures The Secondary Spanish Education Unit Plan key assessment.

Learning Outcome 3 – Candidates exhibit the following five dispositions: 1) professionalism, 2) a positive and enthusiastic attitude, 3) an appreciation of and value for cultural and academic diversity, 4) collaborate effectively with stakeholders, and 5) social and emotional Intelligence to promote personal and educational Learning Outcomes and stability.

Measures Disposition assessment administered at each gateway.

Learning Outcome 4 – Candidates demonstrates teaching effectiveness on pupil learning by planning, selecting/developing, implementing, and using formative and summative assessments to inform instruction, and monitor students’ progress and make instructional decisions accordingly.

MeasuresStudent Learning Key Assessment for Secondary Spanish Education candidates

Learning Outcome 5 – Candidates demonstrate increasing levels of knowledge and skills successfully participating in varied, integrated, systematic and sequential experiences in diverse classroom settings by participating infield experiences, aligned the national and state standards.

Measures Key assessments embedded in Education Technology (ED 271/578); Multicultural Education (ED 229/523); Educational Psychology (ED 101/553); Classroom Management (ED 207/565/566); Special Education (ED 205/569); Education in the US (ED 152/552)

Learning Outcome 6 – Candidates are successful in their 10- or 12- week student teaching experience whereby they plan with the cooperating teacher appropriate learning experiences, assess pupil’s needs, develop classroom management techniques, and carry out all the other tasks that are expected of teachers.

MeasuresSecondary Spanish Education specific and general student evaluation instruments aligned to national and state standards

Learning Outcome 7 – Candidates demonstrate their application of technology and digital resources such as accessing data bases, digit media, and tools to improve learning; knowing why and how to aid student access and evaluation of digital content; ability to design and facilitate digital learning; Using social networks as a resource; and using digital networks to report and track student learning.

Measures – Technology Portfolio (Implemented in Spring 2017)

The Department of Teacher Education also offers a program for those already certified, called the Advanced MAT program. Here are the Learning Outcomes associated with this program:

Advanced Masters Education Program

Learning Outcome 1 – Candidates demonstrate advance knowledge of learner development and individual differences by recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

Measures – Practicing Teachers Professional Development I: Certified but not practicing – Reflective Practitioner or Master’s Project

Learning Outcome 2 – Candidates demonstrate content knowledge and application of that content by understanding the central concepts, tools of inquiry, and structures of the discipline(s) and understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

Measures  Practicing Teachers Professional Development II; certified but not practicing – Reflective Practitioner or Master’s Project

Learning Outcome 3 – Candidates demonstrate an advanced understanding of multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision-making.

Measures –  Practicing Teachers Professional Development I and II; Certified but not practicing – Reflective Practitioner or Master’s Project

Learning Outcome 4 – Candidates exhibit the following five dispositions: 1) professionalism, 2) a positive and enthusiastic attitude, 3) an appreciation of and value for cultural and academic diversity, 4) collaborate effectively with stakeholders, and 5) social and emotional Intelligence to promote personal and educational Learning Outcomes and stabilit

Measures Disposition assessment administered at admission and exit gateways

Learning Outcome 5 – Candidates demonstrate an advanced understanding of instruction and instructional strategies that supports every student in meeting rigorous learning Outcomes by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context; along with encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

MeasuresPracticing Teachers Professional Development I and II; Certified but not practicing – Reflective Practitioner or Master’s Project

Learning Outcome 6 – Candidates engage in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

MeasuresPracticing Teachers Professional Development II; certified but not practicing – Reflective Practitioner or Master’s Project

Learning Outcome 7 – Candidates engage in leadership roles and opportunities to take responsibility for student learning and development, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

MeasuresPracticing Teachers Professional Development II; certified but not practicing – Reflective Practitioner or Master’s Project

The Department of Educational Leadership & Literacy offers the following programs and these are the outcomes:

Special Education Cross-Endorsement Program

Learning Outcome 1 – Candidates demonstrate content knowledge in Special Education to provide instruction to students with special needs in grades 1-12.

Measures – Praxis: Special Education--Core Knowledge and Mild to Moderate Applications (5543)

Learning Outcome 2 – Candidates demonstrates effective pedagogy in Special Education which enhances pupil learning; specifically, demonstrating planning a unit of instruction in mathematic for students with special needs. The Candidates will demonstrate the ability to apply pedagogical and professional content knowledge and skills.

Measures – Key Assessments embedded in EDS 582 Special Education Practicum I and EDS 584 Special Education Practicum II

Learning Outcome 3 – Candidates demonstrate an advanced understanding of multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision-making.

Measures – Key Assessments embedded in EDS 582 Special Education Practicum I and EDS 584 Special Education Practicum II

Learning Outcome 4 – Candidates exhibit the following five dispositions: 1) professionalism, 2) a positive and enthusiastic attitude, 3) an appreciation of and value for cultural and academic diversity, 4) collaborate effectively with stakeholders, and 5) social and emotional Intelligence to promote personal and educational Learning Outcomes and stability.

Measures Disposition assessment administered at admission and exit gateways.

Learning Outcome 5 – Candidates demonstrate increasing levels of knowledge and skills successfully participating in varied, integrated, systematic, and sequential experiences in diverse classroom settings by participating infield experiences aligned with national and state standards.

MeasuresKey Assessments embedded in EDS 582 Special Education Practicum I and EDS 584 Special Education Practicum II

Learning Outcome 6 – Candidates engage in a practicum experience where they plan appropriate learning experiences, implement instructional strategies to engage a diverse population of learners, use a variety of approaches to assess pupil’s learning needs and progress, develop classroom management techniques, and demonstrate professionalism in all tasks that are expected of certified teachers.

MeasuresKey Assessments embedded in EDS 582 Special Education Practicum I and EDS 584 Special Education Practicum II

Learning Outcome 7 – Candidates demonstrate their application of technology and digital resources such as accessing data bases, digit media, and tools to improve learning; knowing why and how to aid student access and evaluation of digital content; ability to design and facilitate digital learning; using social networks as a resource; and, using digital networks to report and track student learning. 

MeasuresTechnology Portfolio (To be implemented in 2017)

Literacy Education Program

Learning Outcome 1 – Candidates possess professional knowledge and skills in Reading Processes and Development, Reading Assessment, Reading Instruction, Professional Knowledge and Roles of the Reading Specialist, and Integration of Knowledge and Understanding to effectively provide instruction to children in grades PK-12.

Measures – Licensure test (090 CT Reading Specialist Test) 

Learning Outcome 2 – Candidates demonstrate a comprehensive understanding of the ways in which current research informs varied instructional practices, with emphasis on factors contributing to the reading and writing development of students in PK-12.      

Measures - Literacy Coaching Website Project key assessment

Learning Outcome 3 – Candidates demonstrate the ability to collaborate with colleagues to deliver effective pedagogy in the classroom to enhance pupil learning through the completion of an intervention project, which requires a deep understanding of curriculum and instruction.

Measures Lesson Design in the Literate Environment Project key assessment

Learning Outcome 4 –Candidates exhibit the following five dispositions: 1) professionalism, 2) a positive and enthusiastic attitude, 3) an appreciation of and value for cultural and academic diversity, 4) collaborate effectively with stakeholders, and 5) social and emotional Intelligence to promote personal and educational Learning Outcomes and stability.

Measures Disposition assessment administered at admission and exit gateways.

Learning Outcome 5 – Candidates demonstrate effect of teaching on pupil learning by analyzing trends, designing research-based instruction, and conducting progress monitoring to determine the effectiveness of the intervention.

MeasuresData-Based Decision Making to Inform Instruction key assessment

Learning Outcome 6 – Candidates will deepen their knowledge of literacy pedagogy through participation in a supervised clinical experience course in which they engage in one-to-one tutoring, administer a variety of norm- and criterion-referenced assessments, and design intervention commensurate with the students’ strengths and needs. 

MeasuresClinical I course grade 

Learning Outcome 7 – Candidates demonstrate the ability to design and conduct a series of three professional development modules on a specific area that they have identified through action research.

Measures PD course grade

Educational Leadership Program

Learning Outcome 1 – Candidates possess content knowledge in supervisory skills and school improvement to function as an education administrator.

Measures – Licensure test, Connecticut Administrator Test

Learning Outcome 2 – Candidates possess professional knowledge and skills as shown by their facilitation of developing teacher supervisory plans for classroom-based instruction.

Measures – Supervisory Plan key assessment

Learning Outcome 3 – Candidates demonstrate effective administrative practices and knowledge of effective pedagogy in their school through enhancement and promotion of continual and sustainable school improvement. 

Measures The School Improvement Plan key assessment

Learning Outcome 4 – Candidates exhibit the following five dispositions: 1) professionalism, 2) a positive and enthusiastic attitude, 3) an appreciation of and value for cultural and academic diversity, 4) collaborate effectively with stakeholders, and 5) social and emotional Intelligence to promote personal and educational Learning Outcomes and stability.

Measures Disposition assessment administered at gateways

Learning Outcome 5 – Candidates demonstrate effectiveness of a school leader by conducting a thorough needs assessment, identifying strengths and areas of improvement based on that needs assessment, developing and presenting improvement plans with research-based strategies to address identified areas of improvement, and presenting an evaluation design that assesses the degree to which the implemented plan is evaluated formatively and comprehensively to increase student learning.

Measures Field Study Project key assessment

Learning Outcome 6 – Candidates succeed in meeting the challenges of education administrators and leaders at educating preK-12 students in a complex and diverse society and aligned with national and state standard.

Measures – Internship Evaluation