Mission Statement and Student Learning Outcomes
The mission of the College of Education, based on our Conceptual Framework for all initial and advanced certifications, is to prepare informed, dynamic professionals with the requisite knowledge, skills, and dispositions for diverse settings who:
Believe that all children are capable of learning.
Demonstrate a broad background in humanities, mathematics, and the sciences, have an in-depth understanding of one academic discipline, and can Apply this knowledge and understanding in their professional settings, (Knowledge and Skills);
Think creatively and critically in solving educational problems and can make sound decisions based on their knowledge of theory, (Knowledge and Skills);
Design and integrate a variety of instructional strategies and technologies matched to appropriate diverse learning styles (Skills);
Accurately assess, analyze, and monitor student learning; make appropriate adjustments to instruction; and have a positive effect on all students, (Skills and Dispositions);
Recognize, respect, and respond appropriately to individual and cultural differences, (Dispositions);
Establish professional and collaborative relationships among all educational stakeholders, (Dispositions);
Commit to be life-long learners and advocates for quality schooling for all, (Dispositions).
The Dean’s Office is responsible for insuring that the College’s mission is met, that the instructional program effectively delivers the knowledge, skills and dispositions necessary for teaching success, and that data is collected on an ongoing basis to demonstrate the quality of activities and the progress of students vis a vis the COE’s Unit Assessment System.
The College of Education provides rigorous coursework taught by teacher-scholars that enables students at both the initial and advanced levels to acquire the necessary knowledge, skills and disposition to be effective teachers in 21st Century classrooms, consistent with both the mission of the College of Education and the University overall. Recent innovations in education are part of an ongoing commitment to professional development within the College and every semester a retreat is held to highlight changes in the field as well as assessment data for the purpose of program improvement.
The Dean’s Office monitors that course outlines are routinely updated, that syllabi cover the scope of the material in the course outlines, that faculty engage in a high level of scholarship via disseminating calls for proposals and papers and by reviewing draft manuscripts and providing suggestions, that innovations in education for the purpose of professional development are presented regularly to the faculty, and that resident and adjunct faculty maintain strong teaching evaluations by peers and students.
College of Education Outcomes
The College of Education, through its schools, departments and programs, assures that all degree programs effectively deliver all targeted learning outcomes.
The College of Education provides the professional development and support necessary to assure that faculty are continually engaged in research, pedagogy and support for students that results in program recognition and student success.
The COE Unit Assessment System verifies that both unit and program goals for both initial and advanced programs are being achieved with a high degree of success.
Data generated from the Unit Assessment System is reviewed on an ongoing basis for the purpose of program improvement.
The College of Education routinely monitors how our candidates are viewed professionally in the field via surveys to alumni, school administrators, clinical instructors and cooperating teachers.
COLLEGE OF EDUCATION STUDENT LEARNING OUTCOMES (SLOS)
THREE CATEGORIES OF OUTCOMES IN KNOWLEDGE, SKILLS AND DISPOSITIONS
The beginning teacher has a thorough understanding and knowledge of subject matter and national, professional, and New Jersey Core Curriculum Content Standards, and uses such knowledge to create effective learning experiences for students
The beginning teacher has knowledge of how students learn and develops and creates opportunities for each student’s academic development.
Diversity of Learners
The beginning teacher understands differences in how students learn and knows how to provide instruction to accommodate such diversity through the use of differentiated instruction and collaborative learning.
The beginning teacher understands classroom management theories.
The beginning teacher knows how to assess, evaluate, analyze, and monitor student learning. (KU4)
The beginning teacher plans instruction based on knowledge of subject matter, of national, professional, and New Jersey Core Curriculum Content Standards, of students, and of curriculum goals and models.
The beginning teacher uses a variety of instructional strategies and technologies that encourage each student to develop critical thinking and problem-solving skills, and incorporation of technology as a vehicle for student learning.
The beginning teacher creates a learning environment that encourages active, engaged learning, positive interaction, and self-motivation for all students.
The beginning teacher effectively communicates in the classroom by using a variety of communication skills including verbal and nonverbal techniques, technology, and media.
The beginning teacher effectively uses formal and informal assessment strategies to evaluate student progress and makes appropriate adjustments to instruction based on his/her assessment.
The beginning teacher works with parents/family members, school colleagues, and community members to support student learning and development.
Reflection and Professional Development
The beginning teacher is a reflective practitioner who continually evaluates the effects of her/his choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks opportunities to grow professionally.
The beginning teacher appreciates individual, cultural, and linguistic differences, shows respect for the diverse talents of all learners, and is committed to helping develop self-confidence and competence across the K-12 continuum.
High Expectations and Fairness
The beginning teacher believes that all students can learn at high levels and demonstrates a commitment to meet the educational needs of all students in a caring, non-discriminatory and equitable manner.
The beginning teacher works productively within community and cultural norms, and encourages collaboration with families.
The beginning teacher takes responsibility for establishing a positive climate in the classroom and participates in maintaining such a climate in the school as a whole.
Positive Role Model
The beginning teacher recognizes her/his responsibility to serve as a positive role model.
The beginning teacher is a life-long learner who seeks out opportunities for continued growth.
* KU Student Outcomes: Kean University graduates should be able to:
- Think critically, creatively and globally;
- Adapt to changing social, economic, and technological environments;
- Serve as active and contributing members of their communities; and
- Advance their knowledge in the traditional disciplines (GE) and enhance their skills in professional areas.
**General Education Student Learning Outcomes
Knowledge: Students will demonstrate proficiency in knowledge and content by:
(K1) applying the scientific method to comprehend natural concepts and processes;
(K2) evaluating major theories and concepts in social sciences;
(K3) relating historical references to literature; and
(K4) evaluating major theories and concepts in the fine arts.
Skills: Students will demonstrate the skills necessary to:
(S1) write to communicate and clarify learning ;
(S2) communicate effectively through speech;
(S3) solve problems using quantitative reasoning;
(S4) think critically about concepts in multiple disciplines; and
(S5) show information literacy.
Values: Students will demonstrate personal, social and ethical responsibility as a part of lifelong learning through:
(V1) personal responsibility;
(V2) ethical & social responsibility;
(V3) active in social & civic engagement;
(V4) respect for cultural diversity; and
(V5) lifelong learning