College of Education Learning Outcomes
The College of Education has defined a set of learning outcomes that candidates must meet reflecting the SPECTRUM conceptual framework of Knowledge, Skills and Dispositions (Values). Every individual program within the College also has developed a set of specific learning outcomes reflecting knowledge, skills, and dispositions of particular disciplines. In order to graduate and/or be certified, candidates must show evidence that they have achieved both College and Program outcomes. The College of Education learning outcomes that appear below are aligned with the New Jersey Professional Teaching Standards:
Knowledge
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 develop and creates opportunities for each student’s academic development.
The beginning teacher understands differences in how students learn and knows how to provide instruction to accommodate such diversity.
The beginning teacher understands classroom management theories.
The beginning teacher knows how to assess, evaluate, analyze, and monitor student learning.
Skills
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.
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.
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.
Dispositions
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.
The beginning teacher believes that all students can learn at high levels and persists in helping all students achieve success.
The beginning teacher works productively within community and cultural norms.
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.
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.
Return to Professional Internship Handbook III
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Return to Introductory Field Experience Handbook I