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Elementary Education B.S.Ed. – Mission & Program Outcomes

The Mission of the Elementary Education program is to produce “Reflective Educators for Diverse Learners” who believe that all children can learn. We are dedicated to nurturing caring, committed, and competent educators who embrace excellence and equity. Our coursework and field experiences are designed to develop strong content, pedagogical, technological knowledge and skills and professional dispositions that will allow our graduates to provide the foundation needed to educate productive and responsible citizens of the 21st century. Our program prepares undergraduate teacher candidates to apply content knowledge, planning and instructional skills, and professional dispositions in order to positively impact student learning in today’s P-5 classrooms. The Elementary Education program seeks to provide a culture of engagement that bridges theory with practice, extends the learning environment beyond the classroom, and promotes student growth and life success. Our faculty members support the university’s mission by striving for excellence in teaching and working toward the development of a fertile learning environment exemplified academic expectations and individual responsibility for academic achievement.

Student Learning Outcome 1 (Content Knowledge):
Graduates of the Elementary Education program will demonstrate understanding of the content knowledge elementary educators must have in order to support children’s learning in the content areas, including Reading and English Language Arts, Mathematics, Social Studies, Science, and Health, Physical Education, and the Arts. Specifically, graduates will:
a) demonstrate a high level of competence in use of English language arts,
b) know, understand, and use fundamental concepts in the subject matter of science,
c) know, understand, and use the major concepts, procedures, and reasoning processes of mathematics,
d) know, understand, and use the major concepts and modes of inquiry from the social studies,
e) know, understand, and use the content, functions, and achievements of dance, music, theater, and the visual arts,
f) know, understand, and use the major concepts in the subject matter of health education,
g) know, understand, and use human movement and physical activity,
h) know, understand, and use the connections among concepts, procedures, and applications from the content areas.

Student Learning Outcome 2 (Planning):
Elementary Education teacher education candidates will, upon entry to clinical practice, plan and implement appropriate curricula and instructional practices that reflect a knowledge of individual children, the community, and curriculum goals and content, authentic, performance-based assessment of children’s learning, and environments and experiences that meet the needs of all individual children. Specifically, candidates will:
a) Identify appropriate state and national standards,
b) Generate exemplary essential questions to address the conceptual foundation of the topic,
c) Articulate desired knowledge and skills for a given standard,
d) Develop developmentally appropriate and effective assessments,
e) Select developmentally and instructionally appropriate materials,
f) Demonstrate detailed, meaningful uses of technology in instruction,
g) Organize and manage instructional time through contingency plans and transition strategies,
h) Develop specific, innovative, developmentally appropriate behavior management strategies,
i) Plan modifications for diverse learners that make learning accessible for all students,
j) Develop a lesson introduction that raises anticipation and activates student curiosity
k) Plan standards-based, developmentally appropriate, and engaging instructional strategies
l) Conclude the lesson that encourages connections to real-world situations and student reflection
m) Demonstrate alignment between desired outcomes, procedure, and assessment
n) Analyze assessment findings to reflect on instruction
o) Present lessons that demonstrate competence in the conventions of standard English grammar, usage, and conventions.

Student Learning Outcome 3 (Instruction):
Elementary Education teacher candidates will, prior to completion of clinical practice, provide learning experiences that demonstrate knowledge of how children differ in their development, use a variety of strategies to encourage children’s physical, social, emotional, aesthetic and cognitive development, adapt strategies and environments to meet the specific needs of all children, including those with disabilities, developmental delays, or special abilities, demonstrate sensitivity to differences in family structures and social and cultural backgrounds, and utilize informal and formal assessment strategies to plan and individualize curriculum and teaching practices. Specifically, candidates will:
a) Adapt content and teaching to support the physical, social, emotional, language, cognitive, and aesthetic development of all P-5 learners.
b) Communicate respect for and rapport with all students
c) Communicate with families regarding student progress through required school and district procedures.
d) Understand the importance of, explore options for, and build a functional plan for classroom management.
e) Take steps toward creating a culturally responsive classroom
f) Expand on their repertoire of verbal, nonverbal, and media communication techniques to foster collaboration and supportive interaction in the classroom.
g) Select and vary instructional strategies, assessing their impact on student engagement and learning.
h) Observe students closely and begin to discover how adjustments in teaching can impact learning.
i) Explore teaching roles to discover appropriate approaches for assigned students.
j) Assess individual learners’ needs and seek resources to improve instruction and learning.

Student Learning Outcome 4 (Effect on Student Learning):
Elementary Education teacher candidates will, prior to entrance into student teaching, demonstrate the knowledge, skills, and dispositions needed to assess and analyze student learning, make appropriate adjustments to instruction, monitor student learning, and have a positive effect on learning for all students through the planning and implementation of a unit of instruction. Candidates will:
a) Analyze contextual data to enhance instruction and support student learning,
b) Identify the curricular context, rationale, and learning goals for the unit,
c) Develop exemplary desired results and essential questions that support student learning,
d) Identify knowledge and skills to be assessed,
e) Demonstrate a comprehensive knowledge of the content that is to be assessed,
f) Develop standards-based, developmentally appropriate formative assessments to inform instruction,
g) Narrative clearly describes the rationale for selecting the listed assessments,
h) Analyze pre-assessment data to plan instruction and enhance student learning,
i) Analyze formative assessment data to make instructional decisions and reflect on instruction,
j) Plan learning experiences that will result in the desired understandings by all students,
k) Develop innovative, developmentally appropriate behavior management strategies that support student learning,
l) Plan accommodations and modifications that meet the specific needs of individual learners,
m) Demonstrate a superior understanding of grade-appropriate content and pedagogy,
n) Utilize post-assessment data to analyze effect on student learning,
o) Reflect on adjustments to instruction and the role of the teacher in the total unit process,
p) Provide a comprehensive list of references and resources,
q) Present a unit that demonstrates competence in the conventions of standard English grammar, usage, and conventions.

Student Learning Outcome 5:
Elementary Education Program teacher candidates, upon exit from clinical practice, will demonstrate beliefs and behaviors that contribute to a professional demeanor necessary for an individual to be a successful teacher of students with diverse characteristics and abilities, including the ability to create caring and supportive learning environments, encourage self-directed learning by all students, and work with students, colleagues, and communities in ways that reflect the professional dispositions expected of professional educators. Candidates will:
a) Interact and collaborate effectively with all individuals in educational environment,
b) Dress appropriately in all environments,
c) Attend each class session for the full class period,
d) Complete assignments in a timely and quality manner
e) Be prepared, listen to others, and take initiative,
f) Demonstrate outstanding written language skills
g) Demonstrate outstanding oral language skills
h) Demonstrate a positive regard for diverse learners
i) Accept and implement constructive feedback
j) Exhibit a caring attitude for the safety, learning, and health of all students.

Last updated: 8/24/2021