Student Learning Outcomes
Single Subject/Multiple Subject Credential
USO 1: Creating teachers who are biblically rooted
1. Candidates incorporate a professional view concerning teaching and learning that is compatible with a Christian worldview or perspective.
USO 2: Creating teachers who are equipped to serve and lead
2. Candidates will design instructional practices that serve individual and groups of students by engaging in purposeful inquiry that promotes optimized learning opportunities and outcomes.
USO 3: Creating teachers who are globally minded
3. Candidates will prioritize personal and societal values as they relate to K-12 curriculum so they can facilitate productive change and optimize school outcomes that serve culturally diverse students.
USO 4: Creating teachers who are academically prepared
4.1. Candidates will create effective learning environments and deliver meaningful learning experiences which have an emphasis on developing a deep understanding of content knowledge.
4.2. Candidates will verify student progress by designing, implementing, and using multiple means of assessment to create data-driven instruction.
4.3. Candidates will demonstrate the ability to select and integrate appropriate technologies into instructional practices in a manner that optimizes student learning.
SOE Distinctive: Creating teachers who are capable of professional Leadership
5. Candidates will formulate a vocational perspective that strategically engages in professional leadership as is marked by thoughts and actions that value the inherent dignity of others.
Mild/Moderate Disabilities Credential
- Candidates will incorporate knowledge of how exceptionalities, language, culture, and family background may interact with student development to facilitate meaningful and challenging learning experiences for individuals with mild/moderate disabilities.
- Candidates will create effective and safe learning environments and employs interventions that are positive, proactive and respectful of students with exceptionalities and based on functional assessment data so that students with mild/moderate disabilities may engage in meaningful learning experiences and, candidates may create effective behavior support plans and participate in situations involving legal matters (e.g., manifestation determination hearings).
- Candidates will use and analyze student data from multiple assessment sources in order to develop data based interventions and individualized education programs that will address the academic, social, cultural and linguistic needs of students with mild/moderate disabilities and support maximum learning.
- Candidates will design and use instructional methods that align with state standards and evidence based practices and accommodates and or modifies the curriculum in order to address the academic, social, cultural and linguistic needs of students with mild/moderate disabilities and support maximum learning.
- Candidates will collaborate with education professionals, families, and related service providers to design a learning program that addresses the academic, social, cultural and linguistic needs of students with mild/moderate disabilities and supports maximum learning.
- Candidates incorporate professional ethical principles and practice standards that are compatible with a Christian worldview or perspective, to inform their practice, pursue lifelong learning, and advance the profession.
Moderate/Severe Disabilities Credential
1. The candidate demonstrates an understanding of the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of subject matter meaningful for students.
2. The candidate demonstrates an understanding of how people learn and develop and can provide learning opportunities that support their intellectual, social, spiritual, and personal development.
3. The candidate demonstrates an understanding of how students differ in their approaches to learning and creates instructional opportunities that encourage empathetic, culturally relevant engagement in learning supporting the belief that all children can benefit from an education.
4. The candidate demonstrates understanding and skill in using a variety of research based strategies to encourage students? Development of critical thinking, problem solving, and performance skills.
5. The candidate uses an understanding of individual and group motivation and behavior to create a learning/counseling environment that encourages positive cross cultural interaction, active engagements in learning, and self-motivation.
6. The candidate uses knowledge of effective cross cultural verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction with diverse student populations.
7. The candidate plans and organizes instruction based upon knowledge of culturally relevant subject matter, resources, students, the community, and curriculum goals.
8. The candidate monitors student learning and assesses student proficiency by using formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, physical, and spiritual development of the learner and to inform programmatic development and improvement.
9. The candidate is a responsible, reflective practitioner who continually evaluates the effects of his or her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.
10. The candidate fosters relationships with school colleagues, parents, and agencies, in the larger community to support students? learning and well-being,
11. The candidate integrates the principles of the Christian faith and philosophy in all aspects of education with students, families, and communities.
12. The candidate applies an understanding of professional codes of ethics and current legal mandates, as well as an awareness of the range of legal issues, such as statutory, regulatory, and case law affecting the delivery of pupil services to practice.
13. The candidate is a proficient consumer and disseminator of research and demonstrates competence in evaluating research.
14. The candidate uses critical thinking, reasoning, and problem solving skills (i.e., analysis, synthesis, application, and evaluation of various forms of data) and presents the results in appropriate oral and written format using academic writing and APA guidelines.
15. The candidate uses technology to enhance their productivity and professional practice.
Administrative Services Credential
- The candidate knows how to develop and implement a shared vision for the school that is student-centered and focused on teaching and learning. (CAPE #1)
- The candidate knows how to monitor the learning of students from a variety of backgrounds and make programmatic and instructional decisions to support student growth, including the use of large and small data sets. (CAPE #2, USO #4)
- The candidate demonstrates an understanding of how students differ in their approaches to learning and creates a school environment that encourages empathetic, culturally relevant engagement in learning supporting the belief that all children can benefit from an education. (Program Standard #3, USO #5)
- The candidate can support teacher development by creating a plan that includes professional development, classroom observations, and effective feedback. (CAPE #2)
- The candidate can effectively manage the environment to promote a positive work life for staff and learning environment for students. (CAPE #3)
- The candidate knows how to communicate effectively, including the use of technological resources, to enhance family and community engagement and facilitate meaningful feedback from the community to the school. (CAPE #4)
- The candidate applies an understanding of professional codes of ethics, policy, current legal mandates, affecting the delivery of pupil services and school management. (CAPE #5, USO #6)
- The candidate can communicate effectively, both in oral and written form, to the larger community for a variety of purposes (e.g., communicate policy, promote school activities). (CAPE #6, USO #3)
- Students know the Christian worldview and the role it plays in shaping an ethical, positive environment for students to learn, grow, and develop. (USO #1, 2)