Page Comparison

What are the Advanced Candidate Performance Outcomes?

These outcomes represent the core courses in the GTE curriculum taken by all GTE candidates and are expanded further within each concentration area.

 Scholarship:  to acquire advanced knowledge through core curriculum and to organize and integrate that knowledge into professional practice.

• define and provide a rationale for constructivist practice from both professional and theoretical bases
• plan for learning environments, including the use of technology, using constructivist practice

Inquiry:  to generate questions and to use critical thinking to self-assess, to view problems from multiple perspectives, to make informed decisions, and to engage in action research for educational change and student learning enhancement.

• examine assumptions, purposes and the nature of schooling, recognizing controlling personal and environmental factors involved
• analyze the different models and purposes  of qualitative and quantitative modes of inquiry
• design and implement an action research project

Professional Knowledge:  to acquire advanced pedagogical and specialty area knowledge in order to create cultures of change and manage environments conducive to learning, setting high expectations and implementing appropriate instructional and assessment practices.

• enact constructivist practice through plan-act-observe-evaluate cycle
• create centers of inquiry in the classroom that support reflective practice

Communication:  to develop communication strategies (verbal, nonverbal, and technological) that support collaboration and resourcefulness to advocate for self as teacher, colleagues, parents, and students.

• facilitate teaming and collaborative practices in educational settings
• communicate productively across idealogical and cultural differences
• use electronic technologies to access, manage and exchange information for sound problem-solving and decision-making

Caring:  to develop a nurturing spirit that advocates for students, encourages social and ethical responsibility, and promotes restorative peacebuilding in diverse settings.

• discover, create, and use conflict resolution resources and skills informed by research and ecological assessment to manage classroom environments effectively
• develop an integrated peace curriculum appropriate for an identified socio-cultural context

 Leadership: to act as a social change agent by working collaboratively to bring about fair and just systemic change within educational contexts.

• disseminate information and share professional knowledge with colleagues
• advocate for systemic improvement through collaborative practices

                                                                                          Approved by COTE February 5, 2013

Concentration Area Outcomes

LITERACY CONCENTRATION

DIVERSE NEEDS CONCENTRATION

 GTE PROGRAM OUTCOME 1.  SCHOLARSHIP: to acquire advanced knowledge through core curriculum and to organize and integrate that knowledge into professional practice.

Diverse Needs Concentration Outcomes:

Special Education Emphasis:

• acquire knowledge of special education foundational theories, applicable laws, due process, and ethical principles as a basis for behavior management, collaboration, instructional practice and assessment

Teaching English as a Second Language Emphasis:

• acquire knowledge of current research and best practice to develop and implement a TESL program that is responsive to the linguistic, cultural, literacy, and academic needs of the individual student and to the mission of the local academic

Trauma and Resilience in Educational Environments Emphasis:

• acquire knowledge of current research and best practices to implement trauma-informed, resilience-fostering practices

 GTE PROGRAM OUTCOME 2. INQUIRY: to generate questions and to use critical thinking to self-assess, to view problems from multiple perspectives, to make informed decisions, and to engage in action research for educational change and student learning enhancement.

Diverse Needs Concentration Outcome:

• design and implement an action research project on a diverse needs topic

GTE PROGRAM OUTCOME 3. PROFESSIONAL KNOWLEDGE: to acquire advanced pedagogical and specialty area knowledge in order to create cultures of change and manage environments conducive to learning, setting high expectations, and implementing appropriate instructional and assessment practices.

Diverse Needs Concentration Outcomes:

Special Education Emphasis:

• demonstrate advanced ability to utilize formal and informal assessments to design long and short term learning experiences that are individually designed, enhance language development, and value cultural diversity
• identify effective instructional, behavioral, and assessment strategies, informed by current research and best practice, that promote challenging learning results, and generalization of skills across environments and lifespan for students with exceptional learning needs

Teaching English as a Second Language Emphasis:

• design a curriculum that facilitates the acquisition and use of a new language in and out of the classroom setting for social and academic purposes, including listening, speaking, reading and writing
• use a variety of assessment tools to effectively design techniques for integrating English listening, speaking, reading and writing, and for accessing the core curriculum
• explain and effectively demonstrate the rules and patterns present in the English language system (pronunciation, grammar, phonology, morphology, and usage)

Trauma and Resilience in Educational Environments Emphasis:

• in process
• identify the ways in which adverse childhood experiences and trauma can impact a student’s academic and socio-emotional development
• identify ways to foster pedagogical practices and learning environments that promote resilience.

 GTE PROGRAM OUTCOME 4. COMMUNICATION: to develop communication strategies (verbal, nonverbal, and technological) that support collaboration and resourcefulness to advocate for self as teacher, colleagues, parents and students.

Diverse Needs Concentration Outcomes:

Special Education Emphasis:

• develop collaborative strategies for preparing students with ELN to make productive transitions in a way that encourages self-advocacy and increased independence
• use electronic technologies to access, manage and exchange information for sound problem-solving and decision-making

Teaching English as a Second Language Emphasis:

• develop learning environments which includes an effective modeling of the target language and demonstrates an understanding of how cultural identity affects language learning and school achievement
• develop collaborative communication  strategies for advocating for students and families
• use electronic technologies to access, manage and exchange information for sound problem-solving and decision-making

Trauma and Resilience in Educational Environments Emphasis:

•  develop a deep understanding of the needs of individuals impacted by trauma and the role of behavior in the communication of those needs.
• incorporate research-based methods of teaching socio-emotional and communication skills that promote well-being

 GTE PROGRAM OUTCOME 5. CARING: to develop a nurturing spirit that advocates for students, encourages social and ethical responsibility, and promotes restorative peacebuilding in diverse settings.

Diverse Needs Concentration Outcomes:

Special Education Emphasis:

• analyze models based on current research, for integrating students with exceptional learning needs, including those from culturally and linguistically diverse backgrounds, across learning environments

Teaching English as a Second Language Emphasis:

• develop partnerships and advocate for those from linguistically and culturally diverse backgrounds and provides for a learning environment that supports the student in accessing the core curriculum

Trauma and Resilience in Educational Environments Emphasis:

• provide learning environments that support each student, academically, socially, emotionally, and physically
• develop a philosophy of self-care and a repertoire of strategies for self-care
• nurture resilience-fostering environments, and promote educational practices that are trauma-informed and resilience-fostering

GTE PROGRAM OUTCOME 6. LEADERSHIP: to act as a social change agent by working collaboratively to bring about fair and just systematic change within educational contexts.

Diverse Needs Concentration Outcomes:

Special Education Emphasis:

• identify the components of ethical and professional practice which allow special educators to engage in learning communities that benefit individuals with Exceptional Learning Needs, their families, colleagues and their own professional growth

Teaching English as a Second Language Emphasis:

• critique proposals for language policy and advocacy in multilingual settings and provide collaborative leadership and advocacy to improve learning for all ESL students

Trauma and Resilience in Educational Environments Emphasis:

• model trauma-informed, resilience-fostering mindsets and practices
• design and facilitate sustainable trauma-informed, resilience-fostering systems
• assist educational professionals in the design and delivery of research-based approaches
• collaborate with educators and other school professionals to act as transformative leaders in their schools and school systems

Approved by COTE February 5, 2013 

CURRICULUM AND INSTRUCTION CONCENTRATION

Approved by COTE February 5, 2013

RESTORATIVE JUSTICE IN EDUCATION CONCENTRATION (RJE)

Approved by COTE February 3, 2015