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
CURRICULUM AND INSTRUCTION CONCENTRATION
RESTORATIVE JUSTICE IN EDUCATION CONCENTRATION (RJE)
PROGRAM CORE GOAL: to provide GTE candidates with foundational knowledge in reflective practice and action research, constructivist practices, social and ethical foundations, and psychological foundations as experienced through the lens of peacebuilding and restorative practice.
PROGRAM CORE OBJECTIVES:
- define and provide a rationale for restorative justice in education from both professional and theoretical bases
- examine research-based restorative theories and practices that serve to create peaceful school and classroom environments
- examine assumptions, purposes, and the nature of schooling, recognizing the personal and environmental factors involved
- employ qualitative and/or quantitative research to design and implement an action research project related to restorative justice in educational settings
GTE PROGRAM OUTCOME 1. SCHOLARSHIP: to acquire advanced knowledge through core curriculum and to organize and integrate that knowledge into professional practice.
Specialty Area Outcomes: RJE Concentration:
- examine the pedagogical foundations, theories, and practices related to restorative justice in education
- examine and reflect on the role of healthy relationships in effective teaching and learning
- acknowledge the interactive relationship between just and equitable learning environments and student behavior
- examine the role that conflict plays in learning and the potential of conflict to transform learning environments
GTE PROGRAM OUTCOME 2. INQUIRY: to generate questions and 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.
Specialty Area Outcomes: RJE Concentration:
- summarize seminal research related to relational pedagogies, culturally relevant teaching, and peacebuilding in education and examine their link to restorative justice in educational contexts
- investigate the ways in which educators facilitate just and equitable classroom climates that maximize instruction
- research and evaluate various approaches to responding to challenging student behavior and classroom/school conflicts that honors human dignity, builds peace, transforms learning and relating, and stops the cycle of harm.
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 instruction and assessment practices.
Specialty Area Outcomes: RJE Concentration:
- create instruction that integrates research-based restorative justice practices with theories of teaching and learning
- engage with a variety of practices that promote healthy schools and classrooms
- identify foundational principles of RJE and make decisions about pedagogy and practice consistent with those principles
- reflect on current disciplinary practices and adjust policy and practice based upon knowledge of research and foundation principles of restorative justice in education
GTE PROGRAM OUTCOME 4. COMMUNICATION: to develop communication strategies (verbal, nonverbal, and technological) which support collaboration and resourcefulness to advocate for self as teacher, colleagues, parents and students.
Specialty Area Outcomes: RJE Concentration:
- communicate effectively with colleagues, parents, students, and administrators in ways that are consistent with values of RJE
- develop effective skills in listening to students, parents, and colleagues
- work with colleagues to promote school policies that facilitate just and equitable learning environments
- create spaces where students are equipped to communicate in ways that promote peace and reconciliation
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.
Specialty Area Outcomes: RJE Concentration:
- 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
- support the empowerment of students, parents, and colleagues, particularly when conflicts arise between and among them
- promote educational practices that are relationship-driven and that promote respect, dignity, and safety for all students
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.
Specialty Area Outcomes: RJE Concentration:
- model growth mindsets and relational pedagogies that promote healthy school and classroom climates
- design and develop sustainable restorative justice programs and systems
- assist educational professionals in the design and delivery of research-based approaches to creating just and equitable educational environments
- collaborate with educators who act as transformative leaders in their schools and/or districts
Approved by COTE February 3, 2015