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
GTE PROGRAM OUTCOME 1. SCHOLARSHIP: to acquire advanced knowledge through core curriculum and to organize and integrate that knowledge into professional practice.
Literacy Concentration Outcomes:
- acquire knowledge of the cognitive, linguistic, socio-economic, and environmental factors that influence literacy development
- examine and reflect on the interactive, constructive nature of literacy
- acknowledge relationships among speaking, listening, reading, writing, and thinking
- examine the interactive nature and multiple causes of reading and writing difficulties
- articulate the impact that language and cultural differences have on literacy development
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.
Literacy Concentration Outcomes:
- summarize seminal reading studies and articulate how these studies impact literacy instruction
- identify the developmental stages of reading, writing, and spelling across preK-12 environments
- pose questions that lead to investigation of complex socio-cultural factors that affect literacies
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.
Literacy Concentration Outcomes:
- create integrated literacy instruction that incorporates research-based practices of reading, writing, oral language, spelling, and critical thinking
- use a variety of books, technology-based information, and non-print materials that represent multiple levels, broad interests, and cultural and linguistic backgrounds
- identify students’ strengths and weaknesses in relationship to phonemic awareness, word identification, phonics, vocabulary and background knowledge, fluency, comprehension strategies, and motivation
- use assessment information to plan, evaluate, and revise effective literacy instruction that meets the needs of diverse populations
- reflect on current practice and adjust instruction based upon knowledge of research, practice, students, and assessment
- view professional development as a career-long effort and responsibility
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.
Literacy Concentration Outcomes:
- communicate assessment information to various audiences for both accountability and instructional purposes
- work with colleagues to observe, collaborate, evaluate and provide feedback on each other’s practice
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.
Literacy Concentration Outcomes:
- provide learning environments that support culturally and linguistically diverse students in areas of language development, reading and writing acquisition
- recognize that literacy can be an act of empowerment, embedded in a cultural discourse, and as such empowers children and families from diverse backgrounds to become advocates for themselves
- identify the political-social environment of literacy programs in order to negotiate literacy goals among stakeholders in school and communities
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.
Literacy Concentration Outcomes:
- model reading and writing for real purposes in daily interactions with students and education professionals
- design and develop programs and structures for paraprofessionals and teachers that create opportunities for students to succeed in literacy
- assists educational professionals in the design and delivery of research-based reading instruction (i.e. instructional practice, curriculum materials, and assessment tools)
- understand and strive to influence local state or national policy decisions
Approved by COTE February 5, 2013
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:
Teaching English as a Second Language Emphasis:
Trauma and Resilience in Educational Environments Emphasis:
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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:
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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:
Teaching English as a Second Language Emphasis:
Trauma and Resilience in Educational Environments Emphasis:
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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:
Teaching English as a Second Language Emphasis:
Trauma and Resilience in Educational Environments Emphasis:
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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:
Teaching English as a Second Language Emphasis:
Trauma and Resilience in Educational Environments Emphasis:
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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:
Teaching English as a Second Language Emphasis:
Trauma and Resilience in Educational Environments Emphasis:
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Approved by COTE February 5, 2013
CURRICULUM AND INSTRUCTION CONCENTRATION
GTE PROGRAM OUTCOME 1. SCHOLARSHIP: to acquire advanced knowledge through core curriculum and to organize and integrate that knowledge into professional practice. Curriculum and Instruction Concentration Outcomes:
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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. Curriculum and Instruction Concentration Outcome:
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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. Curriculum and Instruction Concentration Outcomes:
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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. Curriculum and Instruction Concentration Outcome:
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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. Curriculum and Instruction Concentration Outcome:
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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. Curriculum and Instruction Concentration Outcome:
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Approved by COTE February 5, 2013
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:
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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:
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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:
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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:
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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:
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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:
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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:
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Approved by COTE February 3, 2015