GTE Outcomes
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