You are here: СÀ¶ÊÓƵ School of Education Learning Outcomes
The School of Education’s Learning Outcomes guide programmatic courses and practical experiences, inform assessments, and provide a framework for students on their path to become leaders in the education field.
Learning Outcomes for Education Policy & Leadership MEd
| Learning Outcome | Graduates will be able to | |
|---|---|---|
| Analyze systems, policies, and leadership | critique education and other social systems, policies, and leadership strategies necessary to implement anti-racist solutions.ÌýÌý | |
|
Frame problems |
frame problems understanding the role racialized identities and positionalities play to critically analyze education policies and leadership strategies using data, policy/legal/economic/equity frameworks, real-world experience, and other evidence.ÌýÌý | |
|
Research |
|
|
| Cross-boundary and AntiracistÌýLeadership | provide cross-boundary and antiracist leadership by focusing on collaboration, communications, advocacy, and management.Ìý | |
| Systems thinking and change | disrupt and dismantle elements of oppressive education and other social systems to reimagine and rebuild anti-racist systems that support all students.ÌýÌý |
Learning Outcomes for Education Policy & Leadership EdD
| Learning Outcome | SOE EPL graduates will be able to |
|---|---|
|
Personal Awareness and Mastery |
the commitment and skill to continually grow as an individual, colleague, and team member. |
|
Commitment to, Practice of, & Fostering in others Anti-Racist and Social Justice Beliefs and Action |
the ability to engage in action around personal, organizational, and systemic social justice and anti-racism |
|
Systems Thinking, Organizational Change & Organizational Learning |
the ability to diagnose, observe, and act with knowledge of systemic variables and thinking; to lead systemic change efforts and learning. |
|
Research Methods, Practice & Knowledge |
the curiosity, inquiry skills, and scholarly competencies needed to investigate an idea and transform it into meaningful action |
|
Policy Writing, Implementation, & Navigation |
the knowledge of policy history, policy implementation, and political navigation and the skill to craft, advance, and implement policy.Ìý |
Learning Outcomes for International Training and Education MA
| Learning Outcome | SOE ITEP graduates will be able to |
|---|---|
|
Theoretical Approach Mastery |
articulate major theoretical approaches underlying comparative and international education (CIE) including antiracist and decolonizing approaches. |
|
Historical and Comparative Perspective Development |
articulate the historical context of the field of comparative and international education (CIE) and utilize comparative perspectives to analyze the role of education across communities. |
|
Planning, Implementing and Evaluating a Training |
increase their knowledge and skills in equity-focused and inclusive training design and implementation and increase their confidence and self-reflection in the training cycle process. |
|
Methodological Mastery |
demonstrate the ability to interpret quantitative and qualitative data and to analyze contemporary research, issues, and policies in comparative and international education (CIE) through quantitative and qualitative lenses. |
Learning Outcomes for Teacher Education BA/MAT/MA
| Learning Outcome | SOE Teacher Education graduates will be able to |
|---|---|
| The Learner and Learning | use cognitive science principles to understand learning differences in order to create inclusive environments when creating and/or adapting instructional materials and implementing research-based instructional strategies that advance classroom equity and belonging while incorporating ongoing assessments to inform and impact instructional decisions for learner success. |
| Content Knowledge | implement evidence-based content-specific pedagogies to deepen each learner’s content-knowledge in ways that create and sustain communities that support each individual to meet their full academic, social, and emotional potential. |
| Instructional Practices | develop and implement research-based lessons that engage learners’ higher-order thinking and provide evidence of the learners’ knowledge and skills to inform future instruction. |
| Professional Responsibility | demonstrate a professional responsibility to equitably meet the needs of all students and families through professional development, reflective analysis of evidence of teaching and learning, and building relationships with students, families, colleagues, other school professionals, and community members. |
| Antiracist Education | demonstrate a recognition of the beliefs, attitudes, values, and practices along with the structures, policies, and institutional systems that create barriers and perpetuate inequities in classrooms and identify concrete strategies to dismantle those barriers. |
Learning Outcomes: Antiracist Administration, Supervision, and Leadership Cert.
| Learning Outcome | Graduates will be able to |
|---|---|
Mission, Vision, and Improvement |
collaboratively lead, design, and implement a school mission, vision, and process for continuous improvement that reflects a core set of values and priorities that include data use, technology, equity, diversity, digital citizenship, and community. |
| Ethics and Professional Norms (NELP Standard 2) | demonstrate the capacity to advocate for ethical decisions and cultivate and enact professional norms. |
| Equity, Inclusiveness, and Cultural Responsiveness (NELP Standard 3) |
develop and maintain a supportive, equitable, culturally responsive, and inclusive school culture. |
| Learning and Instruction (NELP Standard 4) |
evaluate, develop, and implement coherent systems of curriculum, instruction, data systems, supports, and assessment. |
Community and External Leadership |
engage families, community, and school personnel in order to strengthen student learning, support school improvement, and advocate for the needs of their school and community. |
|
Operations and Management |
improve management, communication, technology, school-level governance, and operation systems to develop and improve data-informed and equitable school resource plans and to apply laws, policies, and regulations. |
|
Building Professional Capacity Ìý |
build a school’s professional capacity, engage staff in the development of a collaborative professional culture, and improve systems of staff supervision, evaluation, support, and professional learning. |