Candidate Proficiency Outcome Expectation Summary Sheet
Candidate Proficiency Outcomes
Following are a summary of the outcomes required of each successful program candidate.
Knowledge - Candidates will exhibit knowledge of:
- essential concepts of their content and general studies curriculum.
- effective techniques to communicate clearly using listening, writing, speaking and media skills
- learning environment management strategies that encourage individual/group motivation, positive social interaction, and active engagement in learning.
- effective pedagogical methodologies.
- effective feedback mechanisms to analyze and eliminate bias and practices that impact learner success.
- growth/development of students as it pertains to teaching in an inclusive environment.
Skills - Candidates will be able to:
- meet the educational needs of all learners, within all classroom environments, in all educational leadership settings.
- model effective pedagogical methodologies to provide opportunities for all students to become engaged in the learning process.
- demonstrate the effective application of techniques in communication with others, in support of the teaching/learning process.
- demonstrate effective facilitation of learning environment management strategies.
- improve instruction based on reflection, practice and research-based best practices.
- use assessment results for making academic/program decisions about students, teaching, curriculum, and/or school improvement
- formulate and use a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.
- plan and deliver instruction based upon knowledge of subject matter, the contextual background of students’ lives and interests, the community, and curricular goals.
- communicate clearly using listening, writing, speaking, and media skills tailored to the audience.
- communicate assessment results to students, parents, lay audiences and
other educators
17. develop valid pupil grading procedures that utilize student assessments
18. administer, score, and interpret the results of both externally produced and
teacher-produced assessment methods
19. select and develop assessment methods appropriate for making
instructional decisions
- recognize unethical, illegal, and otherwise inappropriate assessment methods and uses of assessment information
- develop strategies to involve students in assessing their own learning
Dispositions – Candidates will:
- exhibit respect for all persons and backgrounds.
- Promote a learning environment (climate) that embraces elements of diversity and multicultural perspectives.
- challenge students to question, investigate, and develop their own conclusions about stereotypic societal views and perceptions.
- practice from a specific set of professional values related to their leadership role, modeling integrity and commitment to their field.
- engage students, guardians, peers, administrators, and community members in a professional and ethical manner to lead toward common goals.
- value classroom assessments in a manner designed to meet the informational needs of specific users, uses, and contexts
- actively seek opportunities to grow as a professional educator.
- demonstrates acceptable ethical behavior and continually reflects on the effects of his/her choices and actions on others.
- fostering relationships with school colleagues, parents, and agencies of the larger community based on an understanding of the impacts of philosophy, sociology, political and legal forces on public education.
How are these outcomes related to the Visionary Leader model?
To show the relationship between candidate outcomes and the concepts of our unit model, these overall candidate outcomes are applied under the structural umbrella of our model and its various components. This provides a connection between the concepts of the model and requirements of our candidates, and helps the values and attributes to be thoroughly integrated throughout our unit programs. Following is a brief overview explanation regarding how candidate outcomes are related to our program model components in the format and context of our conceptual framework.
In the conceptual framework section that addresses the structure of the Visionary Leader model, each component of the model is listed. Specific candidate outcomes are listed underneath their respective model component. For example, the outcome requirement to, “Infuse multicultural perspectives and opportunities throughout the curriculum” is listed under the component of Human Relations/Diversity. This structure helps to illustrate the relationship between the concepts of our model components and our candidate outcomes. In general terms, the outcomes we require of our candidates support components of our model and serve to integrate these components across unit programs. The method of assessing an outcome may vary in each application, however, they are all tied to our unit assessment plan and assessed in multiple formats (i.e., Teacher Intern Checklist, Cooperating Teacher Evaluations, Employer Follow-up Surveys). Because our unit candidate outcome requirements are directly related to our program outcomes, the unit has worked to ensure that candidate outcomes are also aligned with institutional, state and national standards. This is further described under the section addressing discussions regarding program alignment to standards.
As illustrated below, three circles depict the integration of general, specialty and professional studies in our program. One circle of our model diagram encompasses the sixcomponents of our model, forming the basis of the conceptual framework which guides our Unit.
Definitions of the three areas of study:
General Studies: This is the initial core of basic curriculum designed to develop a broad base of knowledge related to the arts, communications, history, literature, mathematics, philosophy, sciences, and social studies, from multicultural and global perspectives. General studies provide the basis on which Professional and Specialty knowledge are built.
Specialty Studies: Content subject knowledge comprises this portion of the model’s curriculum. Candidates earn a field or subject endorsement, providing them with specific content knowledge and skills to prepare them to teach or work in a specific area.
Professional Studies: This section references theEducation core curriculum for all candidates, and addresses the six individual sub-components or areas of focus of the educational model: Assessment, Communication, Human Relations / Diversity, Methodology / Technology, Professionalism, and Thinking Skills.
Together, the three areas of study comprise the model that guides our programs. To the initial foundation of broad based general studies knowledge we add a core of education focused, pedagogical, and professional content under Professional Studies. This is further complimented by the subject specific content of Specialty Studies. Each section of the program model is designed to contribute specifically to the preparation of candidates who are ready to help all students learn, applying leadership in their respective roles to enhance the educational process.