| Charter College of Education | |
| Student Learning Outcomes | |
| MS Counseling | 1. Student will establish helping relationships with students |
| 2. Student will display sensitivity to student' sociocultural backgrounds | |
| 3. Student will demonstrate proficiency in counseling skills | |
| 4. Student will communicate well with students, parents and administration | |
| 5. Student will communicate effectively with teachers and other professionals | |
| 6. Student will display knowledge of school regulations and procedures | |
| 7. Student will display knowledge of legal and ethical issues | |
| 8. Student will use knowledge of resource in the school and school district | |
| 9. Student will use knowledge of community resources and adjunct services | |
| 10. Student will consult and collaborate with other providers | |
| 11. Student will complete reports and records conscientiously | |
| 12. Student will assume responsibility and function independently | |
| 13. Student will take initiative | |
| 14. Student is punctual and dependable | |
| 15. Student relates well to other staff | |
| 16. Student dresses and presents herself/him in a professional manner | |
| 17. Student is motivated and displays positive attitude. | |
| 18. Student makes good use of supervision | |
| 19. Student is personally committed to developing professional competencies | |
| 20. Student accepts and uses constructive criticism | |
| 21. Student recognizes own deficiencies and actively works to overcome them | |
| MA Education | [1] Students demonstrate mastery of the body of knowledge in the degree field, including the related cultural, technological, ethical and professional competencies. |
| [2] Students demonstrate skills of critical thinking and analysis. | |
| [3] Students demonstrate both oral and written communication skills, including the academic and technical writing skills appropriate to the degree field. | |
| [4] Students demonstrate knowledge and skills related to the organization, implementation, interpretation and analysis of research appropriate to the degree field. | |
| [5] Students demonstrate knowledge and skills of leadership, advocacy and agency as these apply to the degree field. | |
| [6] Students demonstrate knowledge, skills and dispositions of critical inquiry and reflective practice. | |
| [7] Students demonstrate knowledge, skills, and dispositions associated with effective collaboration with peers, colleagues and communities. | |
| [8] Students demonstrate research-based knowledge, skills and dispositions associated with equity and diversity as these apply to effective practice in the content field. | |
| MA Education (options) Creative Literacies and Literature | M.A. in Education: Option in Creative Literacies and Literature |
| Enhance capacity to assume leadership in schools by promoting skills and knowledge inherent in visual and performing arts and apply those across the curriculum | |
| Promote literacy activities in neighborhood and community institutions such as libraries, parks and other groups through visual and performing arts | |
| Increase understanding and appreciation of multicultural, multilingual and diverse literatures | |
| Demonstrate new or renewed understanding of the curricular, pedagogical and research issues associated with the teaching of creative literacies and literature as applied across the curriculum | |
| Demonstrate knowledge of educational research in the fields of story, educational drama and children’s literature and apply that practically to curriculum across the board | |
| Increase understanding and appreciation of multicultural, multilingual and diverse literatures and literacies and demonstrate their uses across the curriculum | |
| Early Childhood /Primary Education | M.A. in Education: Option Early Childhood/Primary Education |
| Demonstrate an understanding of the role of children’s self-initiated and self-structured activities in their learning and development | |
| Improve their ability to plan developmentally and culturally appropriate curriculum to address the developmental range and diverse characteristics of young children (birth to age 8) | |
| Demonstrate an understanding of critical issues and trends in the field of early childhood education | |
| Demonstrate personal research skills and apply theoretical and research knowledge to practice in early childhood settings | |
| Engage in reflective inquiry and demonstrate professional self-knowledge | |
| Increase their ability to work with linguistically and culturally diverse children and families | |
| Demonstrate their ability to work collaboratively with peers/colleagues to achieve goals for children and families | |
| Increase their capacity to assume leadership roles in schools or programs serving young children and their families | |
| Mathematics Education | M.A. in Education: Option in Mathematics Education |
| Develop an understanding of current issues, practices and directions in curriculum and the ability to inquire into these | |
| Develop knowledge and skills in educational research; develop analysis and reflection skills and written and oral communication | |
| Identify and analyze topics of importance in current educational conversations and debates for critical issues related to urban elementary education | |
| Deepen their commitment to their students and their students’ learning of mathematics | |
| Increase their confidence to teach mathematics | |
| Improve their ability to manage and assess their students’ mathematics learning | |
| Augment their capacity to think reflectively about their teaching of mathematics | |
| Increase their capacity to become an agent of change in the field of mathematics education | |
| Middle and Secondary Curriculum | M.A. in Education: Option in Middle and Secondary Curriculum and Instruction |
| Discover innovative methods of instruction to increase effectiveness and students’ engagement, learning, and thinking | |
| Develop knowledge and strategies to design curriculum at classroom, school, and district levels | |
| Increase leadership effectiveness among fellow teachers by understanding the complex social factors at work I school communities | |
| Take charge of change by developing, implementing, and evaluating instructional innovations in middle and high schools | |
| Prepare for additional subject area teaching certifications through appropriate course work leading to demonstration of competency in selected fields while earning an MA degree | |
| Acquire knowledge and skills that enable teachers to effectively pursue National Board Certification in their chosen field | |
| Build knowledge base and experience that prepares educators for entry into doctoral programs in education | |
| Reading and Language Arts | M.A in Education: Option in Reading and Language Arts |
| Demonstrate new or renewed understanding of the curricular, pedagogical, and research issues associated with the teaching reading and language arts | |
| Improve their abilities to assess children’s performance in reading and related language arts curricular areas | |
| Become educated consumers of educational research in the fields of reading and language arts | |
| Become leaders in their schools promoting aesthetic values inherent I the reading and language arts | |
| Increase their capacity to become change agents in the field of reading and language arts | |
| Science Education | M.A. in Education: Option in Science Education |
| Address K-8 educators’ individual needs as learners in urban settings and build on their current knowledge of science content, teaching and learning with the expectation that each individual brings varying degrees of experience, professional expertise, and proficiency to the process | |
| Give individuals with teaching experience and/or a role in education a new or renewed opportunity to examine the curricular, pedagogical and research issues associated with science teaching and learning | |
| Allow individuals to gain an enhanced perspective of science education and environmental education and tat the same time acquire the skill to communicate the excitement of science to others | |
| Involve science educations in learning science content and the nature and philosophy of science using the process of inquiry and hands-on/minds-on learning | |
| Introduce science educators to scientific literature, science education research, the nature and process of science, professional development and organizations, informal science education sites, the role of urban environmental education and science learning, and media and technological resources that expand their science knowledge and ability to access further knowledge. | |
| Prepare individuals who may want to pursue a doctoral degree in science education, individuals who may choose to leave the formal classroom setting for positions such as district science education specialist/curriculum coordinator or resource person, science education specialist in industry with a role as a trainer or public relations individual, or as a science specialist in non-academic settings such as museums, zoos, or nature centers | |
| Applied Behavioral Analysis | Applied Behavioral Analysis |
| Conduct training sessions and use collaboration/consultation skills with parents, educators and other professionals | |
| Assess client behavior and institutional environments, and design positive behavior intervention/support programs based on assessments | |
| Read and apply information gained from professional literature | |
| Address counseling needs of clients | |
| Participate in program evaluation (individual, group, and institution) | |
| Multiple Subjects | Multiple Subjects Credential Program |
| Candidates for the Multiple Subjects Teaching Credential demonstrate competency in the following Teaching Performance Expectations: | |
| Specific Pedagogical Skills for Subject Matter Instruction (Reading-Language Arts, Mathematics, Science, History-Social Science) | |
| Monitor Student Learning During Instruction | |
| Interpretation and Use of Assessments | |
| Making Content Accessible | |
| Student Engagement | |
| Developmentally Appropriate Teaching Practices (includes Grades K—3, 4-8) | |
| Teaching English Learners | |
| Learning about Students | |
| Instructional Planning | |
| Instructional Time | |
| Social Environment | |
| Professional, Legal, and Ethical Obligations | |
| Professional Growth | |
| Single Subject | Single Subject Credential Program |
| Candidates in the Single Subject Credential Program demonstrate competency in the following Teaching Performance Expectations: | |
| Specific Pedagogical Skills for Subject Matter Instruction (English-Language Arts, Mathematics, Science, History-Social) | |
| Monitoring Student learning During instruction | |
| Interpretation and Use of Assessments | |
| Making Content Accessible | |
| Student Engagement | |
| Developmentally Appropriate Teaching Practices (grades 9 – 12) | |
| Teaching English Learners | |
| Learning About Students | |
| Instructional Planning | |
| Instructional Time | |
| Social Environment | |
| Professional, Legal, and Ethical Obligations | |
| Professional Growth | |
| Education Specialist | Education Specialist Credential |
| Knowledge of ethical standards, professional practices, and laws and regulations related to the provision of services to individuals with disabilities and their families | |
| Develop a professional perspective by examining educational policies and existing and emergent practices in relation to fundamental issues, theories and research in education | |
| Demonstrate an understanding and acceptance of differences in culture, ethnicity, gender, age, religion, socio-economic status, lifestyle orientation, language, abilities, disabilities and aspirations of individual learners | |
| Knowledge and skills in managing learning environments for diverse learners that are safe and effective and that facilitate positive self-esteem and self-advocacy | |
| Demonstrate the ability to collaborate and communicate effectively with individuals with disabilities and their parents, other family members and primary care givers, and community, agency , and related service personnel | |
| Demonstrate knowledge of basic principles and strategies of assessment, curriculum, and instruction that are appropriate for individuals with diverse backgrounds, varying language and cognitive abilities, and special needs | |
| Demonstrate knowledge and skills necessary to assess general education students in a comprehensive manner | |
| MA Special Education | Critically read, comprehend, and apply research literature |
| Apply advanced knowledge of special education laws and regulations | |
| Respond to the needs of diverse student populations | |
| Access and use technology on the job | |
| Advocate for students with disabilities | |
| Provide leadership in educational arenas | |
| Design and implement professional and parent training | |
| Participate in special education program evaluation | |
| PhD Special Education | a. Student will apply research principles |
| b. Student will conduct research | |
| c. Student will analyze data | |
| d. Student will publish scholarly articles | |
| e. Student will make scholarly presentations | |
| f. Student will teach courses/lectures in higher education | |
| MA Educational Administration | Have numerous student learning outcomes available as a pdf file. |
| BS Rehabilitation Services | 1. Student will access community resources that serve individuals who have rehabilitation needs |
| 2. Student will develop effective interviewing and communication skills | |
| 3. Student will improve his/her communication skills | |
| 4. Student will understand and apply assessment procedures as related to rehab potential and rehab planning | |
| 5. Student will synthesize information to provide effective services to clients with rehab needs | |
| 6. Student will advocate for people who have disabilities so that these individuals receive maximum benefit and have full participation and equitable treatment in the workforce and in society | |
| 7. Student will work with multiculturally & ethnically diverse individuals when providing human services within an urban environment | |
| 8. Student will provide services to persons with rehab. needs in community agencies within an urban setting. | |
| MS Rehabilitation Counseling | 1. student will develop effective counseling techniques, interviewing skills and sensitivity in working with clients |
| 2. Student will recognize functional limitations and capabilities, as well as assist clients in minimizing disability and maximizing potential | |
| 3. Student will apply the concepts if occupationally significant characteristics and transferability of skills as related to employment settings | |
| 4. Student will recognize the richness and uniqueness of culturally diverse populations, providing equitable services to all individuals | |
| 5. Student will learn how to advocate for people who have disabilities to that these people receive maximum benefit with full participation & equitable treatment in the workforce and society. | |
| 6. Student will be learning how to collaborate with other professionals within the community | |
| 7. Student will obtain practical experiences working with people with disabilities in community, public and private sector agencies within an urban environment | |
| BA Urban Learning | Students will demonstrate knowledge of the needs and demands of diverse students in urban schools and communities. |
| Students will develop and model critical thinking skills for themselves and the students they teach. | |
| Students will be able to connect subject matter and pedagogy to meet the educational Needs of all students. | |
| Students will build on the diverse languages, cultures, capabilities and experiences of their students to assure them the optimum opportunities to grow and develop academically. | |
| Students will develop curriculum and instruction that integrate the urban students’ strengths, including their languages, cultures, learning styles and communities. | |
| Students will demonstrate collaboration skills needed to work as a member of an instructional team in the urban school environment. | |
| MA Education TESOL | Upon completion of the TESOL MA program, students will: |
| 1) Appreciate the rich varieties of uses and contexts of the English language while acknowledging the importance of the native languages and cultures on language learning; | |
| 2) Apply appropriate learning theories to second language acquisition; | |
| 3) Teach English skillfully, using a variety of principled teaching methods; | |
| 4) Demonstrate understanding of the oral and written discourses of English; | |
| 5) Understand and apply research findings from the TESOL/Applied Linguistics literature; | |
| 6) Develop, apply, and evaluate assessment techniques for different purposes and audiences; | |
| 7) Value participation in professional associations and serve as advocates for second/foreign language students; and | |
| 8) Apply and understand the relevance of a variety of computer-mediated tools for different purposes and audiences. | |