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Educator Preparation Information

Goals and Outcomes

Based on the foregoing beliefs and congruent practices, the following outcomes can be expected and assessed. The achievement of each outcome will require that teacher candidates develop knowledge, skills and dispositions.

We believe knowledge, skills, and dispositions to be critical to the success of teacher candidates, and we believe they are inseparably integrated. Candidates need the dispositions to effectively acquire the knowledge that is subsequently used skillfully to facilitate learning and development in all students. Therefore, all three are integrated in the following outcome statements, which are based on the standards developed by the Interstate Teacher Assessment and Support Consortium (InTASC).

Standard 1: Student Development

1.1 The teacher candidate understands how students grow and develop.

1.2 The teacher candidate recognizes that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas.

1.3 The teacher candidate implements developmentally appropriate and challenging learning experience.

Standard 2: Learning Differences

2.1 The teacher candidate understands individual differences and diverse cultures and communities.

2.2 The teacher candidate ensures inclusive learning environments that enable each student to meet high standards.

Standard 3: Learning Environments

3.1 The teacher candidate works with others to create environments that support individual and collaborative learning.

3.2 The teacher candidate creates environments that encourage positive social interaction, active engagement in learning, and self-motivation.

3.3 The teacher candidate manages student behavior to promote a positive learning environment.

Standard 4: Content Knowledge

4.1 The teacher candidate understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches.

4.2 The teacher candidate creates learning experiences that make these aspects of the discipline accessible and meaningful for students to assure mastery of the content.

4.3 The teacher candidate integrates Nebraska Content Standards and/or professional standards within instruction.

Standard 5: Application of Content

5.1 The teacher candidate understands how to connect concepts across disciplines.

5.2 The teacher candidate uses differing perspectives to engage students in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

Standard 6: Assessment

6.1 The teacher candidate understands multiple methods of assessment.

6.2 The teacher candidate uses multiple methods of assessment to engage students in their own growth, to monitor student progress, and to guide the teacher candidate’s and student’s decision making.

Standard 7: Planning for Instruction

7.1 The teacher candidate plans instruction that supports every student in meeting rigorous learning goals.

7.2 The teacher candidate draws upon knowledge of content areas, curriculum, cross-disciplinary skills, technology, and pedagogy.

7.3 The teacher candidate draws upon knowledge of students and the community context.

Standard 8: Instructional Strategies

8.1 The teacher candidate understands a variety of instructional strategies.

8.2 The teacher candidate uses a variety of instructional strategies to encourage students to develop deep understanding of content areas and their connection, and to build skills to apply knowledge in meaningful ways.

8.3 The teacher candidate utilizes available technology for instruction and assessment.

Standard 9: Professional Learning and Ethical Practice

9.1 The teacher candidate engages in ongoing professional learning.

9.2 The teacher candidate models ethical professional practice.

9.3 The teacher candidate uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (students, families, other professionals, and the community), and adapts practice to meet the needs of each student.

9.4 The teacher candidate models professional dispositions for teaching.

Standard 10: Leadership and Collaboration

10.1 The teacher candidate seeks opportunities to take responsibility for student learning.

10.2 The teacher candidate seeks opportunities, including appropriate technology, to collaborate with students, families, colleagues and other school professionals, and community members to ensure student growth.

Standard 11: Impact on Student Learning and Development

11.1 The teacher candidate works to positively impact the learning and development of all students.

Standard 12: Professional Dispositions

12.1 The teacher candidate demonstrates passion, self-awareness, initiative, and enthusiasm.

12.2 The teacher candidate demonstrates skill in interpersonal relationships, reflective response to feedback, and displays evidence of appropriate social awareness.

12.3 The teacher candidate practices good judgement, flexibility, problem-solving skills, professional communication, and organization.

12.4 The teacher candidate maintains a professional demeanor and appearance, and displays dependability, punctuality, and perseverance.