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Instruction and Curriculum, M.Ed. (Core Courses + Elementary, Secondary, Differentiation emphases)

Student Outcomes

Assessment of Student Outcomes

Outcome A IC Understanding individual differences

The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments
Objective 3 The intended users and uses are accurately identified and explained.

Measure 1

2017 Status
Achieved
Most students are proficient in this area

Outcome B IC Accessibility and meaningfulness

The teacher creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.
Objective 1 The student can develop a clear assessment design

Measure 1

2017 Status
Achieved
on target

Objective 2 The student can develop a mechanism for test takers to track their own progress on learning targets

Measure 1

2017 Status
Achieved
83.33% are proficient in the general area which include this criteria. This % is generated by COE Data and is based on the Assessment Report: EDI 637-Assessment: K-12 Models. Report criteria included fall 2015-spring/summer 2017

2017 Status
Achieved
This is the first reporting

Outcome C IC Multiple means of assessment

The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
Objective 1 The student can develop a clear purpose for assessment

Measure 1

2017 Status
Achieved
Students are progressing

2017 Status
Achieved
92.86% are proficient in the general area which include this criteria. This % is generated by COE Data and is based on the Assessment Report: EDI 637-Assessment: K-12 Models. Report criteria included fall 2015-spring/summer 2017

Objective 2 The student can develop clear learning targets

Outcome D IC Understanding central concepts and tools of inquiry

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

Objective 1 The student can clearly state a significant curriculum problem
Objective 2 The student can provide the educational context for the curriculum problem

Outcome E IC Elementary Creates instruction that supports rigorous learning

The elementary teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Objective 1 The elementary IC student can provide relevant solutions to the curriculum problem supported by significant peer reviewed sources and empirical studies.

Outcome F IC Secondary Creates instruction that supports rigorous learning

The secondary teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Objective 1 The secondary IC student can provide relevant solutions to the curriculum problem supported by significant peer reviewed sources and empirical studies

Outcome G IC Differentiation Creates instruction that supports rigorous learning

The teacher skillful in differentiation plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Objective 1 The student skillful in differentiation can provide relevant solutions to the curriculum problem supported by significant peer reviewed sources and empirical studies

Outcome L IC Meeting high standards

The teacher develops curriculum that enable each learner to meet high standards.
Objective 1 The student can state the importance of the curriculum problem