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Education Double Degree Learning Outcomes
Teachers demonstrate an understanding of concepts/subject matter, sufficient in breadth and depth, to support student learning as defined by state and national subject specific standards.
Nature of the Disciplines
Teachers engage students in activities that reflect the values, beliefs, and assumptions inherent in the content area as well as in interdisciplinary applications.
Inquiry and Problem Solving
Teachers engage students regularly and effectively in content-specific exploration, inquiry, and problem solving.
Students as Learners, Cultural Diversity, and Exceptionalities
Teachers engage students in relating the disciplines to their life and interests (providing for differences in gender, ability, socioeconomic background, culture, linguistic, and ethnic membership) as well as the needs, values, issues and interests of the community.
Teachers create effective learning opportunities using a variety of teaching methodologies, assessment strategies, and applications, helping students to derive meaning from instruction and creating a disposition for further inquiry and learning.
Teachers design and manage safe, secure, and stimulating learning environments that meet the needs of all students.
Teachers use a variety of assessment strategies that are aligned with goals and methods of instruction, appropriate to the knowledge and skills of the students, and conducive to continuous learning.
Teachers use and engage students in learning to use appropriate technological resources to expand their learning.
Teachers engage students in a research-based curriculum that is consistent with state and national goals and appropriate for the students’ needs, abilities and interests.
Teachers effectively collaborate with peer, family, and community resources to facilitate the learning and development of students.
Teachers develop the habit of a reflective practitioner, reflecting on their teaching practices and enabling students to become reflective learners.
Teachers participate in a professional community: improving practice through personal education and development, community outreach, mentoring of new colleagues, guiding pre-service teachers, contributing to research, and collaborating with colleagues to improve educational practices.
Sources: Nationalsubject specific professional standards (e.g., National Council of Teachers of Mathematics), the National Board of Professional Teaching Standards (NBPTS), Interstate New Teachers Assessment and Support Consortium (INTASC), and the National Council for the Accreditation of Teacher Education (NCATE), Oregon’s 21st Century School Standards