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/Institutions/University-of-Portland/json/2012-2013/Bulletin-2012-2013-local.json
/Institutions/University-of-Portland/json/2012-2013/Bulletin-2012-2013.json
Student Learning Outcomes M.Ed. Leadership Specialty
- Candidate is a lifelong learner:
- Candidates analyze his/her ideas about change and the change process.
- Candidate is empathetic and respectful:
- Candidates will value the importance of adopting relational strategies that are appropriate for the individual circumstances, cultures, and abilities of students;
- Candidates will exhibit thoughtful, responsible, and participatory attitudes and behaviors characteristic of a professional educator and a reflective practitioner.
- Candidate communicates and works effectively with others:
- Candidates will understand techniques for collaborative work;
- Candidates will know the role of meditation in the coaching/supervision process;
- Candidates will collaborate with colleagues on extending understanding and implementing new teaching strategies;
- Candidates will acquire strategies for helping students to expand their response repertoire for problem solving and positive, fair choice making.
- Candidate has a broad knowledge about the individuals and world around him/her:
- Candidates analyze data from her/his school to justify a possible change goal;
- Candidates will understand how diversity among individuals and communities impacts their school;
- Candidates will understand how diversity impacts reform efforts at the school, district, and national level.
- Candidate has a deep knowledge about the subjects they teach:
- Candidates know and use theory base of teacher leadership;
- Candidates understand the nature of knowledge and how a teacher’s paradigm of knowledge and assumptions shape their instructional decision-making.
- Candidate has a deep knowledge about how people learn:
- Candidates will use course concepts and recommended strategies to formulate a framework for making changes in management and instructional practices;
- Candidates will understand the neurological basis of student learning and of the impact of specific instructional strategies.
- Candidate has a deep knowledge and skills necessary to use instruction and the organization of classrooms to assist all learners to succeed:
- Candidates will gain insight into the role the teacher plays in cultivating the relationship the learner has with the object of study;
- Candidates will become skilled in reflectively analyzing and monitoring the development of personal classroom practices, beliefs, and style of leadership.
- Candidate fuses theory and practice:
- Candidates analyze school data and develop a personal theory of action;
- Candidates will understand the relationship between the theory base of teacher leadership and school culture;
- Candidates conduct peer coaching cycles, incorporating insights and techniques from cognitive coaching and clinical supervision;
- Candidates give skilled assistance to a colleague in analyzing and developing a lesson or learning activity;
- Candidates will use course concepts and recommended strategies to formulate a framework for making changes in management and instructional practices;
- Candidates will modify existing instructional practices and adopt new ones capable of engaging all students in the learning process.