Single Subject Curriculum Map
Courses
SLO #1
SLO #2
SLO #3
SLO #4
SLO #5
SLO #6
SLO #7
SLO #8
SLO #9
SLO #10
SLO #11
SLO #12
SLO #13
SLO #14
SLO #15
The candidate
demonstrates an
understanding of the
central concepts,
tools of inquiry, and
structures of the
discipline(es) he or
she teaches and
creates learning
experiences that
make these aspects
of subject matter
meaningful for
students.
The candidate
demonstrates an
understanding of
how people learn
and develop and
can provide
learning
opportunities that
support their
intellectual,
social, spiritual,
and personal
development.
The candidate
demonstrates an
understanding of
how students
differ in their
approaches to
learning and
creates
instructional
opportunities that
encourage
empathetic,
culturally relevant
engagement in
learning
supporting the
belief that all
children can
benefit from an
education.
The candidate
demonstrates
understanding
and skill in using
a variety of
research based
strategies to
encourage
students?
Development of
critical thinking,
problem solving,
and performance
skills.
The candidate
uses an
understanding of
individual and
group motivation
and behavior to
create learning/
counseling
environment that
encourages
positive cross
cultural
interaction, active
engagements in
learning, and
self-motivation.
The candidate
uses knowledge
of effective cross
cultural verbal,
nonverbal, and
media
communication
techniques to
foster active
inquiry,
collaboration,
and supportive
interaction with
diverse student
populations.
The candidate
plans and
organizes
instruction based
upon knowledge
of culturally
relevant subject
matter,
resources,
students, the
community, and
curriculum goals
The candidate
monitors student
learning and
assesses student
proficiency by
using formal and
informal
assessment
strategies to
evaluate and
ensure the
continuous
intellectual,
social, physical,
and spiritual
development of
the learner and to
inform
programmatic
development and
improvement
The candidate is
a responsible,
reflective
practitioner who
continually
evaluates the
effects of his or
her choices and
actions on others
(students,
parents, and
other
professionals in
the learning
community) and
who actively
seeks out
opportunities to
grow
professionally.
The candidate
fosters
relationships with
school
colleagues,
parents, and
agencies, in the
larger community
to support
students?
learning and
wellbeing,
The candidate
integrates the
principles of the
Christian faith
and philosophy in
all aspects of
education with
students,
families, and
communities
The candidate
applies an
understanding of
professional
codes of ethics
and current legal
mandates, as
well as an
awareness of the
range of legal
issues, such as
statutory,
regulatory, and
case law
affecting the
delivery of pupil
services to
practice.
The candidate is
a proficient
consumer and
disseminator of
research and
demonstrates
competence in
evaluating
research.
The candidate
uses critical
thinking,
reasoning, and
problem solving
skills (i.e.,
analysis,
synthesis,
application, and
evaluation of
various forms of
data) and
presents the
results in
appropriate oral
and written
format using
academic writing
and APA
guidelines.
The candidate
uses technology
to enhance their
productivity and
professional
practice
Evaluate Lerner
needs (TPE #6,
7)
Evaluate
characteristic of
today’s learners
(TPE #6, 7)
EDU 300
Evaluate curriculum,
content, and
curriculum choices
(TPE #9)
Evaluate patterns
of child
development
(TPE #6,7)
Recognize legal
issues
surrounding
diversity such as
Prop 227 (TPE
#7)
Recognize,
goals, rationale,
and assumptions
of multicultural
education (TPE
#7)
Recognize
gender equity
perspectives and
concerns (TPE
#4, 5)
Recognize the
implication of
biases, such as
religion, race,
age, language,
etc. (TPE # 4,5)
Recognize the
implication of
bias in
educational
materials (TPE
#4, 6, 7)
Evaluate
teaching
methods and
resources (TPE
#1)
Recognize
strategies that
encourage all
students to learn
including English
and Special
Needs Learners
(TPE #4, 5, 6, 7)
Evaluate various
components of
effective teaching
from educational
research, such
as, multiple
intelligence
theory,
constructivism,
full inclusion, and
Sheltered
Immersion
(TPE#1 , 7, 9)
Appraise their
decision to enter
education
profession (TPE#
12)
Evaluate
classroom
management and
discipline
strategies
(TPE#11)
Evaluate a
variety of
strategies
available to the
classroom
teacher for formal
and informal
assessment
(TPE#2, 3, 9)
Evaluate the
organizational
structures of US
Schools (TPE
#12)
Shape a personal
philosophy of
education after
examining
influences of
American
education (TPE
#13)
Evaluate societal
expectations and
reform (TPE # 1,
12)
Describe the
latest types and
uses of
technology in US
Schools (TPE
#13)
Complete a
series of
fieldwork
activities that
include a
minimum of five
hours with
students;
minimum of 5
hours of
classroom visits.
Evaluate
significant events
in the historical
development of
the organization,
governance, and
control of US
Schools (TPE#
13)
Describe the role
of religion in the
curriculum (TPE
#13)
Evaluate various
ethical and legal
issues facing
teachers today
(TPE # 6,7)
Single Subject Curriculum Map
Courses
SLO #1
SLO #2
SLO #3
SLO #4
SLO #5
SLO #6
SLO #7
SLO #8
SLO #9
SLO #10
SLO #11
SLO #12
SLO #13
SLO #14
SLO #15
The candidate
demonstrates an
understanding of
the central
concepts, tools of
inquiry, and
structures of the
discipline(es) he or
she teaches and
creates learning
experiences that
make these
aspects of subject
matter meaningful
for students.
The candidate
demonstrates an
understanding of
how people learn
and develop and
can provide
learning
opportunities that
support their
intellectual, social,
spiritual, and
personal
development.
The candidate
demonstrates an
understanding of
how students
differ in their
approaches to
learning and
creates
instructional
opportunities that
encourage
empathetic,
culturally relevant
engagement in
learning
supporting the
belief that all
children can
benefit from an
education.
The candidate
demonstrates
understanding
and skill in using
a variety of
research based
strategies to
encourage
students?
Development of
critical thinking,
problem solving,
and performance
skills.
The candidate
uses an
understanding of
individual and
group motivation
and behavior to
create learning/
counseling
environment that
encourages
positive cross
cultural interaction,
active
engagements in
learning, and selfmotivation.
The candidate
uses knowledge
of effective
cross cultural
verbal,
nonverbal, and
media
communication
techniques to
foster active
inquiry,
collaboration,
and supportive
interaction with
diverse student
populations.
The candidate
plans and
organizes
instruction based
upon knowledge
of culturally
relevant subject
matter,
resources,
students, the
community, and
curriculum goals
The candidate
monitors student
learning and
assesses student
proficiency by
using formal and
informal
assessment
strategies to
evaluate and
ensure the
continuous
intellectual,
social, physical,
and spiritual
development of
the learner and to
inform
programmatic
development and
improvement
The candidate is
a responsible,
reflective
practitioner who
continually
evaluates the
effects of his or
her choices and
actions on others
(students,
parents, and
other
professionals in
the learning
community) and
who actively
seeks out
opportunities to
grow
professionally.
The candidate
fosters
relationships with
school
colleagues,
parents, and
agencies, in the
larger community
to support
students?
learning and
wellbeing,
The candidate
integrates the
principles of the
Christian faith
and philosophy in
all aspects of
education with
students,
families, and
communities
The candidate
applies an
understanding of
professional
codes of ethics
and current legal
mandates, as
well as an
awareness of the
range of legal
issues, such as
statutory,
regulatory, and
case law
affecting the
delivery of pupil
services to
practice.
The candidate is
a proficient
consumer and
disseminator of
research and
demonstrates
competence in
evaluating
research.
The candidate
uses critical
thinking,
reasoning, and
problem solving
skills (i.e.,
analysis,
synthesis,
application, and
evaluation of
various forms of
data) and
presents the
results in
appropriate oral
and written
format using
academic writing
and APA
guidelines.
The candidate
uses technology
to enhance their
productivity and
professional
practice
Students will
define and explain
the role of
motivation theory
in relationship to
learning
EDU 302
Students will
acquire/ develop a
solid theoretical
foundation of
human
development
theories by
identifying and
describing key
characteristics in
psychological,
cognitive, physical,
language, social,
and moral
developmental
stages and norms.
Students will
demonstrate
understanding
concerning the
influence of
cultural and
family
environments on
physical
development,
mental
development,
moral
development and
motivation.
Students will
recognize and
describe a positive
learning
environment and
the role of
motivation
strategies
described in the
text as well as
those noted in
fieldwork
observation
activities.
Students will
develop/ acquire
solid theoretical
understanding
related to
acquisition of
knowledge and
motivation (i.e.,
behavioral,
cognitive,
constructivist and
social cognitive
views of learning)
Students will
relate theories of
growth,
development,
and learning
(education) to
real world
experience by
completing all
fieldwork
observations and
assignments.
Students will
implement
characteristics of
a reflective
person utilizing
high levels of
critical thinking
(i.e., application,
analysis,
evaluation, and
synthesis)
throughout all
assignments.
Students will
demonstrate
knowledge
concerning
lifelong learning
by applying
learning
strategies and
current research
to various
learning tasks.
Students will
develop an
understanding of
theoretical ideas
from various
viewpoints
including a
Christian
Worldview
perspective.
Single Subject Curriculum Map
Courses
EDU 341/541
SLO #1
SLO #2
SLO #3
SLO #4
SLO #5
SLO #6
SLO #7
SLO #8
SLO #9
SLO #10
SLO #11
SLO #12
SLO #13
SLO #14
SLO #15
The candidate
demonstrates an
understanding of
the central
concepts, tools of
inquiry, and
structures of the
discipline(es) he or
she teaches and
creates learning
experiences that
make these
aspects of subject
matter meaningful
for students.
The candidate
demonstrates an
understanding of
how people learn
and develop and
can provide
learning
opportunities that
support their
intellectual, social,
spiritual, and
personal
development.
The candidate
demonstrates an
understanding of
how students
differ in their
approaches to
learning and
creates
instructional
opportunities that
encourage
empathetic,
culturally relevant
engagement in
learning
supporting the
belief that all
children can
benefit from an
education.
The candidate
demonstrates
understanding
and skill in using
a variety of
research based
strategies to
encourage
students?
Development of
critical thinking,
problem solving,
and performance
skills.
The candidate
uses an
understanding of
individual and
group motivation
and behavior to
create learning/
counseling
environment that
encourages
positive cross
cultural interaction,
active
engagements in
learning, and selfmotivation.
The candidate
uses knowledge
of effective
cross cultural
verbal,
nonverbal, and
media
communication
techniques to
foster active
inquiry,
collaboration,
and supportive
interaction with
diverse student
populations.
The candidate
plans and
organizes
instruction based
upon knowledge
of culturally
relevant subject
matter,
resources,
students, the
community, and
curriculum goals
The candidate
monitors student
learning and
assesses student
proficiency by
using formal and
informal
assessment
strategies to
evaluate and
ensure the
continuous
intellectual,
social, physical,
and spiritual
development of
the learner and to
inform
programmatic
development and
improvement
The candidate is
a responsible,
reflective
practitioner who
continually
evaluates the
effects of his or
her choices and
actions on others
(students,
parents, and
other
professionals in
the learning
community) and
who actively
seeks out
opportunities to
grow
professionally.
The candidate
fosters
relationships with
school
colleagues,
parents, and
agencies, in the
larger community
to support
students?
learning and
wellbeing,
The candidate
integrates the
principles of the
Christian faith
and philosophy in
all aspects of
education with
students,
families, and
communities
The candidate
applies an
understanding of
professional
codes of ethics
and current legal
mandates, as
well as an
awareness of the
range of legal
issues, such as
statutory,
regulatory, and
case law
affecting the
delivery of pupil
services to
practice.
The candidate is
a proficient
consumer and
disseminator of
research and
demonstrates
competence in
evaluating
research.
The candidate
uses critical
thinking,
reasoning, and
problem solving
skills (i.e.,
analysis,
synthesis,
application, and
evaluation of
various forms of
data) and
presents the
results in
appropriate oral
and written
format using
academic writing
and APA
guidelines.
The candidate
uses technology
to enhance their
productivity and
professional
practice
Identify appropriate
developmental
milestones and
describe how to
use them in
informal
assessment of
student learning.
(TPE 2, 3) (*CEC
CC2K1, CC8K1,
CC8K2, CC8K3,
CC8S1, CC8S2,
GC8K4)
Identify and
define
foundational
models, theories,
philosophies, and
terminology used
in the field of
special
education, the
major principles
and practices of
legislation,
including the
Individuals with
Disabilities
Education Act
(IDEA), Section
504 of the
Rehabilitation Act
of 1973, and the
American
Disabilities Act.
(*CEC CC1K1,
CC1K2, GC1K1,
GC1K3)
Demonstrate
understanding of
key concepts
such as special
education and
related services,
disability
definitions, free
appropriate
public education,
least restrictive
environment,
continuum of
services, due
process, parent
participation and
rights, and
nondiscriminatory
assessment.
Identify
appropriate
instructional
strategies,
materials, and
activities to use
in assisting all
students to
achieve learning
goals using stateadopted
academic content
standards. (TPE
1, 8, 9) (*CEC
CC7S2, GC4K1,
GC4K3, CC4S3,
CC4S4)
List a number of
ways to establish
rapport and
encourage
students with
special needs and
abilities to strive
for excellence.
(TPE, 4, 6, 11)
(*CEC CC5K5,
CC5S7, CC5S8,
CC5S9)
Adapt
instructional
strategies,
materials, and
activities to
provide access to
state-adopted
academic content
standards for
student with
special needs or
abilities. (TPE 4,
5, 6, 7) (*CEC
CC4S1, CC4S2,
GC4S1, GC4S2,
GC4S13)
Articulate a
personal
philosophy about
teaching students
with special
needs and
abilities. (TPE
13) (*CEC
CC1S1)
Demonstrate
understanding of
the purpose of
the Individual
Education Plan
(IEP), its
components, how
it is developed,
due process, and
the rights and
responsibilities of
the members of
the IEP team,
including the
person with
special needs
and the parents.
(*CEC CC1K4,
CC1K6, CC1K7)
Demonstrate
responsibility in
meeting
deadlines for
course
assignments
(TPE 12) (*CEC
CC9K2,
CC7S12)
Discuss the
advantages and
disadvantages of
including
students with
special needs
and abilities in
general
education, as
well as
alternative
placement
options. (TPE 10,
11, 12) (*CEC
GC1K5, GC1K8,
GC3S1, CC4S1)
Survey tools and
techniques to use
in assessing
learning in
exceptional
children. (TPE 2,
3) (*CEC
CC8K1, CC8K3,
CC8K4, GC8K4,
GC8K4)
Give examples of
how assistive
technology can
be used to
facilitate learning
in students with
special needs
and abilities.
(*CEC CC6K4,
GC5S2, GC6K2,
CC7S9)
Single Subject Curriculum Map
(*CEC GC1K4,
CC1K2, CC1K4,
CC1K6, CC1K7,
GC1K5, GC1K8)
Describe and
recognize the
characteristics
and behaviors
typically
associated with
giftedness,
learning
disabilities,
emotional and
behavioral
disorders, mental
retardation,
communication
disorders,
hearing
impairment,
vision
impairment,
physical
handicaps, and
severe
disabilities.
(*CEC CC2K5,
CC2K6, CC2K1,
CC2K2)
Single Subject Curriculum Map
Courses
ETC 305/505
SLO #1
SLO #2
SLO #3
SLO #4
SLO #5
SLO #6
SLO #7
SLO #8
SLO #9
SLO #10
SLO #11
SLO #12
SLO #13
SLO #14
SLO #15
The candidate
demonstrates an
understanding of the
central concepts,
tools of inquiry, and
structures of the
discipline(es) he or
she teaches and
creates learning
experiences that
make these aspects
of subject matter
meaningful for
students.
The candidate
demonstrates an
understanding of
how people learn
and develop and
can provide
learning
opportunities that
support their
intellectual,
social, spiritual,
and personal
development.
The candidate
demonstrates an
understanding of
how students
differ in their
approaches to
learning and
creates
instructional
opportunities that
encourage
empathetic,
culturally relevant
engagement in
learning
supporting the
belief that all
children can
benefit from an
education.
The candidate
demonstrates
understanding
and skill in using
a variety of
research based
strategies to
encourage
students?
Development of
critical thinking,
problem solving,
and performance
skills.
The candidate
uses an
understanding of
individual and
group motivation
and behavior to
create learning/
counseling
environment that
encourages
positive cross
cultural
interaction, active
engagements in
learning, and
self-motivation.
The candidate
uses knowledge
of effective cross
cultural verbal,
nonverbal, and
media
communication
techniques to
foster active
inquiry,
collaboration,
and supportive
interaction with
diverse student
populations.
The candidate
plans and
organizes
instruction based
upon knowledge
of culturally
relevant subject
matter,
resources,
students, the
community, and
curriculum goals
The candidate
monitors student
learning and
assesses student
proficiency by
using formal and
informal
assessment
strategies to
evaluate and
ensure the
continuous
intellectual,
social, physical,
and spiritual
development of
the learner and to
inform
programmatic
development and
improvement
The candidate is
a responsible,
reflective
practitioner who
continually
evaluates the
effects of his or
her choices and
actions on others
(students,
parents, and
other
professionals in
the learning
community) and
who actively
seeks out
opportunities to
grow
professionally.
The candidate
fosters
relationships with
school
colleagues,
parents, and
agencies, in the
larger community
to support
students?
learning and
wellbeing,
The candidate
integrates the
principles of the
Christian faith
and philosophy in
all aspects of
education with
students,
families, and
communities
The candidate
applies an
understanding of
professional
codes of ethics
and current legal
mandates, as
well as an
awareness of the
range of legal
issues, such as
statutory,
regulatory, and
case law
affecting the
delivery of pupil
services to
practice.
The candidate is
a proficient
consumer and
disseminator of
research and
demonstrates
competence in
evaluating
research.
The candidate
uses critical
thinking,
reasoning, and
problem solving
skills (i.e.,
analysis,
synthesis,
application, and
evaluation of
various forms of
data) and
presents the
results in
appropriate oral
and written
format using
academic writing
and APA
guidelines.
The candidate
uses technology
to enhance their
productivity and
professional
practice
Candidates
integrate
technologyrelated tools
into the
educational
experience and
provide
equitable
access to
available
resources to all
students.
Candidates
encourage the
use of
technology with
students in
their research,
learning
activities, and
presentations.
Candidates use
appropriate
technology to
facilitate the
teaching and
learning
process.
Candidates are
able to
evaluate and
select a wide
array of
technologies
for relevance,
effectiveness,
and alignment
with stateadopted
academic
content
standards, and
the value they
add to student
learning.
Candidates use
computer
applications to
manipulate and
analyze data
as a tool for
assessing
student
learning,
informing
instruction,
managing
records, and
providing
feedback to
students and
their parents.
Candidates
learn to use a
variety of
technologies to
collaborate and
communicate
with students,
colleagues,
school support
personnel, and
families to
provide the full
range of
learners with
equitable
access to all
school and
community
resources.
Candidates
demonstrate
knowledge and
understanding
of the legal and
ethical issues
related to the
use of
technology,
including
copyright
issues and
issues of
privacy,
security, and
acceptable
use.
Candidates
demonstrate
knowledge and
understanding
of the
appropriate use
of computerbased
technology for
information
collection,
analysis, and
management in
the
instructional
setting.
Candidates
demonstrate
competencies
in the use of
electronic
research tools
and the ability
to assess the
authenticity,
reliability and
bias of the data
gathered.
Candidates
analyze best
practices and
research on the
use of
technology to
deliver lessons
that enhance
student
learning.
Candidates are
familiar with
basic principles
of operation of
computer
hardware and
software, and
implements
basic
troubleshooting
techniques for
computer
systems and
related
peripheral
devices before
accessing the
appropriate
avenue of
technical
support
Single Subject Curriculum Map
Courses
EDU 514
SLO #1
SLO #2
SLO #3
SLO #4
SLO #5
SLO #6
SLO #7
SLO #8
SLO #9
SLO #10
SLO #11
SLO #12
SLO #13
SLO #14
SLO #15
The candidate
demonstrates an
understanding of the
central concepts,
tools of inquiry, and
structures of the
discipline(es) he or
she teaches and
creates learning
experiences that
make these aspects
of subject matter
meaningful for
students.
The candidate
demonstrates an
understanding of
how people learn
and develop and
can provide
learning
opportunities that
support their
intellectual,
social, spiritual,
and personal
development.
The candidate
demonstrates an
understanding of
how students
differ in their
approaches to
learning and
creates
instructional
opportunities that
encourage
empathetic,
culturally relevant
engagement in
learning
supporting the
belief that all
children can
benefit from an
education.
The candidate
demonstrates
understanding
and skill in using
a variety of
research based
strategies to
encourage
students?
Development of
critical thinking,
problem solving,
and performance
skills.
The candidate
uses an
understanding of
individual and
group motivation
and behavior to
create learning/
counseling
environment that
encourages
positive cross
cultural
interaction, active
engagements in
learning, and
self-motivation.
The candidate
uses knowledge
of effective cross
cultural verbal,
nonverbal, and
media
communication
techniques to
foster active
inquiry,
collaboration,
and supportive
interaction with
diverse student
populations.
The candidate
plans and
organizes
instruction based
upon knowledge
of culturally
relevant subject
matter,
resources,
students, the
community, and
curriculum goals
The candidate
monitors student
learning and
assesses student
proficiency by
using formal and
informal
assessment
strategies to
evaluate and
ensure the
continuous
intellectual,
social, physical,
and spiritual
development of
the learner and to
inform
programmatic
development and
improvement
The candidate is
a responsible,
reflective
practitioner who
continually
evaluates the
effects of his or
her choices and
actions on others
(students,
parents, and
other
professionals in
the learning
community) and
who actively
seeks out
opportunities to
grow
professionally.
The candidate
fosters
relationships with
school
colleagues,
parents, and
agencies, in the
larger community
to support
students?
learning and
wellbeing,
The candidate
integrates the
principles of the
Christian faith
and philosophy in
all aspects of
education with
students,
families, and
communities
The candidate
applies an
understanding of
professional
codes of ethics
and current legal
mandates, as
well as an
awareness of the
range of legal
issues, such as
statutory,
regulatory, and
case law
affecting the
delivery of pupil
services to
practice.
The candidate is
a proficient
consumer and
disseminator of
research and
demonstrates
competence in
evaluating
research.
The candidate
uses critical
thinking,
reasoning, and
problem solving
skills (i.e.,
analysis,
synthesis,
application, and
evaluation of
various forms of
data) and
presents the
results in
appropriate oral
and written
format using
academic writing
and APA
guidelines.
The candidate
uses technology
to enhance their
productivity and
professional
practice
The teacher
candidate will
respond to the
California
Academic Content
Standards and
Framework
appropriate to
their chosen
discipline.
The teacher
candidate will
illustrate their
understanding of
TPE #1 through
in-class
discussions,
reading
reflections,
summary of unit
The teacher
candidate will
describe the
psychological
stages of
development
occurring in a
secondary
classroom.
The teacher
candidate will
identify
characteristics
unique to
middle school
students
The teacher
candidate will
identify
characteristics
unique to high
school students
The teacher
candidate will
discuss the
importance of
curricular
visualizing
through goals
and objectives.
The teacher
candidate will
illustrate their
understanding
of TPE #10 and
TPE # 11 by
making
decisions about
goals,
objectives, and
learning
experiences,
which match
stages.
The teacher
candidate will
develop an
assessment
plan
The teacher
candidate will
plan effective
instruction for
their discipline.
The Teacher
Candidate will
illustrate their
understanding
of TPE #8 and
TPE #9 through
in-class
discussions,
reading
reflections,
The Teacher
Candidate will
illustrate their
understanding
of TPE #2 and
TPE #3
through inclass
discussions,
reading
The teacher
candidate will
react creatively,
appropriately,
and
extemporaneou
sly to solve
problem which
encompass
topical
reflective
questions.
The teacher
candidate will
accept a
number of
impromptu
challenges
which
encourage the
development of
intuitive and
creative
aspects of a
teacher’s mind
set.
The teacher
candidate will
observe a
minimum of
twenty hours
divided equally
between a
middle and
high school
setting
Single Subject Curriculum Map
content
assignment, unit
learning goal
assignment, and
course critical
assignment.
The teacher
candidate will
discuss validity
of term
adolescence
class
characteristics
assignment,
lesson plan #1
assignment,
lesson plan #2
assignment,
and lesson plan
#3 assignment
reflections, and
the
assessment
plan
assignment.
The teacher
candidate will
analyze the
impact
professionalism
has on the
fulfillment of
TPE 12 and
TPE 13 through
in-class
discussions,
reading
reflections,
course
assignments,
and fieldwork.
Single Subject Curriculum Map
Courses
SLO #1
SLO #2
SLO #3
SLO #4
SLO #5
SLO #6
SLO #7
SLO #8
SLO #9
SLO #10
SLO #11
SLO #12
SLO #13
SLO #14
SLO #15
The candidate
demonstrates an
understanding of the
central concepts,
tools of inquiry, and
structures of the
discipline(es) he or
she teaches and
creates learning
experiences that
make these aspects
of subject matter
meaningful for
students.
The candidate
demonstrates an
understanding of
how people learn
and develop and
can provide
learning
opportunities that
support their
intellectual,
social, spiritual,
and personal
development.
The candidate
demonstrates an
understanding of
how students
differ in their
approaches to
learning and
creates
instructional
opportunities that
encourage
empathetic,
culturally relevant
engagement in
learning
supporting the
belief that all
children can
benefit from an
education.
The candidate
demonstrates
understanding
and skill in using
a variety of
research based
strategies to
encourage
students?
Development of
critical thinking,
problem solving,
and performance
skills.
The candidate
uses an
understanding of
individual and
group motivation
and behavior to
create learning/
counseling
environment that
encourages
positive cross
cultural
interaction, active
engagements in
learning, and
self-motivation.
The candidate
uses knowledge
of effective cross
cultural verbal,
nonverbal, and
media
communication
techniques to
foster active
inquiry,
collaboration,
and supportive
interaction with
diverse student
populations.
The candidate
plans and
organizes
instruction based
upon knowledge
of culturally
relevant subject
matter,
resources,
students, the
community, and
curriculum goals
The candidate
monitors student
learning and
assesses student
proficiency by
using formal and
informal
assessment
strategies to
evaluate and
ensure the
continuous
intellectual,
social, physical,
and spiritual
development of
the learner and to
inform
programmatic
development and
improvement
The candidate is
a responsible,
reflective
practitioner who
continually
evaluates the
effects of his or
her choices and
actions on others
(students,
parents, and
other
professionals in
the learning
community) and
who actively
seeks out
opportunities to
grow
professionally.
The candidate
fosters
relationships with
school
colleagues,
parents, and
agencies, in the
larger community
to support
students?
learning and
wellbeing,
The candidate
integrates the
principles of the
Christian faith
and philosophy in
all aspects of
education with
students,
families, and
communities
The candidate
applies an
understanding of
professional
codes of ethics
and current legal
mandates, as
well as an
awareness of the
range of legal
issues, such as
statutory,
regulatory, and
case law
affecting the
delivery of pupil
services to
practice.
The candidate is
a proficient
consumer and
disseminator of
research and
demonstrates
competence in
evaluating
research.
The candidate
uses critical
thinking,
reasoning, and
problem solving
skills (i.e.,
analysis,
synthesis,
application, and
evaluation of
various forms of
data) and
presents the
results in
appropriate oral
and written
format using
academic writing
and APA
guidelines.
The candidate
uses technology
to enhance their
productivity and
professional
practice
Identify a
framework for
creating
content reading
lessons and
balanced
content area
units. (TPE 1)
Develop
appropriate
testing and
identify
authentic
assessment in
content areas.
(TPE 2 & 3)
Apply reading
instruction
concepts, which
will facilitate active
textbook learning,
including
strategies, which
enable readers to
go beyond
textbook learning.
(TPE 4 & 5)
EDU 515
Select strategies
that facilitate
student
competencies in
building
vocabulary, both
general and
technical. (TPE 4,
5 & 9)
Recognize the
relationship
between content
reading and
content writing for
all students,
including those
with special needs
culturally or
linguistically. (TPE
6 & 7)
Identify and
apply
strategies that
assess
student’s ability
to interact with
text. (TPE 2)
Examine the
broad range of
needs in a
diversified
classroom,
such as those
students who
have cultural,
linguistic, or
special needs.
(TPE 6, 7 & 11)
Demonstrate
the nature,
importance,
and need for
reading
instruction in
the content
areas for
students of
diverse
backgrounds
and needs.
(TPE 1 & 8)
Identify reading
acquisition
strategies and
programs used
by local K-12
districts for ELL
students and
students with
special needs.
(TPE 6 & 7)
Select critical
thinking
strategies,
which facilitate
comprehension
of content.
(TPE 4, 5 & 9)
Integrate
reading and
critical thinking
strategies with
content writing.
(TPE 1)
Recognize the
role both
student
attitudes/intere
sts and teacher
attitudes play in
the motivation
to read in the
content area.
(TPE 5, 8 & 11)
Demonstrate
professional
development
as a content
area teacher:
(TPE 1, 8, 11,
12, 13)
Single Subject Curriculum Map
Courses
SLO #1
SLO #2
SLO #3
SLO #4
SLO #5
SLO #6
SLO #7
SLO #8
SLO #9
SLO #10
SLO #11
SLO #12
SLO #13
SLO #14
SLO #15
The candidate
demonstrates an
understanding of the
central concepts,
tools of inquiry, and
structures of the
discipline(es) he or
she teaches and
creates learning
experiences that
make these aspects
of subject matter
meaningful for
students.
The candidate
demonstrates an
understanding of
how people learn
and develop and
can provide
learning
opportunities that
support their
intellectual,
social, spiritual,
and personal
development.
The candidate
demonstrates an
understanding of
how students
differ in their
approaches to
learning and
creates
instructional
opportunities that
encourage
empathetic,
culturally relevant
engagement in
learning
supporting the
belief that all
children can
benefit from an
education.
The candidate
demonstrates
understanding
and skill in using
a variety of
research based
strategies to
encourage
students?
Development of
critical thinking,
problem solving,
and performance
skills.
The candidate
uses an
understanding of
individual and
group motivation
and behavior to
create learning/
counseling
environment that
encourages
positive cross
cultural
interaction, active
engagements in
learning, and
self-motivation.
The candidate
uses knowledge
of effective cross
cultural verbal,
nonverbal, and
media
communication
techniques to
foster active
inquiry,
collaboration,
and supportive
interaction with
diverse student
populations.
The candidate
plans and
organizes
instruction based
upon knowledge
of culturally
relevant subject
matter,
resources,
students, the
community, and
curriculum goals
The candidate
monitors student
learning and
assesses student
proficiency by
using formal and
informal
assessment
strategies to
evaluate and
ensure the
continuous
intellectual,
social, physical,
and spiritual
development of
the learner and to
inform
programmatic
development and
improvement
The candidate is
a responsible,
reflective
practitioner who
continually
evaluates the
effects of his or
her choices and
actions on others
(students,
parents, and
other
professionals in
the learning
community) and
who actively
seeks out
opportunities to
grow
professionally.
The candidate
fosters
relationships with
school
colleagues,
parents, and
agencies, in the
larger community
to support
students?
learning and
wellbeing,
The candidate
integrates the
principles of the
Christian faith
and philosophy in
all aspects of
education with
students,
families, and
communities
The candidate
applies an
understanding of
professional
codes of ethics
and current legal
mandates, as
well as an
awareness of the
range of legal
issues, such as
statutory,
regulatory, and
case law
affecting the
delivery of pupil
services to
practice.
The candidate is
a proficient
consumer and
disseminator of
research and
demonstrates
competence in
evaluating
research.
The candidate
uses critical
thinking,
reasoning, and
problem solving
skills (i.e.,
analysis,
synthesis,
application, and
evaluation of
various forms of
data) and
presents the
results in
appropriate oral
and written
format using
academic writing
and APA
guidelines.
The candidate
uses technology
to enhance their
productivity and
professional
practice
Describe
methods of
creating
independent
learners ( TPE
6)
EDU 518
Explain the
relationship
between
management and
discipline and the
academic program
of schools. ( TPE
8, 11)
Discuss how to
apply positive
behavior
support to
change a
specific
behavior. (TPE
11).
Explore how
Response to
Intervention
(RtI) came to
be, what it
means for
helping children
learn, and how
it can be used
as a method for
identifying
children with
Specific
Learning
Disabilities
(SLD). (TPE
11)
Define a
number of
teacher
responses that
can be used
when
responding to
more difficult
problems. (TPE
11)
Discuss how to
effectively
teach conflict
resolution in
schools. (TPE
9)
State ways the
physical
environment
impacts
behavior. (TPE
11)
Describe
aspects of the
physical
environment
that need to be
considered.
(TPE 9)
Discuss the
importance of
mobility and
proximity to
teaching. (TPE
6)
Describe how
to build an
effective
classroom
structure. (TPE
9)
List and
describe basic
motivational
factors and
explain how
teacher
expectations
influence
student
motivation.
(TPE 5)
Define different
concepts of
time and
discuss their
Discuss goals
you should
have for
planning the
classroom
environment.
(TPE 9)
Define and
describe
leadership,
including
different types
of authority, as
it applies to
teaching. ( TPE
11)
Describe how
to conduct an
effective parent
conference.
(TPE 12, 13)
Develop a
basis for
integrating
Christian
principles with
management
and discipline
theory and
practice. (TPE
12)
Discuss
effective
methods of
producing
responsible
behavior. ( TPE
11)
Complete a
minimum of 10
hours of
classroom
visits. (Please
see fieldwork
packet for full
explanation.)
(TPE 1, 8, 10)
Identify ways to
work and
communicate
effectively with
parents. ( TPE
12 &13)
Single Subject Curriculum Map
Describe steps
to implement
behavioral
principles to
change a
specific
behavior (TPE
11)
importance in
teaching. (TPE
10)
Identify the
relationship
between lesson
management
and the
prevention of
behavior
problems. (TPE
9)
Define basic
principles to be
used when
choosing a
response to
inappropriate
behavior. (TPE
11)
Identify
appropriate
times for using
low profile
responses.
(TPE 11).
Describe
appropriate
teacher
responses to
serious
behavior
problems. (TPE
11)
Create a
LiveText
Portfolio
complete with
reflective
statement
addressing
PSOs and
critical
assignment
(TPE 13)
Single Subject Curriculum Map
Courses
EDU 519
SLO #1
SLO #2
SLO #3
SLO #4
SLO #5
SLO #6
SLO #7
SLO #8
SLO #9
SLO #10
SLO #11
SLO #12
SLO #13
SLO #14
SLO #15
The candidate
demonstrates an
understanding of the
central concepts,
tools of inquiry, and
structures of the
discipline(es) he or
she teaches and
creates learning
experiences that
make these aspects
of subject matter
meaningful for
students.
The candidate
demonstrates an
understanding of
how people learn
and develop and
can provide
learning
opportunities that
support their
intellectual,
social, spiritual,
and personal
development.
The candidate
demonstrates an
understanding of
how students
differ in their
approaches to
learning and
creates
instructional
opportunities that
encourage
empathetic,
culturally relevant
engagement in
learning
supporting the
belief that all
children can
benefit from an
education.
The candidate
demonstrates
understanding
and skill in using
a variety of
research based
strategies to
encourage
students?
Development of
critical thinking,
problem solving,
and performance
skills.
The candidate
uses an
understanding of
individual and
group motivation
and behavior to
create learning/
counseling
environment that
encourages
positive cross
cultural
interaction, active
engagements in
learning, and
self-motivation.
The candidate
uses knowledge
of effective cross
cultural verbal,
nonverbal, and
media
communication
techniques to
foster active
inquiry,
collaboration,
and supportive
interaction with
diverse student
populations.
The candidate
plans and
organizes
instruction based
upon knowledge
of culturally
relevant subject
matter,
resources,
students, the
community, and
curriculum goals
The candidate
monitors student
learning and
assesses student
proficiency by
using formal and
informal
assessment
strategies to
evaluate and
ensure the
continuous
intellectual,
social, physical,
and spiritual
development of
the learner and to
inform
programmatic
development and
improvement
The candidate is
a responsible,
reflective
practitioner who
continually
evaluates the
effects of his or
her choices and
actions on others
(students,
parents, and
other
professionals in
the learning
community) and
who actively
seeks out
opportunities to
grow
professionally.
The candidate
fosters
relationships with
school
colleagues,
parents, and
agencies, in the
larger community
to support
students?
learning and
wellbeing,
The candidate
integrates the
principles of the
Christian faith
and philosophy in
all aspects of
education with
students,
families, and
communities
The candidate
applies an
understanding of
professional
codes of ethics
and current legal
mandates, as
well as an
awareness of the
range of legal
issues, such as
statutory,
regulatory, and
case law
affecting the
delivery of pupil
services to
practice.
The candidate is
a proficient
consumer and
disseminator of
research and
demonstrates
competence in
evaluating
research.
The candidate
uses critical
thinking,
reasoning, and
problem solving
skills (i.e.,
analysis,
synthesis,
application, and
evaluation of
various forms of
data) and
presents the
results in
appropriate oral
and written
format using
academic writing
and APA
guidelines.
The candidate
uses technology
to enhance their
productivity and
professional
practice
Distinguish and
apply the various
principles,
methods, and
materials unique
to one's subject
area specialization
Describe the
effects of
diversity in
cultures and
performance
levels in the CA
classroom.
Plan and
prepare a
variety of
lessons and
activities for the
classroom that
demonstrate
affective
educational
practices in
alignment with
state-adopted
academic
content
standards
Complete
individualized
assignments
using the
methods text
for your subject
area. In
additional to
subject area
specialization,
these
assignments/te
xts are filled
with ideas for
each of the
following
topics:
personal data,
bulletin board
ideas, parent
contact/letters,
motivational
materials,
sponge or
starter
activities,
multicultural
activities,
evaluations,
assignments &
worksheets,
and
miscellaneous
Interpret and
analyze
relationships
between theory
and practice
related to
teaching and
learning
Single Subject Curriculum Map
Courses
ETC 520
SLO #1
SLO #2
SLO #3
SLO #4
SLO #5
SLO #6
SLO #7
SLO #8
SLO #9
SLO #10
SLO #11
SLO #12
SLO #13
SLO #14
SLO #15
The candidate
demonstrates an
understanding of the
central concepts,
tools of inquiry, and
structures of the
discipline(es) he or
she teaches and
creates learning
experiences that
make these aspects
of subject matter
meaningful for
students.
The candidate
demonstrates an
understanding of
how people learn
and develop and
can provide
learning
opportunities that
support their
intellectual,
social, spiritual,
and personal
development.
The candidate
demonstrates an
understanding of
how students
differ in their
approaches to
learning and
creates
instructional
opportunities that
encourage
empathetic,
culturally relevant
engagement in
learning
supporting the
belief that all
children can
benefit from an
education.
The candidate
demonstrates
understanding
and skill in using
a variety of
research based
strategies to
encourage
students?
Development of
critical thinking,
problem solving,
and performance
skills.
The candidate
uses an
understanding of
individual and
group motivation
and behavior to
create learning/
counseling
environment that
encourages
positive cross
cultural
interaction, active
engagements in
learning, and
self-motivation.
The candidate
uses knowledge
of effective cross
cultural verbal,
nonverbal, and
media
communication
techniques to
foster active
inquiry,
collaboration,
and supportive
interaction with
diverse student
populations.
The candidate
plans and
organizes
instruction based
upon knowledge
of culturally
relevant subject
matter,
resources,
students, the
community, and
curriculum goals
The candidate
monitors student
learning and
assesses student
proficiency by
using formal and
informal
assessment
strategies to
evaluate and
ensure the
continuous
intellectual,
social, physical,
and spiritual
development of
the learner and to
inform
programmatic
development and
improvement
The candidate is
a responsible,
reflective
practitioner who
continually
evaluates the
effects of his or
her choices and
actions on others
(students,
parents, and
other
professionals in
the learning
community) and
who actively
seeks out
opportunities to
grow
professionally.
The candidate
fosters
relationships with
school
colleagues,
parents, and
agencies, in the
larger community
to support
students?
learning and
wellbeing,
The candidate
integrates the
principles of the
Christian faith
and philosophy in
all aspects of
education with
students,
families, and
communities
The candidate
applies an
understanding of
professional
codes of ethics
and current legal
mandates, as
well as an
awareness of the
range of legal
issues, such as
statutory,
regulatory, and
case law
affecting the
delivery of pupil
services to
practice.
The candidate is
a proficient
consumer and
disseminator of
research and
demonstrates
competence in
evaluating
research.
The candidate
uses critical
thinking,
reasoning, and
problem solving
skills (i.e.,
analysis,
synthesis,
application, and
evaluation of
various forms of
data) and
presents the
results in
appropriate oral
and written
format using
academic writing
and APA
guidelines.
The candidate
uses technology
to enhance their
productivity and
professional
practice
Candidates
integrate
technologyrelated tools
into the
educational
experience and
provide
equitable
access to
available
resources to all
students.
Candidates
encourage the
use of
technology with
students in
their research,
learning
activities, and
presentations.
Candidates use
appropriate
technology to
facilitate the
teaching and
learning
process.
Candidates are
able to
evaluate and
select a wide
array of
technologies
for relevance,
effectiveness,
and alignment
with stateadopted
academic
content
standards, and
the value they
add to student
learning.
Candidates use
computer
applications to
manipulate and
analyze data
as a tool for
assessing
student
learning,
informing
instruction,
managing
records, and
providing
feedback to
students and
their parents.
Candidates
learn to use a
variety of
technologies to
collaborate and
communicate
with students,
colleagues,
school support
personnel, and
families to
provide the full
range of
learners with
equitable
access to all
school and
community
resources.
Candidates
demonstrate
knowledge and
understanding
of the legal and
ethical issues
related to the
use of
technology,
including
copyright
issues and
issues of
privacy,
security, and
acceptable
use.
Candidates
demonstrate
knowledge and
understanding
of the
appropriate use
of computerbased
technology for
information
collection,
analysis, and
management in
the
instructional
setting.
Candidates
demonstrate
competencies
in the use of
electronic
research tools
and the ability
to assess the
authenticity,
reliability and
bias of the data
gathered.
Candidates
analyze best
practices and
research on the
use of
technology to
deliver lessons
that enhance
student
learning
Candidates are
familiar with
basic principles
of operation of
computer
hardware and
software, and
implements
basic
troubleshooting
techniques for
computer
systems and
related
peripheral
devices before
accessing the
appropriate
avenue of
technical
support.
Single Subject Curriculum Map
Courses
SLO #1
SLO #2
SLO #3
SLO #4
SLO #5
SLO #6
SLO #7
SLO #8
SLO #9
SLO #10
SLO #11
SLO #12
SLO #13
SLO #14
SLO #15
The candidate
demonstrates an
understanding of the
central concepts,
tools of inquiry, and
structures of the
discipline(es) he or
she teaches and
creates learning
experiences that
make these aspects
of subject matter
meaningful for
students.
The candidate
demonstrates an
understanding of
how people learn
and develop and
can provide
learning
opportunities that
support their
intellectual,
social, spiritual,
and personal
development.
The candidate
demonstrates an
understanding of
how students
differ in their
approaches to
learning and
creates
instructional
opportunities that
encourage
empathetic,
culturally relevant
engagement in
learning
supporting the
belief that all
children can
benefit from an
education.
The candidate
demonstrates
understanding
and skill in using
a variety of
research based
strategies to
encourage
students?
Development of
critical thinking,
problem solving,
and performance
skills.
The candidate
uses an
understanding of
individual and
group motivation
and behavior to
create learning/
counseling
environment that
encourages
positive cross
cultural
interaction, active
engagements in
learning, and
self-motivation.
The candidate
uses knowledge
of effective cross
cultural verbal,
nonverbal, and
media
communication
techniques to
foster active
inquiry,
collaboration,
and supportive
interaction with
diverse student
populations.
The candidate
plans and
organizes
instruction based
upon knowledge
of culturally
relevant subject
matter,
resources,
students, the
community, and
curriculum goals
The candidate
monitors student
learning and
assesses student
proficiency by
using formal and
informal
assessment
strategies to
evaluate and
ensure the
continuous
intellectual,
social, physical,
and spiritual
development of
the learner and to
inform
programmatic
development and
improvement
The candidate is
a responsible,
reflective
practitioner who
continually
evaluates the
effects of his or
her choices and
actions on others
(students,
parents, and
other
professionals in
the learning
community) and
who actively
seeks out
opportunities to
grow
professionally.
The candidate
fosters
relationships with
school
colleagues,
parents, and
agencies, in the
larger community
to support
students?
learning and
wellbeing,
The candidate
integrates the
principles of the
Christian faith
and philosophy in
all aspects of
education with
students,
families, and
communities
The candidate
applies an
understanding of
professional
codes of ethics
and current legal
mandates, as
well as an
awareness of the
range of legal
issues, such as
statutory,
regulatory, and
case law
affecting the
delivery of pupil
services to
practice.
The candidate is
a proficient
consumer and
disseminator of
research and
demonstrates
competence in
evaluating
research.
The candidate
uses critical
thinking,
reasoning, and
problem solving
skills (i.e.,
analysis,
synthesis,
application, and
evaluation of
various forms of
data) and
presents the
results in
appropriate oral
and written
format using
academic writing
and APA
guidelines.
The candidate
uses technology
to enhance their
productivity and
professional
practice
Candidates will
devise
developmentall
y appropriate
lessons based
on state
academic
content
standards.
EDU 581
Candidates will
develop a
deeper
understanding
of the wholeperson nature
of students and
seek to nurture
a strengthsbased
approach to
their
development.
Candidates will
display
appropriate
interpersonal
relationships
and
communication
strategies with
colleagues,
administrators,
parents,
support staff,
and neighbors
Candidates will
carry out their
planned
lessons in a
manner that
reflects
sensitivity to
the unique
dynamics of the
day
Candidates will
evaluate the
effectiveness of
their lessons
and classroom
management
procedures
through the use
of concrete
data in
relationship to
school
expectations
Candidates will
manage the
planning,
assessment,
and evaluation
data generated
during a typical
instructional
cycle.
Candidates will
be offered
support as they
further
discriminate the
distinctions
between the
roles and
responsibilities
of being a
student and the
roles and
responsibilities
of being a
teacher.
Candidates will
maintain a
teachable
posture through
receiving,
evaluating, and
implementing
feedback from
their districtemployed and
university
supervisors in
order to improve
their
effectiveness.
Candidates will
evaluate the
effectiveness of
their lessons
and classroom
management
procedures
through the use
of concrete data
in relationship to
school
expectations
Candidates will
cultivate
relationships
with their
districtemployed and
university
supervisors
that reflect
appropriate
admiration and
esteem.
Candidates will
continue to
develop an
understanding
of the complex
integrative
processes
involved in
becoming an
effective
educator