Student Learning Outcomes: Department of Education and Human Development
Initial Teacher Certification Candidates
From the Conceptual Framework that underlies all education professional preparation at
Brockport (specifically, pp.11-13 of the document). They are based upon the INTASC standards.
They are also outcomes based upon the three themes of the Conceptual Framework that were
identified to represent the uniqueness of Brockport candidates.
1. The teacher candidate demonstrates appropriate knowledge of the discipline(s) and curriculum;
explains concepts and key ideas in multiple ways; and relates his/her disciplinary knowledge to
other content areas.
2. The teacher candidate assesses and applies knowledge of how students learn and develop to
create developmentally appropriate learning opportunities; assesses and links prior learning to
make connections to students’ experiences, providing opportunities for active engagement,
manipulation and testing of ideas and materials; and applies knowledge of theories of learning
in planning, implementing and assessing student learning.
3. The teacher candidate designs and implements individualized learning experiences based on
learning styles, strengths, and needs of students; connects learning experiences to students; prior
experiences, family, culture, and community; is aware of appropriate services or resources to
meet exceptional learning needs and identifies when and how to utilize these services; creates a
learning community in which individual, social, and cultural differences are respected and
valued; and holds high expectations for all students.
4. The teacher candidate selects appropriate teaching strategies and materials to accommodate
different instructional purposes and student needs; engages students in active learning that
promotes the development of critical thinking, problem solving, and performance capabilities;
varies her or his role in the instructional process (e.g. instructor, facilitator, coach, audience) in
relation to the content and purposes of instruction and the needs of the students; monitors and
adjusts strategies in response to student feedback; and communicates learning goals to students.
5. The teacher candidate creates a classroom climate of openness, mutual respect, support and
inquiry; encourages positive social interaction, active engagement in learning, and selfmotivation; manages time, space, transitions, and activities effectively; engages students in
decision-making; encourages all students to set, monitor, and adjust learning goals and
behaviors; establishes and clearly communicates parameters for student classroom behavior; and
manages discipline problems in accordance with the administrative regulations of the school.
6. The teacher candidate models effective communication strategies in conveying ideas and
information and in asking questions; supports and expands learner expression in speaking,
writing, and other media; gives directions that are clear, concise, and reasonable; uses a variety
of media communication tools; practices active listening; and uses technology as an integral part
of instruction.
7. The teacher candidate selects and creates learning experiences that are appropriate for
curriculum goals and state standards, relevant to students, and based upon principles of effective
instruction; creates learning experiences that operate at multiple levels to meet the
developmental and individual needs of diverse students; and evaluates and adjusts long and
short-term goals to meet student needs and to enhance learning.
8. The teacher candidate appropriately uses a variety of formal and informal assessment
techniques (e.g. observation, portfolios of student work, teacher-made tests, performance tasks,
projects, student self-assessments, peer assessment, standardized tests) to enhance her or his
knowledge of students, evaluate their progress and performances, and modify teaching and
learning strategies; involves students in self-assessment activities, to help them become aware of
their learning behaviors, strengths, needs, and progress, and to encourage them to set personal
goals for learning; collects information through observation of classroom interactions,
questioning, and analysis of student work to monitor and evaluate instruction; and maintains
records of student work and performance and communicates student progress knowledgeably
and responsibly, based on appropriate indicators, to students, parents, and other colleagues.
9. The teacher candidate applies a variety of self-assessment and problem-solving strategies for
reflecting practice; seeks out professional literature, colleagues and other resources to support
his/her own development as a learner and a teacher; demonstrates professional responsibility by
completing duties promptly and accurately; demonstrates enthusiasm and initiative; and acts in a
professional, and ethical manner.
10. The teacher candidate participates in collegial and extracurricular activities; talks with and
listens to students, is sensitive and responsive to clues of distress, and seeks appropriate help as
needed; practices professional ethical standards and demonstrates an understanding of law as
related to students; rights and teacher responsibilities (e.g. for equal education, appropriate
education for students with disabilities, confidentiality, privacy, appropriate treatment of
students, reporting in situations related to possible child abuse); seeks opportunities to develop
respectful relationships and cooperative partnerships with the parents and guardians of students;
and identifies and uses school and community resources to foster student learning and
development.
11. The teacher candidate demonstrates professional growth and development in a set of
professional dispositions that underlie fairness and the belief that all students can learn: Positive
Outlook, Intellectual Integrity, Respect, Self-Awareness, and Dedication.
12. The teacher candidate analyzes their professional practice and identifies their strengths and
weaknesses in order to grow and learn professionally.
Advanced Teacher Certification Candidates
From the Conceptual Framework that underlies all education professional preparation at Brockport
(specifically, pp.13-14 of the document). They are based upon the NPTS standards. They are also
outcomes based upon the three themes of the Conceptual Framework that were identified to
represent the uniqueness of Brockport candidates. The source of these expected competencies is
both NBPTS and Brockport faculty in the Departments of Education and Human Development,
Health Science, and Physical Education and Sport.
1. The teacher candidate will demonstrate the ability to plan learning experiences and develop
environments that support the inquiry and reflections of a diverse spectrum of individuals or groups.
2. The teacher candidate will demonstrate the ability to learn the practices, values, knowledge,
discourse, and ways of operating within educational communities through active participation in
those communities.
3. The teacher candidate will demonstrate the ability to engage in individual and joint inquiry and
reflection which furthers ones understanding of how to create learning experiences and
environments that support children’s and adolescents’ inquiry and reflection
4. The teacher candidate will demonstrate the ability to refine skills as members of educational
communities of practice by:
a. Deepening their understanding of the role of education in society and the role of
educational leadership in change efforts;
b. Effectively collaborating with colleagues, college faculty, and school faculty on
curriculum and instruction projects to improve teaching and learning, including
accessing the resources of their professional organizations.
5. The teacher candidate will demonstrate the ability to further develop and reflect on the skills
and dispositions needed to meaningfully engage children and adolescents from diverse communities
and learning environments, including children with disabilities, and to provide developmentally and
culturally appropriate services to all of the children and adolescents with whom they work in
learning.
6. The teacher candidate will demonstrate the ability to develop knowledge and skills of a content
area.
a.
Conveying the subjects to students using multiple strategies and representations.
b. Using technology to improve teaching and learning.
c.
Furthering their own understanding of the content area in which they teach and
demonstrating their knowledge in coursework and research.
d. Using multiple means of assessment to evaluate student progress, inform
instruction, and improve curriculum.
7. The teacher candidate will demonstrate the ability to further language acquisition and literacy in
content specific areas for all P-12 students.
8. The teacher candidate demonstrates professional growth and development in a set of
professional dispositions that underlie fairness and the belief that all students can learn : Positive
Outlook, Intellectual Integrity, Respect, Self-Awareness, and Dedication.
9. The teacher candidate analyzes their professional practice and identifies their strengths and
weaknesses in order to grow and learn professionally.