Graduate Curriculum and Instruction Outcomes
As Rated by the Candidate’s Graduate Committee
Candidates for the Master of Science in Elementary and Secondary Curriculum and Instruction will
provide leadership in the school setting through demonstrating the following competencies either in their
portfolio or the oral examination.
4. Advanced (A level) -- The candidate demonstrates the ability to develop and implement an inquiry curriculum
based on the needs of the learners. The candidate uses a variety of instructional strategies to meet the needs of the
learners. The candidate can design a learning environment that meets the needs of all learners. The candidate has
the ability to communicate clearly with students, administration, and parents. The candidate utilizes various
assessment strategies and data to improve teaching and learning. The candidate is reflective and a teacher-leader.
3. Proficient (B level) -- The candidate demonstrates the ability to develop and implement a curriculum based on
the needs of the learners. The candidate uses a few instructional strategies to meet the needs of the learners. The
candidate works with others to meet the needs of all learners. The candidate usually has the ability to communicate
clearly with students, administration, and parents. The candidate uses some of the various assessment strategies and
data to improve teaching and learning. The candidate is reflective.
2. Progressing (C level) -- The candidate demonstrates a minimal understanding of the development and
implementation of a curriculum based on the needs of the learners. The candidate uses a few instructional strategies
to meet the needs of learners. The candidate does not work well with others to meet the needs of all learners. The
candidate makes errors in communication with students, administration and parents. The candidate does not use
various assessment strategies or data to improve teaching and learning.
1. Unacceptable (D level) -- The candidate demonstrates a minimal understanding of the development and
implementation of a curriculum based on the needs of the learners. The candidate uses a few instructional strategies
to meet the needs of learners. The candidate does not work well with others to meet the needs of all learners. The
candidate makes errors in communication with students, administration and parents. The candidate does not use
various assessment strategies or data to improve teaching and learning.
Candidates will:
Outcome
Rating Scale: 1— Unacceptable 2 – Progressing 3 – Proficient 4 – Advanced
Design and facilitate a learning environment that encourages positive
social interaction (Conceptual Framework – Leadership)
Foster relationships with school colleagues, parents, and agencies of the
larger community to support student learning and well-being (Conceptual
Framework – Leadership)
Foster relationships with school colleagues, parents, and agencies of the
larger community based on an understanding of the impacts of
philosophy, sociology, political and legal forces on public education
(Conceptual Framework – Leadership)
Develop and implement curriculum based on cognitive and
developmental levels. (Conceptual Framework –
Methodology/Technology)
Develop and implement curriculum based on central concepts, tools of
inquiry, and structures of the discipline(s) he or she teaches (Conceptual
Framework – Methodology/Technology)
Develop and implement curriculum based on community and curricular
goals (Conceptual Framework – Methodology/Technology)
Develop curriculum using a variety of instructional strategies to
encourage students’ development of critical thinking, problem solving,
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and performance skills (Conceptual Framework – Thinking Skills)
Implement curriculum using a variety of instructional strategies to
encourage students’ development of critical thinking, problem solving,
and performance skills (Conceptual Framework – Thinking Skills)
Improve instruction based on reflective practice and research-based “best
practices” (Conceptual Framework – Professionalism)
Design and facilitate a learning environment that encourages individual
and group motivation, and active engagement in learning (Conceptual
Framework – Professionalism)
Actively seek out opportunities to grow as a professional educator
(Conceptual Framework – Professionalism)
Communicate clearly using listening, writing, speaking, and media
(Conceptual Framework – Communication)
Communicate clearly using listening, writing, speaking, and media skills
in a manner that is consistent with and responsive to the specific
audience (Conceptual Framework – Communication)
Utilize assessment strategies and data to improve student learning
(Conceptual Framework – Assessment)
Utilize assessment strategies and data to improve social development at
the individual and program level (Conceptual Framework – Assessment)
Develop curriculum based on diverse learner needs and abilities
(Conceptual Framework – Human Relations/Diversity)
Implement curriculum based on diverse learner needs and abilities
(Conceptual Framework – Human Relations/Diversity)
Demonstrate cultural awareness, gender sensitivity, and racial and ethnic
appreciation in fostering an inclusive learning environment (Conceptual
Framework – Human Relations/Diversity)
Graduate Committee
Signed/dated:
12/13/2011