M.Ed.
Applied Studies in Teaching and Learning

These Program Outcomes are aligned with:

• National Board for Professional Teaching Standards (NBPTS) Core Propositions
• West Chester University Conceptual Framework (WCUCF): Learning and Teaching in Context
• National Council for the Accreditation of Teacher Educators (NCATE) Standard I

Program Outcomes

1. The Practitioner will demonstrate skill in identifying quality sources for, and important bodies of, discourse in education and ability to compare and evaluate education research.

• NBPTS Core Proposition
• #4: Teachers Think Systematically about Their Practice and Learn from Experience
• WCUCF: Learning and Teaching in Context
• Self-Directed Practitioner
• Subject and Pedagogical Specialist
• NCATE Standard 1: Knowledge, Skills, and Dispositions
• 1.3 - Pedagogical Content Knowledge
• 1.4 - Professional and Pedagogical Knowledge and Skills
• 1.6 - Dispositions

2. The Practitioner will demonstrate knowledge of, and ability to utilize, multiple theories, models, methods, and tools to construct frameworks for reflection, direct observation, and classroom-based inquiry.

• NBPTS Core Proposition
• #4: Teachers Think Systematically about Their Practice and Learn from Experience
• WCUCF: Learning and Teaching in Context
• Subject and Pedagogical Specialist
• Assessment and Instructional Designer
• Self-Directed Practitioner
• NCATE Standard 1: Knowledge, Skills, and Dispositions
• 1.4 - Professional and Pedagogical Knowledge and Skills
• 1.6 - Dispositions

3. The Practitioner will demonstrate an understanding that students learn differently and that learning occurs in multiple dimensions and ability to utilize this understanding to modify methods, assessments, environments, and support to meet students' needs.

• NBPTS Core Proposition
• #3: Teachers are Responsible for Managing and Monitoring Student Learning
• WCUCF
• Assessment and Instructional Designer
• Diversity Advocate
• Subject and Pedagogical Specialist
• NCATE Standard 1: Knowledge, Skills, and Dispositions
• 1.1 - Content Knowledge
• 1.3 - Pedagogical Content Knowledge
• 1.4 - Professional and Pedagogical Knowledge and Skills
• 1.7 - Impact on P-12 Student Learning

4. The Practitioner will demonstrate ability to analyze curriculum, instruction, and district initiatives based on knowledge of the content area, the community, and curriculum goals with an understanding of the essential role of the classroom teacher in relationship to curriculum development and school improvement.

• NBPTS Core Proposition
• #2: Teachers Know the Subjects They Teach and How to Teach Those Subjects to Students
• #4: Teachers Think Systematically about Their Practice and Learn from Experience
• WCUCF: Learning and Teaching in Context
• Subject and Pedagogical Specialist
• Assessment and Instructional Designer
• NCATE Standard 1: Knowledge, Skills, and Dispositions
• 1.1 Content Knowledge
• 1.3 Pedagogical Content Knowledge
• 1.4 Professional and Pedagogical Knowledge and Skills
• 1.6 Dispositions
• 1.7 Impact on P-12 Student Learning

5. The Practitioner will demonstrate collaboration with colleagues and others to develop critical dialogue and support professional growth with a shared goal of improving student learning and well being.

• NBPTS Core Proposition
• #1: Teachers are Committed to Students and Their Learning
• #5: Teachers are Members of Learning Communities
• WCUCF: Learning and Teaching in Context
• School and Community Professional
• Diversity Advocate and Classroom Community Builder
• NCATE Standard 1: Knowledge, Skills, and Dispositions
• 1.4 - Professional and Pedagogical Knowledge and Skills
• 1.6 - Dispositions