ED253 Outcomes, Goals, & Assessments Matrix

Department of Education & School Psychology learning outcomes:

I. Contexts

  • I-1. Understands the central concepts, tools of inquiry, competing perspectives and the structure of the disciplines taught.
  • I-3. Plans instruction based on knowledge of subject matter, students, the community, and curriculum goals.
  • I-4. Creates a learning environment of respect and rapport.

IV. Person

  • IV-13. Reflects on professional practices.
  • IV-14. Fosters relationships with colleagues, parents, and agencies in the larger community.
  • IV-15. Grows and develops professionally.

Core Curriculum | Jesuit Heritage:

  1. Issues in Social Justice
  • a. Communicates understanding of and respect for differences between individuals and across cultures.
  • b. Understands the historical/structural conditions that have given rise to injustice
  • c. Recognizes an injustice and articulates the consequences of that injustice

Core Curriculum | Written Expression

Communicate skillfully in multiple forms of expression

  1. Articulate an argument (Select and develop a manageable topic, given audience, purpose, and length requirements; and develop and support an argument appropriate to context, audience, and purpose)
  2. Integrate sources (locate, engage with, and integrate textual sources)
  3. Document sources ethically (formulate citations and avoid plagiarism)
  4. Control surface features of writing (use language that generally conveys meaning to readers with clarity, although writing may include some errors.)

John Carroll Academic Learning Goals| John Carroll University graduates will be able to:

  • 2. Develop habits of critical analysis and aesthetic appreciation
  • 4. Communicate skillfully in multiple forms of expression
  • 5. Act competently in a global and diverse world
  • 6. Understand and promote social justice

Ohio Standards For The Teaching Profession

  • 1.1 Teachers display knowledge of how students learn and of the developmental characteristics of age groups.
  • 1.4 Teachers model respect for students’ diverse cultures, language skills and experiences.
  • 1.5 Teachers recognize characteristics of gifted students, students with disabilities and at-risk students in order to assist in appropriate identification, instruction and intervention.
  • 6.1 Teachers communicate clearly and effectively.
  • 6.3 Teachers collaborate effectively with other teachers, administrators and school and district staff.
  • 6.4 Teachers collaborate effectively with the local community and community agencies, when and where appropriate, to promote a positive environment for student learning.
  • 7.1 Teachers understand, uphold and follow professional ethics, policies and legal codes of professional conduct.
  • 7.3 Teachers are agents of change who seek opportunities to positively impact teaching quality, school improvements and student achievement.

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