Student Learning Outcomes for the Teacher Education Program
The ten InTASC (Interstate Teacher Assessment and Support Consortium) standards comprise the program outcomes for the Teacher Education Program. All coursework and experiences in the program are designed to enhance candidates’ proficiency in the InTASC standards, which articulate the basic competencies that should be mastered by a beginning teacher.
Graduates of the Teacher Education Program will demonstrate knowledge, skills, and dispositions in these areas:
I. The Learner and Learning
InTASC Standard 1: Learner Development
The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. (This learning outcome directly addresses Institutional Learning Outcomes I, II, III, IV, V, VI, VII, and X.)
InTASC Standard 2: Learning Differences
The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards. (This learning outcome directly addresses Institutional Learning Outcomes I, V, VI, IX, and X.)
InTASC Standard 3: Learning Environments
The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation. (This learning outcome directly addresses Institutional Learning Outcomes I, V, VI, and X.)
II. Content Knowledge
InTASC Standard 4: Content Knowledge
The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) that he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content. (This learning outcome directly addresses Institutional Learning Outcomes II, III, IV, V, and VII.)
InTASC Standard 5: Application of Content
The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues. (This learning outcome directly addresses Institutional Learning Outcomes II, IV, V, VI, and VII.)
III. Instructional Practice
InTASC Standard 6: Assessment
The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making. (This learning outcome directly addresses Institutional Learning Outcomes IV, V, VI, and VII.)
InTASC Standard 7: Planning for Instruction
The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. (This learning outcome directly addresses Institutional Learning Outcomes I, II, III, IV, V and VI.)
InTASC Standard 8: Instructional Strategies
The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways. (This learning outcome directly addresses Institutional Learning Outcomes I, II, III, IV, V, VI, and X.)
IV. Professional Responsibility
InTASC Standard 9: Professional Learning and Ethical Practice
The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner. (This learning outcome directly addresses Institutional Learning Outcomes I, V, VI, and X.)
InTASC Standard 10: Leadership and Collaboration
The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning; to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession. (This learning outcome directly addresses Institutional Learning Outcomes V, VI, and X.)
Students’ achievement of these program outcomes is assessed with multiple measures at points throughout the program. Program assessment tools specify indicators that are related to each outcome and that are aligned with the seven Institutional Learning Outcomes for Dickinson State University.
