Education Program Learning Outcomes

The Learning Outcomes for the Education Department are guided by the Vermont Core Teaching Standards, which are based on the Interstate Teacher Assessment and Support Consortium (InTASC) Model Core Standards and Learning Progressions. There are 10 core teaching standards broken into three themes. These teaching standards are embedded in courses, field placements, and assessments throughout each education major.

Students who successfully complete licensure majors (Art Education, Elementary Education, Secondary Education) are assessed in four ways during the course of their programs: a 3.0 GPA or higher in their courses; an evaluation of meeting expectations on the Professional Skills and Dispositions Assessment; an evaluation of meeting proficiency in student teaching; and successfully passing the Vermont Licensure Portfolio.

Students who successfully complete Education Studies are assessed in four ways during the course of their program: a 2.7 GPA or higher in their courses; an evaluation of meeting expectations on the Professional Skills and Dispositions Assessment; successful completion of a 2-course internship in their area of concentration; and meeting proficiency on the action research project.

Learning Outcomes 

(Adopted from the Vermont Core Teaching Standards)

Part One Theme: The Learner and Learning – Our graduates demonstrate the ability to thoughtfully describe, critically analyze, and insightfully reflect upon their readiness to use an understanding of learning theory, learner development, and learner differences for the design of effective learning experiences in a variety of settings with diverse learners. They also generate ideas, questions, or proposals about the theme for their ongoing professional development.

Standard 1: Learner Development – Our graduates understand 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. 

Standard 2: Learning Differences – Our graduates use understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards. 

Standard 3: Learning Environments – Our graduates work with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation. 

Part Two Theme: Content Knowledge and Instructional Practice – Our graduates demonstrate the ability to thoughtfully describe, critically analyze, and insightfully reflect upon the use of content knowledge and assessment, planning, and instructional strategies to implement creative, rigorous, and engaging learning. They also generate ideas, questions, or proposals about the theme for their ongoing professional development.

Standard 4: Content Knowledge and Pedagogical Content Knowledge – Our graduates understand the central concepts, tools of inquiry, and structures of the discipline(s) they teach and create learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of content. 

Standard 5: Application of Content for Transferable Skills – Our graduates understand 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. 

Standard 6: Assessment – Our graduates understand and use multiple methods of assessment to engage learners in their own growth, to monitor learning progress, and to guide the teacher’s and learner’s decision making. 

Standard 7: Planning for Instruction – Our graduates plan 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. 

Standard 8: Instructional Strategies – Our graduates understand and use 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. 

Part Three Theme: Professional Responsibility – Our graduates demonstrate the ability to thoughtfully describe, critically analyze, and insightfully reflect upon their readiness for professional responsibility. They also generate ideas, questions, or proposals about the theme for their ongoing professional development.

Standard 9: Professional Learning and Ethical Practice – Our graduates engage in ongoing professional learning and uses evidence to continually evaluate [their] practice, particularly the effects of [their] choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner. 

Standard 10: Leadership and Collaboration – Our graduates seek 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.