Student Learning Outcomes for Teacher Education

All CMU graduates are expected to demonstrate proficiency in critical thinking, communication fluency, quantitative fluency, and specialized knowledge/applied learning. In addition to these campus-wide student learning outcomes, graduates of Teacher Education will be able to:

Undergraduate Level:

  1. Instruct students with learning plans developed to address individual learning and developmental patterns in K-12 students. (Specialized Knowledge)
  2. Design a safe and supportive learning environment for students. (Applied Learning)
  3. Apply content knowledge as they work with learners to access information in real world settings to assure learner mastery of the content. (Specialized Knowledge)
  4. Integrate assessment, planning, and instructional strategies in coordinated and engaging ways through multiple means of communication. (Critical Thinking, Communication Fluency and Quantitative Fluency)
  5. Engage in meaningful and intensive professional learning and self-renewal by regularly examining practice through ongoing study, self-reflection, and collaboration. (Applied Learning)

Graduate Level:

  1. Create and deliver oral and written communication based on sound educational theory and research in guiding the instruction of diverse students and/or for public education leadership. (Communication Fluency)
  2. Evaluate and formulate education plans based on research and knowledge of legal requirements outlined in federal legislation, current issues, and/or public education stakeholders. (Critical Thinking and Specialized Knowledge)
  3. Synthesize, evaluate, and refine information from an information base of scholarly resources.  (Information Literacy)
  4. Evaluate and articulate responses to moral, ethical, legal, and professional challenges from the perspective of an educational leader, and/or advocate for learners who are exceptional. (Ethical Reasoning)
  5. Employ statistically valid processes to analyze assessment data to evaluate student learning with respect to district, state, and federal goals. (Quantitative Fluency)
  6. Work individually and collaboratively on research‐based change and innovation in Education. (Specialized Knowledge and Applied Learning)