Outcomes Assessments - Teacher Licensure Programs

Department of Curriculum and Instruction
Student Learning Outcomes Information

Undergraduate and Graduate Teacher Licensure Programs

The Department of Curriculum and Instruction (CI) has eleven learning outcomes that are related to the Department's Standards for Teacher Preparation. These outcomes are adapted from the INTASC standards and also map to the eight State of Iowa Quality Teaching Standards that practicing teachers must meet.

1. Student Learning. The practitioner understands how students learn and develop, and provides learning opportunities that support intellectual, career, social, and personal development.
2. Diverse Learners. The practitioner understands how students develop in their approaches to learning and creates instructional opportunities that are equitable and are adaptable to diverse learners.
3. Instructional Planning. The practitioner plans instruction based upon knowledge of subject matter, students, the community, curriculum goals, and state curriculum models.
4. Instructional Strategies. The practitioner understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.
5. Learning Environment/Classroom Management. The practitioner uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
6. Communication. The practitioner uses knowledge of effective verbal, non-verbal, and media communication techniques, and other forms of smybolic representation, to foster active inquiry, collaboration, and support interaction in the classroom.
7. Assessment. The practitioner understands and uses formal and informal assessment strategies to evaluate the continuous intellectual, social, and physical development of the learner.
8. Foundations, Reflection and Professional Development. The practitioner continually evaluates the effects of the practitioner's choices and actions on students, parents, and other professionals in the learning community, and actively seeks out opportunities to grow professionally.
9. Collaboration, Ethics, and Relationships. The practitioner fosters relationships with parents, school colleagues, and organizations in the larger community to support students' learning and development.
10. Computer Technology Related to Instruction. The practitioner uses computer technology to enhance student learning.
11. Subject Matter Specialization. The practitioner understands the central concepts, tools of inquiry, and structure of the discipline(s) he or she teaches and creates learning experience that makes these aspects of subject matter meaningful for students.

These eleven standards map to 8 Iowa Quality Teaching Standards upon which practicing teachers are evaluated. The Iowa Quality Teaching Standards and the mapping are presented below.

Iowa Quality Teaching Standards

• Standard 1 The teacher: Demonstrates ability to enhance academic performance and support for implementation of the school district student achievement goals. Provides evidence of student learning to students, families, and staff. / Implements strategies supporting student, building, and district goals. / Uses student performance data as a guide for decision-making. / Accepts and demonstrates responsibility for creating a classroom culture that supports the learning of every student. / Creates an environment of mutual respect, rapport, and fairness. / Participates in and contributes to a school culture that focuses on improved student learning. / Communicates with students, families, colleagues, and communities effectively and accurately.
  
• Standard 2 The teacher: Demonstrates competence in content knowledge appropriate to the teaching position. / Understands and uses key concepts, underlying themes, relationships, and different perspectives related to the content area. / Uses knowledge of student development to make learning experiences in the content area meaningful and accessible for every student. / Relates ideas and information within and across content areas. / Understands and uses instructional strategies that are appropriate to the content area.
  
• Standard 3 The teacher: Demonstrates competence in planning and preparing for instruction. / Uses student achievement data, local standards, and the district curriculum in planning for instruction. / Sets and communicates high expectations for social, behavioral, and academic success of all students. / Uses student developmental needs, background, and interests in planning for instruction. / Selects strategies to engage all students in learning. / Uses available resources, including technologies, in the development and sequencing of instruction.
  
• Standard 4 The teacher: Uses strategies to deliver instruction that meet the multiple learning needs of students. / Aligns classroom instruction with local standards and district curriculum. / Uses research-based instructional strategies that address the full range of cognitive levels. / Demonstrates flexibility and responsiveness in adjusting instruction to meet student needs. / Engages students in varied experiences that meet diverse needs and promote social, emotional, and academic growth. / Connects students’Äô prior knowledge, life experiences, and interests in the instructional process. / Uses available resources, including technologies, in the delivery of instruction.
  
• Standard 5 The teacher: Uses a variety of methods to monitor student learning. / Aligns classroom assessment with instruction. / Communicates assessment criteria and standards to all students and parents. / Understands and uses the results of multiple assessments to guide planning and instruction. / Guides students in goal setting and assessing their own learning. / Provides substantive, timely, and constructive feedback to students and parents. / Works with other staff and building and district leadership in analysis of student progress.
  
• Standard 6 The teacher: Demonstrates competence in classroom management. / Creates a learning community that encourages positive social interaction, active engagement, and self-regulation for every student. / Establishes, communicates, models, and maintains standards of responsible student behavior. / Develops and implements classroom procedures and routines that support high expectations for student learning. / Uses instructional time effectively to maximize student achievement. / Creates a safe and purposeful learning environment.
  
• Standard 7 The teacher: Engages in professional growth. / Demonstrates habits and skills of continuous inquiry and learning. / Works collaboratively to improve professional practice and student learning./ Applies research, knowledge, and skills from professional development opportunities to improve practice. / Establishes and implements professional development plans based upon the teacher’Äôs needs aligned to the Iowa Teaching Standards and district/building student achievement goals.
  
• Standard 8 The teacher: Fulfills professional responsibilities established by the school district. / Adheres to board policies, district procedures, and contractual obligations. / Demonstrates professional and ethical conduct as defined by state law and individual district policy. / Contributes to efforts to achieve district and building goals. / Demonstrates an understanding of and respect for all learners and staff. / Collaborates with students, families, colleagues, and communities to enhance student learning.

Back to the Teacher Licensure menu

Back to the Main menu