Undergraduate Student Learning Outcomes
Revised November, 2012
Current for the 2012/13 Academic Year
The Utah State Office of Education is currently conducting a pilot study of the new Utah Effective Teaching Standards (UETS). The Teacher Education Department will be working during the 2012-13 academic year to adapt the UETS and to develop assessments based on the UETS.
The Department of Teacher Education has adopted the 2005 Utah Professional Teaching Standards (UPTS) as the student outcomes for the elementary, secondary, and special education licensure programs. UPTS is based upon the ten INTASC Principles ((INTASC principles were developed by the CCSSO, a consortium of the chief education officers of 44 U.S. states, territories, and the District of Columbia). During the 2011-2012 academic year, the Utah State Office of Education is writing revisions to the professional teaching standards. The department will revise its student outcomes to be in alignment with the new state standards, once final versions are adopted and evaluation tools are available. Program assessments have been revised to reflect the change in standards and data will align beginning spring 2010.
Graduates of the WSU Teacher Education Programs will be able to:
1. Create and maintain a positive classroom environment.
2. Plan curriculum and design instruction to enhance student learning.
-Create a supportive physical environment (UPTS 1a)
-Implement classroom procedures to enhance learning (UPTS 1b)
-Manage student behavior (UPTS 1c)
-Establish a civil classroom (UPTS 1d)
-Use instructional time effectively (UPTS 1e)
-Demonstrate content knowledge (UPTS 2a)3. Engage and support all students in learning.
-Use age appropriate pedagogy (UPTS 2b)
-Design curriculum aligned to core (UPTS 2c)
-Connect curricula to student cultural background (UPTS 2e)
-Use available technologies to facilitate individual student learning (UPTS 2f)
-Communicate instruction clearly and accurately (UPTS 3a)4. Assess and evaluate student learning.
-Use research-based instructional strategies (UPTS 3b)
-Accommodate for individual student growth (UPTS 3c)
-Reflect on teaching and learning (UPTS 3d)
-Differentiate instruction (UPTS 3e)
-Incorporate school community factors into student learning (UPTS 3f)
-Assess learning goals based on Utah Core (UPTS 4a)5. Demonstrate professionalism to support student learning.
-Use formal and informal assessments to verify learning (UPTS 4b)
-Maintain adequate records of student progress (UPTS 4c)
-Use student assessment data to inform instruction (UPTS 4d)
-Communicate feedback on learning progress to students and parents (UPTS 4e)
-Avoid actions which may adversely affect ability to perform assigned duties and carry out the responsibilities of the profession including role-model responsibilities (UETS 10b)
-Maintain accurate instructional and non-instructional records (UETS10d)
-Maintain integrity and confidentiality in matters concerning student records and collegial consultation (UETS10e)
-Develop appropriate student-teacher relationships as defined in rule, law, and policy (UETS10f)
-Maintain professional demeanor and appearance as defined by Local Education Agency (UETS 10g)
In addition to the UPTS, the department has also identified 11 dispositional categories of effective teaching which students are evaluated on each semester after admission to the program. Students who are identified as having dispositional areas of concern are referred to the faculty advisor and if necessary, the admission retention committee.
Teacher Education Professional Dispositions
Reflective (considers carefully one’s own perspectives)
Teachable (welcomes new ideas and feedback)
Ethical (adheres to standards of professional conduct)
Collegial (demonstrates professional, interpersonal skills)
Inquisitive (exhibits academic curiosity)
Persistent (exhibits tenacity in completing academic challenges)
Self-directed (takes responsibility for one’s own academic performance)
Collaborative (works effectively with others)
Responsible (adheres to schedules, accountable and principled decision maker, student advocate)
Positive Attitude (enthusiastic, motivated, dedicated, committed, shows initiative, appropriate sense of humor)
Respectful (shows proper courtesy and consideration for diverse perspectives)