Bachelor of Arts in Inclusive Early Childhood Education

School of Education
Bachelor of Arts in Inclusive Early Childhood Education

Student Learning Outcomes Assessment
Four themes, consistent with the institutional and specialized professional standards, guide the statements that describe the institution and unit’s expectation of candidates and graduates.  These themes and learner outcomes were developed by the unit and other stakeholders responsible for the preparation of candidates in the professional unit.

The professional as reflective:

• engages in opportunities for professional growth.
• uses strengths and weaknesses as learning tools to modify and make appropriate adjustments to instruction.
• is willing to give and accept constructive criticism.
• evaluates the effects of choices and decisions on students and others.

• respects and values all learners.
• plans and organizes student activities and experiences for full participation of all learners.
• selects and uses teaching strategies that respond to students' individual needs and learning styles.
• has an in-depth understanding of subject matter content, pedagogical content knowledge as well as professional knowledge and skills.
• constructs learning environments that are learner-centered, and that encourage positive social interaction, collaborative engagement and self-motivation.
• demonstrates a sensitivity for diversity.
• understands how children learn and develop.
• uses knowledge of how children learn to plan for instruction and assessment.
• selects, develops, and uses formal and informal assessment strategies to evaluate student learning, strengthen instruction and inform decision making.

• engages students in critical thinking and problem solving opportunities.
• demonstrates an awareness of research and research-based best practices and uses this to inform instruction and adjust teaching to fit the needs of all children.
• appreciates context and relevance of teaching and learning experiences. 
• uses knowledge of effective verbal, non-verbal and media communication strategies to promote learning.

• shows initiative and self-motivation in leadership.
• establishes cooperative partnerships with school colleagues, parents, and the community to support student learning.
• demonstrates caring dispositions toward all students.

Performance Data