Program Learning Outcomes (PLOs)
1) Candidates will demonstrate thorough background knowledge of subject matter content, reflecting an understanding of theoretical and evidence-based foundations of reading, writing, speaking, and listening processes and instruction.
2) Candidates will demonstrate knowledge of planning, guiding, and assessing learning in a variety of settings, using varied and responsive instructional approaches, practices, and materials, and an integrated, comprehensive, balanced curriculum to support student learning in reading and writing. Candidates will design curricula for Birth to 2nd- grade, 2nd- to 5th-grade, and adolescent (middle/high school) students.
3) Candidates will understand, select, and use valid, reliable, fair, and appropriate assessment tools to screen and measure student literacy achievement; to inform instruction and evaluate interventions; and to explain assessment results and advocate for appropriate literacy practices to relevant stakeholders.
4) Candidates will demonstrate knowledge of research and relevant theories, pedagogies, and essential concepts of diversity and equity; demonstrate and provide opportunities for understanding all forms of diversity as central to students’ identities; create classrooms and schools that are inclusive and affirming; and advocate for change in education practices and institutional structures that are inherently biased or prejudiced.
5) Candidates will collaborate to differentiate instruction to meet the needs of all learners on the developmental continuum of language and literacy learning; use a variety of digital and print materials to engage and motivate all learners; integrate digital technologies in appropriate, safe, and effective ways and assist teachers in these efforts and foster a positive climate that supports a literacy-rich learning environment.
6) Candidates will demonstrate self-aware, reflective learner practices who collaboratively design, align, and assess instructional practices and interventions that support students and professional colleagues; self-assess and reflect on their own roles as effective literacy leaders and learners; and engage in collaborative decision-making with and advocate on behalf of teachers, students, and families.
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