Tift College of Education Outcomes and Proficiencies

Outcomes and Proficiencies

Tift College of Education faculty members carefully studied and thoughtfully applied the standards of relevant professional organizations and learned societies when designing courses and field experiences for candidates in teacher education and educational leadership. Furthermore, professional standards (INTASC and the Georgia Framework for Teaching for initial teacher education programs, NBPTS and the Georgia Framework for Teaching for advanced teacher education programs, and ELCC standards for the educational leadership program) are used in unit evaluation to measure candidate proficiencies in mastering desired outcomes. The following tables show the proficiencies for the initial teacher certification programs, the advanced teacher certification programs, and the educational leadership program aligned with the elements of the Conceptual Framework and with the relevant state standards. For the initial certification and advanced teacher education programs (M.Ed. and Ed.S. programs), the INTASC standards serve as the core proficiencies, with distinctions drawn as to the level of performance expected of candidates (“proficient” for initial certification candidates and “exemplary” for advanced program candidates). In addition to the core proficiencies represented by the INTASC standards, advanced program candidates are expected to meet standards related to research, advocacy, and leadership (at the “proficient” level for M.Ed. candidates and at the “exemplary” level for Ed.S. candidates). Curricula and assessments for each individual program are aligned with the appropriate national organization standards, as well as the Georgia-specific program standards. Detailed rubrics (not included in this document in order to adhere to page limitations) elaborate on each proficiency, providing relevant indicators related to the conceptual framework principles: To Know (knowledge), To Do (skills), and To Be (dispositions).

In order to clarify the alignment of the numerous standards with the complex, holistic, integrated conceptual framework of The Transforming Practitioner, we have created lists that present four perspectives of that framework. The linear, discrete nature of the lists, however, should not suggest the elements in the list are discrete components of the framework, which represents them all simultaneously. Table 1 presents the elements of the framework that we use in the alignment matrix for Initial Certification and Advanced Teacher Education programs (Table 3). Table 2 presents the modified elements that we use in the alignment matrix for the educational leadership program (Table 4).

Table 1: Transforming Practitioner Framework Elements
1.	Transforming Practitioner Principles	3.	Transforming Practitioner Characteristics
1.A.	To Know: The Transforming Practitioner knows the foundations of the education profession, content bases for curricula, and characteristics of learners.	3.A.	Engagement: The Transforming Practitioner designs developmentally appropriate lessons; integrates curriculum; engages learners.
1.B.	To Do: The Transforming Practitioner does the work of a professional educator in planning and implementing well integrated curricula using developmentally appropriate and culturally responsive instructional strategies, materials, and technology.	3.B.	Diversity: The Transforming Practitioner understands needs of diverse student populations; responds appropriately to diverse groups; provides culturally responsive lessons.
1.C.	To Be: The Transforming Practitioner is a reflective, collaborative, and responsive decision-maker, facilitator, and role model within the classroom, school, community, and global environment.	3.C.	Collaboration: The Transforming Practitioner models understanding of community; collaborates inside and outside the classroom; interacts effectively with groups.
2.	Transforming Practitioner Processes	4.	Transforming Practitioner Dispositions
2.A	Understanding: The Transforming Practitioner understands foundations, curriculum, and development.	4.A.	The Transforming Practitioner is respectful.
2.B.	Practicing: The Transforming Practitioner plans, implements, and assesses; individualizes, differentiates, and adapts; varies instruction.	4.B.	The Transforming Practitioner takes responsibility.
2.C.	Reflecting: The Transforming Practitioner reflects, revises, and refines; models professionalism; grows professionally.	4.C.	The Transforming Practitioner is flexible.
		4.D.	The Transforming Practitioner values collaboration.
		4.E.	The Transforming Practitioner values reflection.
		4.F.	The Transforming Practitioner is committed to life-long learning.
		4.G.	The Transforming Practitioner believes in teacher efficacy.
		4.H.	The Transforming Practitioner engages in effective communication.

Table 2: Transformational Leader Framework Elements
1.	Transformational Leader Principles	3.	Transformational Leader Characteristics
1.A.	To Know: The Transformational Leader knows the foundations of the education profession, content bases for curricula, and characteristics of learners	3.A.	Engagement: The Transformational Leader encourages ownership of learning; inspires and empowers students and teachers; and provides dynamic contexts for engaged learning.
1.B.	To Do: The Transformational Leader does the work of a professional educator in encouraging teachers to plan and implement well integrated curricula using developmentally appropriate and culturally responsive instructional strategies, materials, and technology.	3.B.	Diversity: The Transformational Leader understands needs of diverse students, families, and teachers; integrates diverse perspectives into leadership strategies; and provides a culturally responsive learning environment.
1.C.	To Be: The Transformational Leader is a reflective, collaborative, and responsive decision-maker, facilitator, and role model within the classroom, school, community, and global environment.	3.C.	Collaboration: The Transformational Leader models positive and effective interpersonal skills by collaborating with families and other community members, responding to diverse community interests and needs and by mobilizing community resources.
2.	Transformational Leader Processes	4.	Transformational Leader Dispositions
2.A.	Understanding: The Transformational Leader understands foundations, curriculum, and development.	4.A.	The Transformational Leader is respectful.
2.B.	Practicing: The Transformational Leader develops, articulates, and implements a school vision; leads teachers to individualize, differentiate, and adapt; promotes active and effective learning.	4.B.	The Transformational Leader takes responsibility.
2.C.	Reflecting: The Transformational Leader reflects on leadership experiences, assesses success of efforts, and proactively refines leadership efforts.	4.C.	The Transformational Leader is flexible.
		4.D.	The Transformational Leader values collaboration.
		4.E.	The Transformational Leader values reflection.
		4.F.	The Transformational Leader is committed to life-long learning.
		4.G.	The Transformational Leader believes in educator efficacy.
		4.H.	The Transformational Leader engages in effective communication.

Table 3: Initial Certification and Advanced Teacher Education Program Standards Alignment Matrix

Proficiency	Transforming Practitioner Conceptual Framework	INTASC	NBPTS Core Propositions	NCATE/ Georgia 2000 Standards	Georgia Framework for Teaching
Subject Matter Knowledge: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of subject matter meaningful for students.	1A; 1B; 2A; 4F	1A; 1B; 1C; 1D; 1E; 1F; 1G; 1H; 1I; 1J; 1K; 1L; 1M	2	1A; 1B; 1D	1.1; 1.2; 1.3; 1.4; 1.5; 1.6
Child Development: The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.	1A; 1B; 1C; 2A; 2B; 3B; 4A; 4G	2A; 2B; 2C; 2D; 2E; 2F; 2G; 2H	1	1C; 1D	2.2; 2.5; 4.2; 5.3
Diversity of Learners: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.	1A; 1B; 1C; 3B; 4A; 4G	3A; 3B; 3C; 3D; 3E; 3F; 3G; 3H; 3I; 3J; 3K; 3L; 3M; 3N; 3O; 3P; 3Q	1	1C; 1D	2.1; 2.4; 2.5; 3.2; 3.5; 3.6; 5.2
Instructional Strategies: The teacher understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.	1A; 1B; 1C; 3A; 4C; 4G	4A; 4B; 4C; 4D; 4E; 4F; 4G; 4H; 4I; 4J	3	1C; 1D	5.3; 5.4; 5.5; 5.6; 6.4
Learning Environment: The teacher 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.	1A; 1B; 1C; 3A; 4A; 4B; 4D; 4G	5A; 5B; 5C; 5D; 5E; 5F; 5G; 5H; 5I; 5J; 5K; 5L; 5M; 5N; 5O; 5P; 5Q	3	1C; 1D	3.1; 3.2; 3.3; 3.4; 5.3
Communication: The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.	1A; 1C; 3A; 3B; 4A; 4C; 4E	6A; 6B; 6C; 6D; 6E; 6F; 6G; 6H; 6I; 6J; 6K; 6L; 6M	3	1C; 1D	3.7
Planning/Integrated Instruction: The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.	1A; 1B; 1C; 2B; 3A; 4B; 4C; 4D; 4E	7A; 7B; 7C; 7D; 7E; 7F; 7G; 7H; 7I; 7J; 7K	3	1C; 1D	5.1; 5.2; 5.3; 5.4; 5.7
Assessment: The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner.	1A; 1B; 1C; 2B; 4E; 4G	8A; 8B; 8C; 8D; 8E; 8F; 8G; 8H; 8I; 8J; 8K	4	1C; 1D; 1E	4.1; 4.2; 4.3; 4.4; 4.5; 4.6; 4.7; 4.8; 6.4
Reflection/Professional Development: The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.	1A; 1B; 1C; 2C; 4F	9A; 9B; 9C; 9D; 9E; 9F; 9G; 9H; 9I; 9J	4	1C; 1D	6.4; 6.5
Community Involvement: The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being.	1A; 1B; 1C; 3C; 4A; 4D; 4G	10A; 10B; 10C; 10D; 10E; 10F; 10G; 10H; 10I; 10J; 10K	5	1C; 1D	2.3; 2.4; 2.6; 3.6; 6.1; 6.2; 6.3; 6.6; 6.7
Additional Proficiencies for Advanced Candidates
Mastery of Theory and Research: Advanced program candidates demonstrate in-depth, critical knowledge of the theory and research relevant to the professional role(s) and focus area(s) emphasized in their program.	1A; 2C; 4F		4	1A; 1B; 1C; 1D	6.1; 6.4
Skills in Identifying and Using Professional Resources: Advanced program candidates demonstrate a high level of skill in identifying and using the human, material, and technological resources needed to perform their professional roles and to keep abreast of the field's changing knowledge base.	1A; 2C; 4F		4	1A; 1B; 1C; 1D	1.3; 1.5; 6.1
Inquiry Skills and Knowledge of Research Methods: Using systematic and professionally accepted approaches, Advanced program candidates demonstrate inquiry skills, showing their ability to investigate questions relevant to their practice and professional goals.	1A; 2C		4	1A; 1B; 1C	6.1
Advocacy: Advanced program candidates demonstrate competence in articulating and advocating for sound professional practices and public policies for the positive development and learning of all students.	1C; 3C		1; 4; 5	1D	6.6
Leadership: Advanced program candidates reflect on and use their abilities and opportunities to think strategically, build consensus, create change, and influence better outcomes for children, families, and the profession.	1C; 2C; 3C; 4B		4; 5	1D	6.7

Table 4: Educational Leadership Program Standards Alignment Matrix

EDL Proficiencies	Transformational Leader Conceptual Framework	ELCC SBL	ELCC SDL	NCATE/ Georgia 2000 Standards
Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by:
Facilitating the development, articulation, implementation and stewardship of a school or district vision of learning that is shared and supported by the school community.	1A; 1B; 1C; 2A; 2B; 3A; 3B	1.1; 1.2; 1.3; 1.4; 1.5	1.1; 1.2; 1.3; 1.4; 1.5	1A(NT); 1C(NT); 1D(NT); 1E(NT)
Advocating, nurturing and sustaining a school culture and instructional program conducive to student learning and staff professional growth.	1A; 1B; 1C; 2A; 2B; 2C; 3A; 3B; 3C	2.1; 2.2; 2.3; 2.4	2.1; 2.2; 2.3; 2.4	1A(NT); 1C(NT); 1D(NT); 1E(NT)
Ensuring management of the organization, operations and resources for a safe, efficient and effective learning environment.	1A; 1B; 1C; 2.A; 2.B; 3C	3.1; 3.2; 3.3	3.1; 3.2; 3.3	1A(NT); 1C(NT); 1D(NT); 1E(NT)
Collaborating with families and community members, responding to diverse community interests and needs and mobilizing community resources.	1C; 2C; 3B; 3C	4.1; 4.2; 4.3; 4.4	4.1; 4.2; 4.3; 4.4	1A(NT); 1C(NT); 1D(NT); 1E(NT)
Acting with integrity, fairness and in an ethical manner.	1C; 2C; 3C; 4A; 4B; 4C; 4D; 4E; 4F; 4G	5.1; 5.2; 5.3	5.1; 5.2; 5.3	1A(NT); 1C(NT); 1D(NT); 1E(NT)
Understanding, responding to, and influencing the larger political, social, economic, legal and cultural context.	1A; 1C; 21; 3B; 3C	6.1; 6.2; 6.3	6.1; 6.2; 6.3	1A(NT); 1C(NT); 1E(NT)
Synthesizing and applying program knowledge and skills through substantial, sustained, standards-based work in real settings.	1A; 1B; 1C; 2A; 2B; 2C; 3A; 3B; 3C; 4A; 4B; 4C; 4D; 4E; 4F; 4G	7.1; 7.2; 7.3; 7.4; 7.5; 7.6	7.1; 7.2; 7.3; 7.4; 7.5; 7.6	1A(NT); 1C(NT); 1D(NT)