Program Goals:

Education (BA) Program Goals

• Students will learn modes of creating change through learning how education functions as a system and how other institutions interact with it. (Practiced, Mastered)
• Students will identify their philosophical orientation and have a moral/ethical grounding in their leadership.
• Students will learn to implement change through creating environments where students thrive.
• Students will learn to organize change planning by organizing teams of people to develop new ideas.
• Students will learn how children, families and teachers shape education; in the home, community, schools and in other settings. (Practiced)
• Students will collaborate and develop relationships with community stakeholders to address conditions that affect learning.
• Students will promote the awareness and understanding of diverse populations in the school and community.
• Students will learn to implement change through improving teaching and learning.
• Students will learn how issues of oppression (race, class, gender, sexual orientation, language, dis/ability, religion) operate within and through education. (Practiced, Mastered)
• Students will gain knowledge of the political nature of education and its impact on the community.
• Students will learn to work effectively by respecting and having empathy for constituent groups with multiple perspectives.
• Students will learn how processes of development, teaching and learning unfold. (Introduced, Practiced, Mastered)
• Students will demonstrate knowledge of how the processes of human development unfold.
• Students will demonstrate knowledge of theories of teaching and learning.
• Students will demonstrate knowledge of theories of curriculum.
• Students will learn to address educational issues through research, theory and their leadership development. (Introduced, Practiced, Mastered)
• Students will demonstrate knowledge of issues in education.
• Students will form research questions which will be pursued through course work.
• Students will analyze and identify the origins of modern thinking about schooling in the United States.

Program Goals:

Child Development Program Goals

• Provide students with many different theoretical perspectives and scientific and practical knowledge to understand and support human development and learning (Practiced)
• Identify the major theoretical frameworks in the field: including constructivist (Piaget) socio-cultural (Vygotsky), psycho-analytic (Freud), and social learning (Bandura) and the explanatory power and weakness of each.
• Identify significant debates (e.g., nature vs. nurture) and discuss new research in the field of cognitive development.
• Prepare students to be learners and to take responsibility for their own learning (Practiced)
• Conduct and report careful observations of children’s learning, and interpret the observations in relation to cognitive theory and research.
• Prepare reflective and critical thinkers who examine issues about the development of infants and young children and their relationships in various contexts: school, hospital, family, community, and with an understanding of culture (Practiced)
• Understand the applications of different theories of cognitive development for practice with children of differing experiences, needs, and abilities.
• Articulate how children’s cognitive development may relate to specific sociocultural contexts.
• Articulate the role of play in the development of symbols, problem solving, and abstract thought.
• Prepare students to work as part of a team and to develop collegial relationships with fellow students and faculty (Practiced)
• Participate in weekly discussions and activities that require careful listening, active participation of all members, respect for a variety of perspectives (including a non-reactive, non-judgmental stance with dissenting opinions) and synthesis of the group's ideas into a presentable product (e.g. summary statement, notes, poster, demonstration.).

Core Goals:

Critical Analysis

• Students will critically analyze information and ideas. (Introduced, Practiced)
• Students will produce thought papers which examine issues from the readings, lectures, as well as practice. Students will be expected to synthesize this information, taking a critical lens.
• Students will examine issues from multiple perspectives. (Introduced, Practiced)
• Students will engage weekly with different perspectives on children's development (socio-cultural, constructivist, psychoanalytic, etc.).
• Students will engage in an exploration of the relationship between past systems of knowledge and present scholarly and creative approaches within and across disciplines. (Introduced, Practiced)
• Students will integrate information from classical theories of development with current developmental theory, and they will use these to guide their own interpretations of developmental data as part of designing their own study of development.
• Students will consider how our understanding of significant questions and ideas is informed by the critical, scholarly, and creative approaches through which we approach those questions and ideas. (Introduced, Practiced)
• In this course, students will be introduced to how the methods we use and the approaches we have taken to studying children's development directly impact our knowledge of children's development. Students will critically engage with issues of sampling, bias, culture, and socio-historic context when understanding the different theoretical perspectives and findings about children's development.
• Students will develop discernment, facility and ethical responsibility in using information. (Introduced, Practiced)
• Students will be introduced to principles of human subjects protection, as part of their understanding of the research process and how we understand the development of young children. As part of their final project, students will engage with issues of consent, ethical handling of data, and anonymity.
• Students will engage as active participants in the College's intellectual community. (Introduced, Practiced)
• Students will be asked to take multiple perspectives on children's development, attending campus talks and events designed to offer various perspectives. In addition, students will be engaged with the laboratory school at Mills College.

General Education Goals:

Human Institutions & Behavior

• Recognize the difference between empirical, theoretical, and ethical questions regarding human behavior (Introduced, Practiced, Mastered)
• This course is on the topic of children's development, and involves an understanding of research- how do we understand children's development- in terms of our theoretical lenses, our empirical methods, and issues regarding ethics in research with young children.
• Understand a model of human behavior, how it departs from the models of related disciplines, and what phenomena it is useful for explaining (Introduced, Practiced, Mastered)
• This course will involve psychology, education, sociology, and cognitive science in order to understand various perspectives on children's development.
• Have a command of the basic concepts from one of the disciplines (Introduced, Practiced, Mastered)
• Students will develop the core understanding of developmental theories and how they are used to explain children's development.
• Apply basic findings from one of the disciplines (Introduced, Practiced)
• Students will use readings and research (depending on their level) to directly interpret data they collect on children's behavior, with the goal of explaining development.
• Understand how theories of human behavior are tested scientifically (Introduced, Practiced)
• Students will engage with readings, videos, and response papers to explain different methods of understanding children's development. From cognitive science models to developmental psychological studies in the laboratory, to classroom interventions- students develop an understanding of a diversity of methods.
• Recognize that human behavior is affected by factors ranging from the psychological to the global (Introduced, Practiced, Mastered)
• Students will integrate models of children's development which engage with individual factors, as well as broader issues of development (biology) and context (culture, socio-historic context).

Multicultural Perspectives

• Demonstrate understanding of culture and cultural identities as dynamic rather than fixed categories, and describe the diverse ways in which they are produced, transformed, and maintained (Introduced, Practiced, Mastered)
• Development will be studied through the lens of a rich cultural context. Sampling issues and bias will be introduced as a way to examine the validity of cross-cultural research. The dynamic relation between children's development and cultural context will also be examined when examining issues of children's learning at home and school.
• Demonstrate knowledge of the history of racial and ethnic formation and stratification in national and transnational contexts, considering the intersections of race, ethnicity, class, gender, and sexuality (Introduced, Practiced)
• Race, ethnicity, class, gender, and sexuality will be studied as they relate to how we study children's development, taking a critical lens on published research which has defined and used these factors in various ways. The relation between these constructs and practices will be discussed in student papers and projects.
• Describe how two or more ethnic groups have interacted in different historical contexts, and be able to discuss the dynamics of that relationship (Introduced, Practiced)
• Students will engage with readings covering cross-cultural research and in lecture and discussion will closely examine the ways researcher and teacher bias may impact our understanding of children's development.
• Demonstrate an understanding of processes of group formation and describe how marginalized groups have used diverse strategies to challenge racism and discrimination (Introduced, Practiced)
• In this class, students are examining the origins of self-identity and how children's development is impacted by stereotype threat, racism, and discrimination as early as infancy, through elementary school.
• Demonstrate knowledge of the history of and current debates surrounding the concept of multiculturalism, particularly with regard to racism and anti-racism (Introduced, Practiced, Mastered)
• This course will examine the concept of multiculturalism through critically evaluating our current understanding and practice of "multicultural pedagogy" in the early care and elementary school. History of oppressed groups will be used as a context to understanding cultural issues in parenting.
• Deploy the necessary critical tools to reflect on the artistic, literary, and intellectual traditions of marginalized groups-both nationally and internationally-and to appreciate the diversity of human thought and experience (Introduced, Practiced, Mastered)
• Students will develop an understanding of how to read a research article deeply, to engage in critical discussion of how marginalized groups are represented in the literature and how to involve diversity in our developmental theories, and creation of programs and curricula.

Program Goals:

Education, Teaching Program Goals

• Demonstrate critical analysis and adoption of an inquiry stance. (Introduced, Practiced)
• Identifying and Describing an Ethical Dilemma: Develop a case that identifies and describes an ethical dilemma in teaching and reveals the analytic steps to reason through the dilemma concluding with a decision for action.
• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced)
• Self-awareness and Reflection: Demonstrates development of self-awareness and reflection.
• Leadership and Advocacy: Demonstrates leadership and an advocacy stance.
• Celebration of Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and celebration of cultural, linguistic and developmental differences.
• Demonstrate collaboration and collegiality. (Introduced)
• Collaboration in Teaching: Demonstrate the ability to work together in teaching situations.
• Collaboration in Research: Demonstrate the ability to work together in a research situation.

Program Goals:

Child Development Program Goals

• Prepare reflective and critical thinkers who examine issues about the development of infants and young children and their relationships in various contexts: school, hospital, family, community, and with an understanding of culture (Practiced)

Program Goals:

Educational Leadership Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Practiced, Mastered)
• Students will read theory informing evidence-based assessment and intervention for traumatized children and youth.
• Develop some familiarity with the work of major theorists in the content areas covered.
• Exhibit an ability to analyze features, benefits and constraints of historical and current theory.
• Demonstrate critical analysis and the adoption of an inquiry stance. (Practiced)
• Use direct observation, personal reflection, and case discussions to examine the relationship among theories and practice.
• Support ideas with evidence and structured arguments.
• Communicate ideas about topics and issues in clear, understandable ways.
• Students will develop plans of action for implementing trauma-informed professional development at their schools.
• Analyze assigned readings and develop positions based upon new understandings.
• Demonstrate a disposition toward equity-based leadership and positive educational change. (Practiced, Mastered)
• Willingness to explore controversial or dissenting ideas and theories.
• Focus attention on equity issues and prioritize equity in leadership decision-making.
• Demonstrate collaborative leadership and collegiality. (Mastered)
• Willingness to engage multiple perspectives on issues and decision-making.
• Engagement with multiple constituencies in planning and decision-making.
• Careful, attentive listening to colleagues.

Core Goals:

Critical Analysis

• Students will critically analyze information and ideas. (Practiced)
• Reflective journals, collaborative curriculum project.
• Students will examine issues from multiple perspectives. (Practiced)
• Reflective journals and class discussions.
• Students will engage in an exploration of the relationship between past systems of knowledge and present scholarly and creative approaches within and across disciplines. (Practiced)
• Historical analysis of treatment of people with disabilities.
• Students will consider how our understanding of significant questions and ideas is informed by the critical, scholarly, and creative approaches through which we approach those questions and ideas. (Practiced)
• Students will analyze how historical perspectives of disability affect contemporary educational issues for students with disabilities, writing a report and educational plan for a student.
• Students will develop discernment, facility and ethical responsibility in using information. (Practiced)
• Reflective journals on legal and ethical requirements of teachers with confidential student information; collaborative curriculum project.
• Students will engage as active participants in the College's intellectual community. (Practiced)
• Multiple readings, reflective journals, class discussions, collaborative projects.

Community Engagement

• Students will apply concepts and skills explored in their Mills education (or specific service learning class if relevant) in a practical community based context. (Practiced)
• Classroom observations and teacher interviews
• Students will demonstrate the ability to engage with community organizations on projects that are meaningful to both the organizations and students. (Practiced)
• Classroom observations and teacher interviews
• Students will develop the ability to engage in thoughtful, self-reflective and ethical collaboration in a community setting. (Practiced)
• Collaborative curriculum project with classmates and reflection of process.

Core Goals:

Critical Analysis

• Students will critically analyze information and ideas. (Practiced)
• Multiple readings and written reflections, class discussion, development of behavior plan based on individual needs of a student.
• Students will examine issues from multiple perspectives. (Practiced)
• Multiple readings and written reflections, class discussion, interviews with classroom staff.
• Students will engage in an exploration of the relationship between past systems of knowledge and present scholarly and creative approaches within and across disciplines. (Practiced)
• Multiple readings and written reflections on historical and contemporary theories of behavior.
• Students will consider how our understanding of significant questions and ideas is informed by the critical, scholarly, and creative approaches through which we approach those questions and ideas. (Practiced)
• Multiple readings and written reflections on historical and contemporary theories of behavior; implementation of theories and creative approaches in collaborative behavior plan.
• Students will develop discernment, facility and ethical responsibility in using information. (Practiced)
• Students will collaborate with course peers and classroom staff, using data to inform development of a behavior plan within the legal and ethical requirements.
• Students will engage as active participants in the College's intellectual community. (Practiced)
• Multiple readings and written reflections, class discussion, collaborative development of a behavior intervention plan.

Program Goals:

Educational Leadership Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced)
• Be exposed to the role of teachers/educators in society.
• Develop some familiarity with the work of major theorists in the content areas covered.
• Exhibit an ability to analyze features, benefits and constraints of historical and current theory.
• Demonstrate critical analysis and the adoption of an inquiry stance. (Practiced, Mastered)
• Use direct observation, personal reflection, and case discussions to examine the relationship among theories and practice.
• Support ideas with evidence and structured arguments.
• Communicate ideas about topics and issues in clear, understandable ways.
• Reflect on, and are able to articulate, their own sense of mission, vision, purpose as teachers/leaders.
• Analyze assigned readings and develop positions based upon new understandings.
• Demonstrate a disposition toward equity-based leadership and positive educational change. (Introduced, Practiced, Mastered)
• Willingness to explore controversial or dissenting ideas and theories.
• Focus attention on equity issues and prioritize equity in leadership decision-making.
• Demonstrate collaborative leadership and collegiality. (Introduced, Practiced, Mastered)
• Willingness to engage multiple perspectives on issues and decision-making.
• Engagement with multiple constituencies in planning and decision-making.
• Careful, attentive listening to colleagues.

Core Goals:

Critical Analysis

• Students will critically analyze information and ideas. (Introduced, Practiced)
• Exhibit an ability to analyze features, benefits and constraints of historical and current theory.
• Students will undertake an approach where the dominant narratives around Chicanx educational attainment will be explored. Theories challenging and supporting the root causes of inequality will be explored.
• Students will examine issues from multiple perspectives. (Introduced, Practiced)
• Students will demonstrate through their weekly critical reflections an understanding of competing perspectives that explore the social, historical, political processes for Chicanx education. Guest lecture material also explores the eugenicist origins (an resistance to it) that guided the early parts of the 20th century of Chicanx education in U.S. schools.
• The final course assignment allows for an exploration of challenges Chicanx students experience as well as other groups through the K-20 educational pipeline.
• Students will engage in an exploration of the relationship between past systems of knowledge and present scholarly and creative approaches within and across disciplines. (Introduced, Practiced)
• The course readings present a great variety of readings from scholars within and outside of the field of education. The course readings, media artifacts, and co-curricular assignments are historical and contemporary and make linkages from the past to the present. Students will demonstrate in their critical weekly reflections and their final paper how past inequitable policies have shaped contemporary access to education and opportunities.
• Students will explore three historical documentaries including "Fear and Loathing at Hoover Elementary", The Mendez vs Westminster film, and Stolen Education which all examine Chicanx experiences with historical marginalization. In corresponding assignments including Critical Weekly reflections, students are asked to draw links to the present day.
• Students will consider how our understanding of significant questions and ideas is informed by the critical, scholarly, and creative approaches through which we approach those questions and ideas. (Introduced)
• Students will reveal through their critical weekly reflections, class discussions and presentations, a deeper understanding of questions and ideas through the framing for the final paper. Chicanx educational inequality is deeply rooted in part on unjust structural treatment including racism and discrimination. Student responses will reflect an understanding of the structural elements of this inequality and will view an assortment of media artifacts that will help shape their understanding of this.
• Students will develop discernment, facility and ethical responsibility in using information. (Introduced)
• Students will through the course material better understand how civic engagement the Chicanx community brought about local, regional, and macro change across historical themes. Critical reflections will demonstrate greater clarity and knowledge and understanding of key topics in Chicanx education.
• Students will engage as active participants in the College's intellectual community. (Practiced)
• Students from the course participate in campus speaking series events or other Chicanx related engagements during the course.

General Education Goals:

Multicultural Perspectives

• Demonstrate understanding of culture and cultural identities as dynamic rather than fixed categories, and describe the diverse ways in which they are produced, transformed, and maintained (Practiced)
• Students will be exposed through a series of class reading to a historical understanding of Chicanx education that reveals a principal function of schooling for this group being one of being separate and unequal. Their writing will demonstrate this understanding and insight as well as how the Chicanx community has resisted to this historical treatment.
• A key function of this course is to help students develop asset based perspectives towards communities of color. Students will critique and unpack cultural deficit theories that have long been a dominant explanation to explain the educational attainment of Chicanx and other minoritized groups.
• Demonstrate knowledge of the history of racial and ethnic formation and stratification in national and transnational contexts, considering the intersections of race, ethnicity, class, gender, and sexuality (Practiced)
• Students will demonstrate their understanding of intersectionality as it relates to educational processes and outcomes for Chicanx and other minoritized groups.
• Describe how two or more ethnic groups have interacted in different historical contexts, and be able to discuss the dynamics of that relationship (Introduced)
• The course also explores the experiences of Chicanx within the context of whitestream schooling in the U.S. Through several court cases like Mendez v Westminster, Brown v Board of Education and Hernandez et al. v. Driscoll Consolidated Independent School District students learn how the numerous racial/ethnic groups have sued the federal government for equal educational treatment.
• While the course is centered on the educational experiences of Chicanx, the course also examines the experiences of other Latinx subgroups including Central Americans and speaks to the variability of experiences that overlap and diverge due to language, immigration status, and phenotype.
• Demonstrate an understanding of processes of group formation and describe how marginalized groups have used diverse strategies to challenge racism and discrimination (Introduced)
• This class explores the contemporary immigrant rights movement (including undocumented student organizing), fight for ethnic studies in Arizona, bilingual education movement, several court cases (Mendez v Westminster among others), as well as parent organizing at the local level for educational justice.
• Demonstrate knowledge of the history of and current debates surrounding the concept of multiculturalism, particularly with regard to racism and anti-racism (Introduced)
• Students' written critical reflection will demonstrate an understanding of how white supremacy has shaped educational (in)opportunity for Chicanx and other minoritized populations. From separate schools, to corporal punishment in schools for speaking their home language, to experiencing tracking resulting from culturally biased assessments, to students recognizing how normative schools structures negate the (non-dominant forms of) cultural capital that students and their families posses.
• Students will remain committed to staying with and in challenging conversations and learning processes around race, racism, immigration, and privilege.
• Deploy the necessary critical tools to reflect on the artistic, literary, and intellectual traditions of marginalized groups-both nationally and internationally-and to appreciate the diversity of human thought and experience (Practiced)
• Students in the course will be able to identify numerous ways that Critical Race and Gender scholars have utilizes numerous concepts and theories including Chicana Feminist Epistemologies, Community Cultural Wealth, Transformational Resistance, Racial Micro-Aggression, and sset Based Pedagogy. Students will explore different methods through their readings and critical reflections of conducting research including critical race counterstories and Quantitative Intersectionality will be explored to demonstrate qualitative and quantitative approaches to understanding Chicanx experiences in education.
• By the culmination of the course students will be able to identify a variety of ways of explaining Chicanx educational inequality. Students will be able to identify the origins of issues to the larger theoretical traditions that form the intellectual lineage for the course concepts. They will be able to note why particular intellectual traditions form part of the dominant narratives around Chicanx schooling.

Program Goals:

Educational Leadership Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
• Through the course readings and assignments, students will use critical personal reflection, use case discussion, and review of existing social theories to examine the relationship between theories and practice.
• Students will reflect on and be able to articulate their own sense of mission, vision and purpose as leaders in education and how critical social theory has informed the aforementioned.
• Demonstrate critical analysis and the adoption of an inquiry stance. (Mastered)
• Students will participate in a group presentation where they summarize, synthesize, draw relationships between course readings and foster discussion, by providing relevant examples while creating an inclusive culture to bring in everyone into the class discussion.
• Students will complete a research project designed to help students connect to their life story and community through the lens of critical social theory.
• Demonstrate a disposition toward equity-based leadership and positive educational change. (Mastered)
• Through class dialogue/discussions, readings, and presentations, students will expand their repertoire of strategies that foster, develop and identify school and community reforms and practices that reify and offer resistance to oppressive practices.
• Students will write a research paper utilizing course readings and evidence how they helped to expand the focus on more in depth understandings of what constitutes inter sectional forms of social oppression and how the field of education and practitioners can play a role in mediating the social toxins emanating from social oppression. This paper topic will lead towards dissertation topic development for students in the Educational Leadership Doctorate.
• Students will analyze social problems critically through class discussion and class readings.

Program Goals:

Child Development Program Goals

• Provide students with many different theoretical perspectives and scientific and practical knowledge to understand and support human development and learning (Introduced)
• Students identify strengths, roles, and partnerships within family systems for working with school staff, through answering questions connected to classroom readings.
• Students show understanding of Special Education laws and procedures, as indicated through written examples and classroom activities.
• Students read about cultural views related to disabilities, discuss differences during class meetings, and identify ways of bridging understandings through classroom activities on partnering with parents.
• Prepare reflective and critical thinkers who examine issues about the development of infants and young children and their relationships in various contexts: school, hospital, family, community, and with an understanding of culture (Practiced)
• Students examine readings about young children with disabilities and identify issues of concern in meeting children's learning needs at school and home.
• Students discuss assessment, diagnosis, and program placement decisions of IEP teams to determine cultural sensitivity of Case Studies examined in class.
• Prepare students to integrate theoretical and scientific knowledge in their fieldwork practicum (Practiced)
• Students observe IEP goals and practice writing IEP goals in class.
• Students discuss IEP goals that drive classroom curriculum.
• Child Life: Prepare students to interact with children with medical needs and their families in a family-centered manner guided by theories of human growth and development (Practiced)
• Students discuss and reflect upon the accompanying interactions of the interventions provided for children and families in case studies through answering questions using theoretical perspectives related to assigned readings.
• Child Life: Prepare students to participate as a member of a multidisciplinary team (Practiced)
• Students discuss effective communication strategies to use with families and practice these strategies through conducting parent interviews.

General Education Goals:

Multicultural Perspectives

• Demonstrate understanding of culture and cultural identities as dynamic rather than fixed categories, and describe the diverse ways in which they are produced, transformed, and maintained (Introduced)
• Students discuss readings about immigrant families and the acculturation process in the United States.
• Describe how two or more ethnic groups have interacted in different historical contexts, and be able to discuss the dynamics of that relationship (Introduced)
• Students read and discuss world views of families from a variety of cultural backgrounds, with a focus on inclusion of people with disabilities.
• Deploy the necessary critical tools to reflect on the artistic, literary, and intellectual traditions of marginalized groups-both nationally and internationally-and to appreciate the diversity of human thought and experience (Introduced)
• Students analyze and discuss parental views toward schools, from the perspectives of education, economics, language, ethnicity, and race.

Program Goals:

Education (BA) Program Goals

• Students will learn modes of creating change through learning how education functions as a system and how other institutions interact with it. (Introduced)
• Students will learn to implement change through creating environments where students thrive.
• Students will learn to organize change planning by organizing teams of people to develop new ideas.
• Students will learn how issues of oppression (race, class, gender, sexual orientation, language, dis/ability, religion) operate within and through education. (Introduced, Mastered)
• Students will gain knowledge of the political nature of education and its impact on the community.
• Students will learn to work effectively by respecting and having empathy for constituent groups with multiple perspectives.
• Students will learn to address educational issues through research, theory and their leadership development. (Practiced, Mastered)
• Students will demonstrate knowledge of issues in education.
• Students will form research questions which will be pursued through course work.
• Students will analyze and identify the origins of modern thinking about schooling in the United States.

General Education Goals:

Multicultural Perspectives

• Demonstrate understanding of culture and cultural identities as dynamic rather than fixed categories, and describe the diverse ways in which they are produced, transformed, and maintained (Practiced)
• Students will spend one day shadowing/working with a student in an urban setting. Their written work and dialogue in class discussion will demonstrate their understanding of the dynamic and myriad identities of these youth. Their writings and comments will demonstrate insight into how the identities of "urban youth" are produced across multiple fields and how youth themselves concurrently challenge and reproduce them.
• As the class unpacks and critiques the "culture of poverty" theory and narrative, one that has long dominated explanations of success and failure in urban contexts and neighborhoods, students will remain committed to identifying and confronting these narratives and the fixed categories they depend on.
• Demonstrate knowledge of the history of racial and ethnic formation and stratification in national and transnational contexts, considering the intersections of race, ethnicity, class, gender, and sexuality (Practiced)
• Students will demonstrate their understanding of intersectionality as it relates to educational processes and outcomes.
• Describe how two or more ethnic groups have interacted in different historical contexts, and be able to discuss the dynamics of that relationship (Introduced)
• Confronting and addressing the "Black-White" binary that has long dominated discourse in education is a central issue in this course. Students' reading reflections and class participation around this issue will demonstrate their understanding of the history of the false binary and its legacies in schools, cities and youth's educational trajectories of opportunity today.
• Students will demonstrate an understanding of the historical foundations and on-going educational, social and political implications of the Model Minority Myth. Students will be able to identify and analyze how this myth is used to explain the successes and failures of various student groups and how this myth might be dismantled and confronted.
• Demonstrate an understanding of processes of group formation and describe how marginalized groups have used diverse strategies to challenge racism and discrimination (Introduced)
• Students' analysis of several current educational issues (e.g. the fight for Ethnic Studies in Arizona and California, local organizing for educational equity and legal battles for public school integration) will demonstrate their understanding of group formation, cross-racial alliances and social and institutional change strategies in various historical contexts.
• Demonstrate knowledge of the history of and current debates surrounding the concept of multiculturalism, particularly with regard to racism and anti-racism (Introduced)
• Students' participation in and reflections on classroom discussions on racism, white supremacy and anti-racism in educational settings will demonstrate their understanding of the differences between and relationships amongst power, privilege, race, racism, prejudice, and white supremacy. They will be able to provide and analyze concrete examples from their own experiences and those of other groups in relation to these concepts.
• Students will remain committed to staying with and in challenging conversations and learning processes around race, racism and privilege.
• Deploy the necessary critical tools to reflect on the artistic, literary, and intellectual traditions of marginalized groups-both nationally and internationally-and to appreciate the diversity of human thought and experience (Practiced)
• Central to this course is a "Ways of Explaining" framework that helps students to identify and evaluate the various ways of explaining (and emergent theories) that can explain complex social phenomena. As the semester progresses students will demonstrate an expanding skill set in employing this framework.
• By the end of the semester students will be able to identify at least five ways of explaining for a given educational issue. They will be able to identify and link each of these explanations to larger schools of thought and intellectual traditions. They will be able to note with particular attention how various traditions have been included or excluded from dominate narratives and theories and how those same traditions provide necessary insights for educational transformations and reforms in urban contexts.

Core Goals:

Community Engagement

• Students will apply concepts and skills explored in their Mills education (or specific service learning class if relevant) in a practical community based context. (Practiced)
• Students will be committed to extending their classroom learning to local schools and communities through their service learning time throughout the semester and, ideally, beyond.
• Students will demonstrate the ability to engage with community organizations on projects that are meaningful to both the organizations and students. (Practiced)
• Students will spend one day shadowing/working with a student in an urban setting. Their written work and dialogue in class discussion will demonstrate their understanding of the dynamic and myriad identities of these youth. Their writings and comments will demonstrate insight into how the identities of "urban youth" are produced across multiple fields and how youth themselves concurrently challenge and reproduce them.
• Students will develop the ability to engage in thoughtful, self-reflective and ethical collaboration in a community setting. (Practiced)
• Students' participation in and reflections on classroom discussions on racism, white supremacy and anti-racism in educational settings will demonstrate their understanding of the differences between and relationships amongst power, privilege, race, racism, prejudice, and white supremacy. They will be able to provide and analyze concrete examples from their own experiences and those in the community and school settings.

Core Goals:

Community Engagement

• Students will apply concepts and skills explored in their Mills education (or specific service learning class if relevant) in a practical community based context. (Practiced)
• Students will observe, identify, and describe curricula and pedagogies discussed in class as experienced in other Mills courses in which they are concurrently enrolled.
• Students will demonstrate the ability to engage with community organizations on projects that are meaningful to both the organizations and students. (Practiced)
• Students will participate in preparing and presenting results and recommendations from their research to Mills faculty, staff, administrators, and, possibly, alumna.
• Students will develop the ability to engage in thoughtful, self-reflective and ethical collaboration in a community setting. (Practiced)
• Students will collaborate with classmates and students in other courses to define shared inquiry foci, data sources, and data analyses.

Program Goals:

Educational Leadership Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Practiced)
• Students' final research projects will draw upon and demonstrate their nuanced understanding of a range of qualitative research tools.
• Demonstrate critical analysis and the adoption of an inquiry stance. (Mastered)
• Students' reflective memos will demonstrate increased understanding of the challenges of and skills need for consensus building and conflict resolution across fields, work and institutions.
• In their work with community partners students will demonstrate collaborative and open strategies in their shared efforts.
• Demonstrate a disposition toward equity-based leadership and positive educational change. (Practiced)
• Students' dialogue in discussions and feedback in paired critiques will demonstrate their understanding of learning and educational change.
• Students' will demonstrate pedagogical insight as they lead one classroom lesson and discussion during the semester.

Core Goals:

Community Engagement

• Students will apply concepts and skills explored in their Mills education (or specific service learning class if relevant) in a practical community based context. (Practiced)
• Students will meet with the course instructor and or a school community leader every other week to reflect and discuss their community engagement experiences and to discuss readings that examine urban education, qualitative research methods, educational justice and equity.
• Students will demonstrate the ability to engage with community organizations on projects that are meaningful to both the organizations and students. (Practiced)
• Students will write multiple observational/reflective memos over the semester, in which they will reflect on the course content and readings, and integrate how their experience in a school or community organization has been meaningful.
• Students will develop the ability to engage in thoughtful, self-reflective and ethical collaboration in a community setting. (Practiced)
• Students will read multiple book chapters and journal articles on urban education, social justice, researcher positionality, best qualitative methods approaches for ethical engagement with urban communities and schools.
• Students will write multiple observational/reflective memos which will be integrated into a final course paper that examines their work in a school or community organization, its relation to the course readings at Mills, through various qualitative method approaches.

Program Goals:

Education (BA) Program Goals

• Students will learn modes of creating change through learning how education functions as a system and how other institutions interact with it. (Mastered)
• Students will identify their philosophical orientation and have a moral/ethical grounding in their leadership.
• Students will learn to implement change through creating environments where students thrive.
• Students will learn to organize change planning by organizing teams of people to develop new ideas.
• Students will learn how children, families and teachers shape education; in the home, community, schools and in other settings. (Practiced, Mastered)
• Students will collaborate and develop relationships with community stakeholders to address conditions that affect learning.
• Students will promote the awareness and understanding of diverse populations in the school and community.
• Students will learn to implement change through improving teaching and learning.
• Students will learn how issues of oppression (race, class, gender, sexual orientation, language, dis/ability, religion) operate within and through education. (Mastered)
• Students will gain knowledge of the political nature of education and its impact on the community.
• Students will learn to work effectively by respecting and having empathy for constituent groups with multiple perspectives.
• Students will learn how processes of development, teaching and learning unfold. (Introduced)
• Students will demonstrate knowledge of how the processes of human development unfold.
• Students will demonstrate knowledge of theories of teaching and learning.
• Students will demonstrate knowledge of theories of curriculum.
• Students will learn to address educational issues through research, theory and their leadership development. (Introduced, Mastered)
• Students will demonstrate knowledge of issues in education.
• Students will form research questions which will be pursued through course work.
• Students will analyze and identify the origins of modern thinking about schooling in the United States.

General Education Goals:

Women and Gender

• Demonstrate awareness of the impact of race, class, national origin, and other significant differences as well as the commonalties in women's experience (Introduced)
• Students use intersectionality as lens to critique classroom materials and curriculum addressing issues of sexuality and gender.
• Demonstrate familiarity with theories of gender (Introduced)
• Students apply theories of gender and sexuality to understanding schools as sites for social and cultural reproduction as well as sites with potential for interrupting such reproduction.
• Analyze current and past social issues pertaining to gender (Introduced)
• Students create a timeline charting constancy and change of how schools address issues of gender and sexuality.

General Education Goals:

Historical Perspectives

• Evaluate past events and trends from political, economic, artistic, cultural, philosophical, and social perspectives (Practiced)
• Students use theoretical perspectives from the field of education to understand secondary source texts presenting schooling as a political, social, and cultural endeavor.
• Recognize both differences and similarities between past eras and the present (Practiced)
• Students engage in comparing and contrasting past efforts at reforming education with current efforts in school reform. They consider past efforts at reform as "case studies" informing their understanding the present
• Critique existing analyses of earlier eras (Practiced)
• Students place analyses of the history of education in the context of their times. They also read multiple historians' interpretations of the past (e.g., those presenting Brown v. Board as a lost opportunity, a significant achievement, a setback for African American education) to understand how historians craft arguments.
• Use critical tools to assess historical source materials (Practiced)
• Students collect and critique oral history as source material to understand the era of school desegregation in the 1950s, 60s, and 70s.

Core Goals:

Create, Innovate & Experiment

• Students will extend their creative strengths and skills. (Introduced, Practiced)
• Students will design therapeutic interventions for children and families experiencing trauma. They will learn factors of trauma informed practice and apply them in their intervention design. Students will also design their own coping skills tool book they can use when faced with trauma in the field of child development in order to sustain their own practice.
• Students will design or produce work that demonstrates independent thinking, originality, and inventiveness. (Introduced, Practiced)
• Students will design work that is highly individualized relating to therapeutic interventions they believe they would be able to provide. They will also design a coping book that describes individualized methods of coping with stress. The student's final products will reflect their understanding of factors of trauma informed care, child development, and their own abilities within the field of child life. They will design interventions that are specific to their interests and abilities.
• Students will produce innovative solutions to real-world problems. (Introduced, Practiced)
• Students will design and create ways to cope with stressful situations regarding being in trauma spaces. The assignment / papers will be the data used to measure learning.

Program Goals:

Child Development Program Goals

• Provide students with many different theoretical perspectives and scientific and practical knowledge to understand and support human development and learning (Introduced)
• Students will reference developmental theory in describing their observations.
• Prepare students to be learners and to take responsibility for their own learning (Practiced)
• Students will raise questions about data that they do not understand.

Program Goals:

Child Development Program Goals

• Provide students with many different theoretical perspectives and scientific and practical knowledge to understand and support human development and learning (Practiced)
• Identify the major theoretical frameworks in the field: including constructivist (Piaget) socio-cultural (Vygotsky), psycho-analytic (Freud), and social learning (Bandura) and the explanatory power and weakness of each.
• Identify significant debates (e.g., nature vs. nurture) and discuss new research in the field of cognitive development.
• Prepare students to be learners and to take responsibility for their own learning (Practiced)
• Conduct and report careful observations of children’s learning, and interpret the observations in relation to cognitive theory and research.
• Prepare reflective and critical thinkers who examine issues about the development of infants and young children and their relationships in various contexts: school, hospital, family, community, and with an understanding of culture (Practiced)
• Understand the applications of different theories of cognitive development for practice with children of differing experiences, needs, and abilities.
• Articulate how children’s cognitive development may relate to specific sociocultural contexts.
• Articulate the role of play in the development of symbols, problem solving, and abstract thought.
• Prepare students to work as part of a team and to develop collegial relationships with fellow students and faculty (Practiced)
• Participate in weekly discussions and activities that require careful listening, active participation of all members, respect for a variety of perspectives (including a non-reactive, non-judgmental stance with dissenting opinions) and synthesis of the group's ideas into a presentable product (e.g. summary statement, notes, poster, demonstration.).

Core Goals:

Critical Analysis

• Students will critically analyze information and ideas. (Introduced, Practiced)
• Students will produce thought papers which examine issues from the readings, lectures, as well as practice. Students will be expected to synthesize this information, taking a critical lens.
• Students will examine issues from multiple perspectives. (Introduced, Practiced)
• Students will engage weekly with different perspectives on children's development (socio-cultural, constructivist, psychoanalytic, etc.).
• Students will engage in an exploration of the relationship between past systems of knowledge and present scholarly and creative approaches within and across disciplines. (Introduced, Practiced)
• Students will integrate information from classical theories of development with current developmental theory, and they will use these to guide their own interpretations of developmental data as part of designing their own study of development.
• Students will consider how our understanding of significant questions and ideas is informed by the critical, scholarly, and creative approaches through which we approach those questions and ideas. (Introduced, Practiced)
• In this course, students will be introduced to how the methods we use and the approaches we have taken to studying children's development directly impact our knowledge of children's development. Students will critically engage with issues of sampling, bias, culture, and socio-historic context when understanding the different theoretical perspectives and findings about children's development.
• Students will develop discernment, facility and ethical responsibility in using information. (Introduced, Practiced)
• Students will be introduced to principles of human subjects protection, as part of their understanding of the research process and how we understand the development of young children. As part of their final project, students will engage with issues of consent, ethical handling of data, and anonymity.
• Students will engage as active participants in the College's intellectual community. (Introduced, Practiced)
• Students will be asked to take multiple perspectives on children's development, attending campus talks and events designed to offer various perspectives. In addition, students will be engaged with the laboratory school at Mills College.

General Education Goals:

Human Institutions & Behavior

• Recognize the difference between empirical, theoretical, and ethical questions regarding human behavior (Introduced, Practiced, Mastered)
• This course is on the topic of children's development, and involves an understanding of research- how do we understand children's development- in terms of our theoretical lenses, our empirical methods, and issues regarding ethics in research with young children.
• Understand a model of human behavior, how it departs from the models of related disciplines, and what phenomena it is useful for explaining (Introduced, Practiced, Mastered)
• This course will involve psychology, education, sociology, and cognitive science in order to understand various perspectives on children's development.
• Have a command of the basic concepts from one of the disciplines (Introduced, Practiced, Mastered)
• Students will develop the core understanding of developmental theories and how they are used to explain children's development.
• Apply basic findings from one of the disciplines (Introduced, Practiced)
• Students will use readings and research (depending on their level) to directly interpret data they collect on children's behavior, with the goal of explaining development.
• Understand how theories of human behavior are tested scientifically (Introduced, Practiced)
• Students will engage with readings, videos, and response papers to explain different methods of understanding children's development. From cognitive science models to developmental psychological studies in the laboratory, to classroom interventions- students develop an understanding of a diversity of methods.
• Recognize that human behavior is affected by factors ranging from the psychological to the global (Introduced, Practiced, Mastered)
• Students will integrate models of children's development which engage with individual factors, as well as broader issues of development (biology) and context (culture, socio-historic context).

Multicultural Perspectives

• Demonstrate understanding of culture and cultural identities as dynamic rather than fixed categories, and describe the diverse ways in which they are produced, transformed, and maintained (Introduced, Practiced, Mastered)
• Development will be studied through the lens of a rich cultural context. Sampling issues and bias will be introduced as a way to examine the validity of cross-cultural research. The dynamic relation between children's development and cultural context will also be examined when examining issues of children's learning at home and school.
• Demonstrate knowledge of the history of racial and ethnic formation and stratification in national and transnational contexts, considering the intersections of race, ethnicity, class, gender, and sexuality (Introduced, Practiced)
• Race, ethnicity, class, gender, and sexuality will be studied as they relate to how we study children's development, taking a critical lens on published research which has defined and used these factors in various ways. The relation between these constructs and practices will be discussed in student papers and projects.
• Describe how two or more ethnic groups have interacted in different historical contexts, and be able to discuss the dynamics of that relationship (Introduced, Practiced)
• Students will engage with readings covering cross-cultural research and in lecture and discussion will closely examine the ways researcher and teacher bias may impact our understanding of children's development.
• Demonstrate an understanding of processes of group formation and describe how marginalized groups have used diverse strategies to challenge racism and discrimination (Introduced, Practiced)
• In this class, students are examining the origins of self-identity and how children's development is impacted by stereotype threat, racism, and discrimination as early as infancy, through elementary school.
• Demonstrate knowledge of the history of and current debates surrounding the concept of multiculturalism, particularly with regard to racism and anti-racism (Introduced, Practiced, Mastered)
• This course will examine the concept of multiculturalism through critically evaluating our current understanding and practice of "multicultural pedagogy" in the early care and elementary school. History of oppressed groups will be used as a context to understanding cultural issues in parenting.
• Deploy the necessary critical tools to reflect on the artistic, literary, and intellectual traditions of marginalized groups-both nationally and internationally-and to appreciate the diversity of human thought and experience (Introduced, Practiced, Mastered)
• Students will develop an understanding of how to read a research article deeply, to engage in critical discussion of how marginalized groups are represented in the literature and how to involve diversity in our developmental theories, and creation of programs and curricula.

Program Goals:

Child Development Program Goals

• Provide students with many different theoretical perspectives and scientific and practical knowledge to understand and support human development and learning (Practiced)
• Conduct and report careful observations of children’s comprehension and production of language from infancy through early childhood, and interpret the observations in relation to developmental theory and research.
• Demonstrate, through written and verbal reports, a sensitive ear for listening to what young children say (in gesture, sound, word, drawing, writing or expression through technology) across the stages of language development, and use this data to understand children's emerging understanding of words, their meanings, their intellectual curiosity, and forms of expression in a variety of settings.
• Prepare reflective and critical thinkers who examine issues about the development of infants and young children and their relationships in various contexts: school, hospital, family, community, and with an understanding of culture (Practiced)
• Understand how various factors such as age, gender, exceptionalities/special needs, and experience with different types of home, public, and institutional settings in different cultural contexts affect children's language oral and written competence and performance.
• Analyze the role of adults, peers, and older children in fostering children's language development in diverse home, community and educational settings.
• Prepare students to work as part of a team and to develop collegial relationships with fellow students and faculty (Practiced)
• Contribute to classroom discussions and group activities by offering topic-relevant questions and comments and by demonstrating equity of voice.
• Prepare students to integrate theoretical and scientific knowledge in their fieldwork practicum (Practiced)
• Understand and articulate how to create early childhood environments that are conducive to play, expression, and dialogue among young children with peers, caregivers, teachers and parents through nonverbal, written, verbal, and electronic resources.
• Understand the use of quality children's literature in promoting language and early literacy development in home, child care and school settings.

Core Goals:

Critical Analysis

• Students will critically analyze information and ideas. (Practiced)
• Student papers and projects will reflect critical examination of theory and observed data.
• Students will examine issues from multiple perspectives. (Practiced)
• Student papers and projects will engage with an understanding of the context(s) in which children are learning language as well as of the methods used to assess this learning.
• Students will engage in an exploration of the relationship between past systems of knowledge and present scholarly and creative approaches within and across disciplines. (Practiced)
• Students will engage with topics such as literacy practices in schools by understanding the history of these practices, how they are grounded in theory, how they changed as a result of data/assessment, and how they apply to children from a diversity of backgrounds.
• Students will consider how our understanding of significant questions and ideas is informed by the critical, scholarly, and creative approaches through which we approach those questions and ideas. (Practiced)
• Students will identify multiple theoretical, cultural, and practical perspectives in their evaluation of language-based curricula and practices.
• Students will develop discernment, facility and ethical responsibility in using information. (Practiced)
• For student observational data of children, they will use ethical treatment of human subjects, in accordance with typical IRB processes.
• Students will engage as active participants in the College's intellectual community. (Practiced)
• Students will draw on multiple perspectives as presented across the college community, including attending and drawing from lectures and presentations across campus. Students will also have the opportunity to present their data across campus, as they have done in the past.

General Education Goals:

Human Institutions & Behavior

• Recognize the difference between empirical, theoretical, and ethical questions regarding human behavior (Practiced)
• Students will understand language development and diversity as part of human behavior and will engage with a variety of empirical and theoretical perspectives. Ethical perspectives will be part of the context in which we study these issues.
• Understand a model of human behavior, how it departs from the models of related disciplines, and what phenomena it is useful for explaining (Practiced)
• Students will understand various perspective and models of language development- informed by fields such as computer science, linguistics, and psychology.
• Have a command of the basic concepts from one of the disciplines (Practiced)
• Students will critically present and evaluate language development practices, using the perspectives and methods introduced in this course
• Apply basic findings from one of the disciplines (Practiced)
• Students will apply knowledge of human language development to critically evaluate our educational practices.
• Understand how theories of human behavior are tested scientifically (Practiced)
• Through understanding observational, cross-cultural, biological, and experimental perspectives, students gain a wide perspective of how language is studied.
• Recognize that human behavior is affected by factors ranging from the psychological to the global (Practiced)
• Language development in this course is defined as occurring within a rich cultural and socio-historic/political context. Students will examine these issues in their papers.

Multicultural Perspectives

• Demonstrate understanding of culture and cultural identities as dynamic rather than fixed categories, and describe the diverse ways in which they are produced, transformed, and maintained (Practiced)
• In this course, students engage with issues related to development of language in the context of culture and identity. Issues of language loss in immigrant families, the framing of standard and non-standard dialects in education, and the education of second language learners are examples of topics students will write about and discuss.
• Demonstrate knowledge of the history of racial and ethnic formation and stratification in national and transnational contexts, considering the intersections of race, ethnicity, class, gender, and sexuality (Practiced)
• Students will gain an understanding of how linguistic shift in the US has occurred over time; the relation between language, culture, and thought across the US and abroad; how language relates to other aspects of identity, as defined by the individual and/or society.
• Describe how two or more ethnic groups have interacted in different historical contexts, and be able to discuss the dynamics of that relationship (Practiced)
• Students will specifically engage in understanding cross-cultural research (critically). Specifically, students will understand how immigrant Spanish speakers have been treated in the public schools. In addition, students will examine the issues regarding the use of AAVE in schools, and how this relates to racism and understanding of language as a collection of dialects vs. one non-arbitrary standard.
• Demonstrate an understanding of processes of group formation and describe how marginalized groups have used diverse strategies to challenge racism and discrimination (Practiced)
• Students will engage with language and culture, and how groups self-define and are defined by others by their use of language. Strategies in schools to combat discrimination based on language and cultural identity will be discussed and will be topics students are asked to write about.
• Demonstrate knowledge of the history of and current debates surrounding the concept of multiculturalism, particularly with regard to racism and anti-racism (Practiced)
• Students will engage with the history of oppression as it relates to defining standard and non-standard dialects, educational inequity and multilingualism, and debates on how and which languages are used in educational contexts. Racism and issues of power are all underlying these topics, which students are expected to discuss and write about.
• Deploy the necessary critical tools to reflect on the artistic, literary, and intellectual traditions of marginalized groups-both nationally and internationally-and to appreciate the diversity of human thought and experience (Practiced)
• Students will engage with linguistic issues as they pertain to marginalized groups: bilingual education across cultures; the relations between standard language, dialect, and power; and cross-cultural differences in social-communicative interaction. They will use a critical lens on method and theory to reflect on these issues in their papers, discussions in class, and projects.

Program Goals:

Child Development Program Goals

• Provide students with many different theoretical perspectives and scientific and practical knowledge to understand and support human development and learning (Mastered)
• All students through reading assignments, projects, and examination will gain an understanding of different theories of social-emotional development and how these theories may be translated to practice.
• Prepare students to be learners and to take responsibility for their own learning (Mastered)
• Students will complete assignments and will develop and demonstrate creativity through an inquiry project.
• Prepare reflective and critical thinkers who examine issues about the development of infants and young children and their relationships in various contexts: school, hospital, family, community, and with an understanding of culture (Mastered)
• All students will through self-reflection and discussion will gain an understanding of theoretical and practical issues in relation to early emotional development, with an awareness and appreciation of cultural variation and influence in development.
• Prepare students to work as part of a team and to develop collegial relationships with fellow students and faculty (Mastered)
• Students will work in collaborative groups during classroom activities and for projects.

Program Goals:

Educational Leadership Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Mastered)
• Through the course readings and assignments students will use direct observation, personal reflection, and case discussion to examine the relationship among theories and practice.
• Students will communicate their ideas about topics in clear, understandable ways.
• Students will reflect on and be able to articulate their own sense of mission, vision and purpose as leaders in education.
• Demonstrate critical analysis and the adoption of an inquiry stance. (Practiced)
• Students will summarize, synthesize, show relationships between the reading and discussion, providing examples while helping to include everyone in the class discussion.
• Students will complete a multi media group project designed to help students connect to their life story and community. Each group will shape their project through working together collaboratively.
• Demonstrate a disposition toward equity-based leadership and positive educational change. (Mastered)
• Through class discussions and readings students will learn strategies which will foster, develop and help them implement cultures of collaboration in educaitonal spaces.
• Students will write a research paper providing the historical and educational context surrounding musical and educational concepts explored.
• Students will analyze social problems in groups through class discussion.

Program Goals:

Child Development Program Goals

• Provide students with many different theoretical perspectives and scientific and practical knowledge to understand and support human development and learning (Practiced)
• Identify different theoretical perspectives when reviewing case study literature
• Apply different theoretical perspectives in your work with children
• Prepare students to be learners and to take responsibility for their own learning (Practiced)
• Students will demonstrate various forms of inquiry and self-reflection.
• Prepare reflective and critical thinkers who examine issues about the development of infants and young children and their relationships in various contexts: school, hospital, family, community, and with an understanding of culture (Practiced)
• Identify children's behaviors in a new setting
• Prepare students to work as part of a team and to develop collegial relationships with fellow students and faculty (Practiced)
• Identify various professional roles on a multidisciplinary team
• Design a medical preparation
• Prepare students to integrate theoretical and scientific knowledge in their fieldwork practicum (Practiced)
• Apply concepts learned in class with your work in the lab school or other fieldwork placement
• Child Life: Prepare students to interact with children with medical needs and their families in a family-centered manner guided by theories of human growth and development (Practiced)
• Students will learn to identify children's developmental needs in a medical setting and to provide developmentally and culturally appropriate intervention.
• Students will learn about relationship building strategies when working with families of various cultures.
• Child Life: Prepare students to participate as a member of a multidisciplinary team (Practiced)
• Design and present a medical preparation as a group.
• Identify various professional roles on a multidisciplinary team.

Program Goals:

Education (BA) Program Goals

• Students will learn modes of creating change through learning how education functions as a system and how other institutions interact with it. (Introduced)
• Students will learn to organize change planning by organizing teams of people to develop new ideas.
• Students will identify their philosophical orientation and have a moral/ethical grounding in their leadership.
• Students will learn how children, families and teachers shape education; in the home, community, schools and in other settings. (Introduced)
• Students will promote the awareness and understanding of diverse populations in the school and community.
• Students will collaborate and develop relationships with community stakeholders to address conditions that affect learning.
• Students will learn to implement change through improving teaching and learning.
• Students will learn how issues of oppression (race, class, gender, sexual orientation, language, dis/ability, religion) operate within and through education. (Introduced)
• Students will gain knowledge of the political nature of education and its impact on the community.
• Students will learn to work effectively by respecting and having empathy for constituent groups with multiple perspectives.
• Students will learn to address educational issues through research, theory and their leadership development. (Practiced, Mastered)
• Students will demonstrate knowledge of issues in education.
• Students will form research questions which will be pursued through course work.
• Students will analyze and identify the origins of modern thinking about schooling in the United States.

Program Goals:

Education (BA) Program Goals

• Students will learn modes of creating change through learning how education functions as a system and how other institutions interact with it. (Practiced)
• Students will learn to implement change through creating environments where students thrive.
• Students will learn how children, families and teachers shape education; in the home, community, schools and in other settings. (Practiced)
• Students will collaborate and develop relationships with community stakeholders to address conditions that affect learning.
• Students will promote the awareness and understanding of diverse populations in the school and community.
• Students will learn how issues of oppression (race, class, gender, sexual orientation, language, dis/ability, religion) operate within and through education. (Practiced)
• Students will gain knowledge of the political nature of education and its impact on the community.
• Students will learn to work effectively by respecting and having empathy for constituent groups with multiple perspectives.
• Students will learn to address educational issues through research, theory and their leadership development. (Mastered)
• Students will demonstrate knowledge of issues in education.
• Students will analyze and identify the origins of modern thinking about schooling in the United States.

Program Goals:

Education (BA) Program Goals

• Students will learn modes of creating change through learning how education functions as a system and how other institutions interact with it. (Mastered)
• Students will identify their philosophical orientation and have a moral/ethical grounding in their leadership.
• Students will learn to implement change through creating environments where students thrive.
• Students will learn to organize change planning by organizing teams of people to develop new ideas.
• Students will learn how children, families and teachers shape education; in the home, community, schools and in other settings. (Mastered)
• Students will collaborate and develop relationships with community stakeholders to address conditions that affect learning.
• Students will promote the awareness and understanding of diverse populations in the school and community.
• Students will learn to implement change through improving teaching and learning.
• Students will learn how issues of oppression (race, class, gender, sexual orientation, language, dis/ability, religion) operate within and through education. (Mastered)
• Students will gain knowledge of the political nature of education and its impact on the community.
• Students will learn to work effectively by respecting and having empathy for constituent groups with multiple perspectives.
• Students will learn how processes of development, teaching and learning unfold. (Introduced, Practiced)
• Students will demonstrate knowledge of how the processes of human development unfold.
• Students will demonstrate knowledge of theories of teaching and learning.
• Students will demonstrate knowledge of theories of curriculum.
• Students will learn to address educational issues through research, theory and their leadership development. (Introduced, Mastered)
• Students will demonstrate knowledge of issues in education.
• Students will form research questions which will be pursued through course work.
• Students will analyze and identify the origins of modern thinking about schooling in the United States.

Program Goals:

Education (BA) Program Goals

• Students will learn modes of creating change through learning how education functions as a system and how other institutions interact with it. (Mastered)
• Students will identify their philosophical orientation and have a moral/ethical grounding in their leadership.
• Students will learn to implement change through creating environments where students thrive.
• Students will learn to organize change planning by organizing teams of people to develop new ideas.
• Students will learn how children, families and teachers shape education; in the home, community, schools and in other settings. (Practiced, Mastered)
• Students will collaborate and develop relationships with community stakeholders to address conditions that affect learning.
• Students will promote the awareness and understanding of diverse populations in the school and community.
• Students will learn to implement change through improving teaching and learning.
• Students will learn how issues of oppression (race, class, gender, sexual orientation, language, dis/ability, religion) operate within and through education. (Introduced, Practiced, Mastered)
• Students will gain knowledge of the political nature of education and its impact on the community.
• Students will learn to work effectively by respecting and having empathy for constituent groups with multiple perspectives.
• Students will learn how processes of development, teaching and learning unfold. (Practiced)
• Students will demonstrate knowledge of how the processes of human development unfold.
• Students will demonstrate knowledge of theories of teaching and learning.
• Students will demonstrate knowledge of theories of curriculum.
• Students will learn to address educational issues through research, theory and their leadership development. (Introduced, Mastered)
• Students will demonstrate knowledge of issues in education.
• Students will form research questions which will be pursued through course work.
• Students will analyze and identify the origins of modern thinking about schooling in the United States.

Program Goals:

Education (BA) Program Goals

• Students will learn modes of creating change through learning how education functions as a system and how other institutions interact with it. (Introduced, Mastered)
• Students will identify their philosophical orientation and have a moral/ethical grounding in their leadership.
• Students will learn to implement change through creating environments where students thrive.
• Students will learn to organize change planning by organizing teams of people to develop new ideas.
• Students will learn how children, families and teachers shape education; in the home, community, schools and in other settings. (Practiced)
• Students will collaborate and develop relationships with community stakeholders to address conditions that affect learning.
• Students will promote the awareness and understanding of diverse populations in the school and community.
• Students will learn to implement change through improving teaching and learning.
• Students will learn how issues of oppression (race, class, gender, sexual orientation, language, dis/ability, religion) operate within and through education. (Mastered)
• Students will gain knowledge of the political nature of education and its impact on the community.
• Students will learn to work effectively by respecting and having empathy for constituent groups with multiple perspectives.
• Students will learn how processes of development, teaching and learning unfold. (Introduced)
• Students will demonstrate knowledge of how the processes of human development unfold.
• Students will demonstrate knowledge of theories of teaching and learning.
• Students will demonstrate knowledge of theories of curriculum.
• Students will learn to address educational issues through research, theory and their leadership development. (Introduced, Practiced, Mastered)
• Students will demonstrate knowledge of issues in education.
• Students will form research questions which will be pursued through course work.
• Students will analyze and identify the origins of modern thinking about schooling in the United States.

Program Goals:

Education (BA) Program Goals

• Students will learn modes of creating change through learning how education functions as a system and how other institutions interact with it. (Practiced)
• Students will identify their philosophical orientation and have a moral/ethical grounding in their leadership.
• Students will learn to implement change through creating environments where students thrive.
• Students will learn how children, families and teachers shape education; in the home, community, schools and in other settings. (Introduced, Practiced, Mastered)
• Students will collaborate and develop relationships with community stakeholders to address conditions that affect learning.
• Students will promote the awareness and understanding of diverse populations in the school and community.
• Students will learn to implement change through improving teaching and learning.
• Students will learn how issues of oppression (race, class, gender, sexual orientation, language, dis/ability, religion) operate within and through education. (Practiced)
• Students will gain knowledge of the political nature of education and its impact on the community.
• Students will learn to work effectively by respecting and having empathy for constituent groups with multiple perspectives.
• Students will learn how processes of development, teaching and learning unfold. (Mastered)
• Students will demonstrate knowledge of how the processes of human development unfold.
• Students will demonstrate knowledge of theories of teaching and learning.
• Students will demonstrate knowledge of theories of curriculum.
• Students will learn to address educational issues through research, theory and their leadership development. (Introduced, Practiced)
• Students will demonstrate knowledge of issues in education.
• Students will form research questions which will be pursued through course work.
• Students will analyze and identify the origins of modern thinking about schooling in the United States.

Core Goals:

Critical Analysis

• Students will critically analyze information and ideas. (Introduced, Practiced)
• Students will take advantage of readings, media (videos and podcasts, guest lecturers, and in class lecture to analyze information and ideas presented on relevant topics.
• Students will examine issues from multiple perspectives. (Introduced, Practiced)
• Course material/content will be designed to give students multiple perspectives. The course will also seek to engage with community efforts with regards to equity, social justice, and local policy. Students will also be expected to engage in group discussions, panel discussions, and small group activities.
• Students will engage in an exploration of the relationship between past systems of knowledge and present scholarly and creative approaches within and across disciplines. (Introduced, Practiced)
• Exploration of the relationship between these systems will be supported by readings, media, lectures, and guest lectures. Students will be measured through participation in discussions, and engagement through assignments.
• Students will consider how our understanding of significant questions and ideas is informed by the critical, scholarly, and creative approaches through which we approach those questions and ideas. (Introduced, Practiced)
• Students will be expected to engage in conversation and small group peer discussions in a reflective and collaborative manner. They will be given instruction, example, and mentoring in how to conduct these conversations and how to be a part of these conversations.
• Students will develop discernment, facility and ethical responsibility in using information. (Introduced, Practiced)
• Students will practice appropriate discernment for privacy regarding other student's reflections and in class contributions through conversation. They will also utilize new information in a reflective manner in their assignments and contributions toward conversations. As they aim to work in professional settings that require upmost discernment we will discuss ethical guidelines for various professions and how to adhere to these guidelines in the service of protecting individuality and privacy.
• Students will engage as active participants in the College's intellectual community. (Introduced, Practiced)
• Students will be expected to contribute towards conversations in relation to guest lecturers, professor lectures, peer groups, and break-out sessions.

Race, Gender & Power

• Students will demonstrate the ability to analyze race and gender as socially constructed, dynamic identity categories related to systems of power and privilege. (Introduced, Practiced)
• Students will analyze race and gender dynamics as they relate to themselves as well as the systems they seek to work in (child care / hospitals / special education settings. They will examine how systems of power and privilege have influenced policy and administrative decision making as well as the impact on both client / patient populations and themselves as future employed professionals.
• Students will analyze the ways in which race and gender intersect with other identity categories including sexuality, class, ethnicity, religion, disability, age, citizenship and nationality. (Introduced, Practiced)
• Measures for this goal will be completed through in class discussions, focus group / break out groups, reflection papers, and critical analysis of readings.
• Students will demonstrate familiarity with the ways that marginalized communities have resisted structures of power through social movements, civic engagement, artistic expression, and scholarship. (Introduced, Practiced)
• Through content and collaborative conversations students will explore these topics as they relate to the populations of people they will one day seek to work with in their chosen careers. Students will be expected to research and discuss the history of how marginalized communities found / created support networks and engaged in social movements with regards to their chosen professions, including health care industries, educational systems, and early childhood education systems.
• Students will be able to engage with the intellectual and theoretical contributions of marginalized communities, and contrast them with dominant perspectives. (Introduced, Practiced)
• This will be measured through reflection papers, inc lass discussions, and peer group break-out sessions. Students will also be expected to contribute to thoughtful conversations with guest lecturers and outside content. Students of this course are particularly looking to work with marginalized communities and will need to examine the lens in which dominant perspectives have shaped policy and practice in work settings.
• Students will communicate effectively across differences with an understanding of their own social location. (Introduced, Practiced)
• Students will be expected to contribute to in class discussions and collaborative discussions. They will practice active listening, reflective listening, and collaborative conversation skills taught and reinforced in class. They will be expected to process information through the lens of their own experiences and understand how their experiences have been influenced and shaped by the systems they have lived in. The course will attempt to help future professionals understand how their communication affects others, and how they can examine their positionality within the context of a conversation.

Program Goals:

Child Development Program Goals

• Provide students with many different theoretical perspectives and scientific and practical knowledge to understand and support human development and learning (Introduced)
• Prepare students to work as part of a team and to develop collegial relationships with fellow students and faculty (Introduced)
• Prepare students to integrate theoretical and scientific knowledge in their fieldwork practicum (Introduced)
• Child Life: Prepare students to interact with children with medical needs and their families in a family-centered manner guided by theories of human growth and development (Practiced)
• Child Life: Prepare students to participate as a member of a multidisciplinary team (Practiced)

Program Goals:

Child Development Program Goals

• Provide students with many different theoretical perspectives and scientific and practical knowledge to understand and support human development and learning (Practiced)
• Students will identify and describe typical developmental trajectories in major domains of development for young children.
• Students will identify atypical development in young children through their ability to differentiate atypical patterns from expected typical developmental patterns and behaviors.
• Prepare students to be learners and to take responsibility for their own learning (Practiced)
• Students will analyze situations by reflecting on their own reactions and impacts to the events, learning to ask, “Why did I choose to do what I did?”
• Students will engage in classroom discussions and apply acquired knowledge from their readings and field experiences.
• Prepare reflective and critical thinkers who examine issues about the development of infants and young children and their relationships in various contexts: school, hospital, family, community, and with an understanding of culture (Practiced)
• Students will examine each child’s situation individually, interpreting a child’s behavior within the context and taking into account of multiple contributing factors.
• Students will analyze and support each child’s situation by taking into account the various factors (i.e. relationships within a family, community, culture) that may impact a child’s development and coping strategies.
• Prepare students to work as part of a team and to develop collegial relationships with fellow students and faculty (Practiced)
• Students will identify the type of team that exists within an organization and examine each member’s role and responsibility within the team.
• Students will define the different types of professional disciplinary teams.
• Child Life: Prepare students to interact with children with medical needs and their families in a family-centered manner guided by theories of human growth and development (Introduced)
• Students will demonstrate an understanding that children do not exist alone—that the best way to help a child is to support the parent/child dyad, to work with the family, and to include them in the developmental service plan.
• Child Life: Prepare students to participate as a member of a multidisciplinary team (Introduced)
• Students will work collaboratively in a group, identify each other’s roles and responsibilities, and evaluate the collaborative process within the team.

Program Goals:

Child Development Program Goals

• Provide students with many different theoretical perspectives and scientific and practical knowledge to understand and support human development and learning (Introduced)
• Students will identify many different pediatric disabilities in order to demonstrate their understanding of the impact on human development as they develop their assignments.
• Prepare students to be learners and to take responsibility for their own learning (Introduced)
• Students will review appropriate educational resources and incorporate new ideas into their learning process as they develop their assignments.
• Prepare reflective and critical thinkers who examine issues about the development of infants and young children and their relationships in various contexts: school, hospital, family, community, and with an understanding of culture (Practiced)
• Students will identify human development issues among multiple pediatric populations with myriad health related disabilities in multiple environments and reflect upon these as they develop their assignments.
• Prepare students to work as part of a team and to develop collegial relationships with fellow students and faculty (Introduced)
• Students will participate in a collaborative approach to specific class assignments.
• Prepare students to integrate theoretical and scientific knowledge in their fieldwork practicum (Introduced)
• Students will develop an initial understanding of the impact of chornic illness on human development in order to participate effectively in a fieldwork practicum.
• Child Life: Prepare students to interact with children with medical needs and their families in a family-centered manner guided by theories of human growth and development (Practiced)
• Students will prepare a developmental case paper which integrates various developmental and grief theories.
• Child Life: Prepare students to participate as a member of a multidisciplinary team (Practiced)
• Student's will work collaboratively on final group paper with others outside of their major.

Program Goals:

Child Development Program Goals

• Provide students with many different theoretical perspectives and scientific and practical knowledge to understand and support human development and learning (Practiced)
• Identifies and applies a sampling of current theories and scientific research findings (e.g., social constructivism, cultural-ecological, neurobiology of attachment and trauma, emergent literacy) in their weekly discussions and written reflections of children's play.
• Examines the impact of the media, technology, consumerism and the accountability movement on contemporary play. Compares play in the 21st century with children's play historically. Analyzes the relationship between socio-political, socio-historical and socio-cultural factors that have shaped children's play across history.
• Examines the role of play in their own life and how this play has supported their own learning and development. Analyzes the barriers they have experienced in the past and/or continue to experience that prevent them from incorporating play into their lives on a regular basis. Generates solutions for addressing these barriers.
• Prepare students to be learners and to take responsibility for their own learning (Practiced)
• Shares opinions and knowledge and identifies questions emerging from the critical analysis of a topic in one or more of the various contexts for participation in the class (face-to-face conversations, threaded discussions on class Wiki, Twitter group contributions etc.)
• Identifies the explicit goals and assessment criteria for each class assignment (using rubrics and examples shared in class that reflect high quality work) and uses these standards to guide work completed for the course. Edits coursework and participation in class based on self-reflection and feedback from classmates and instructor.
• Examines what it means to "take an inquiry stance" in professional work with children and families. Relates examples of an inquiry disposition in readings and daily experiences in the field.
• Prepare reflective and critical thinkers who examine issues about the development of infants and young children and their relationships in various contexts: school, hospital, family, community, and with an understanding of culture (Practiced)
• Completes and advocacy project on play. Observes a child playing on multiple occasions, analyzes the knowledge, skills and dispositions this child is learning through play, compares what he/she has learned through direct observation with appropriate theories and professional literature, demonstrates an expanded awareness of the wide variation in play depending upon the contextual factors shaping it (e.g., environment, cultural values and end goals for children's development, SES, role of adults, playmates etc.). Prepares an advocacy handout or webpage that reflects their understanding of the importance of play for children’s learning and development.
• Responds to readings with written reflections and discussion points that demonstrate skills in problem-posing, “seeing” theory in examples of play in context, identifies cultural values and beliefs underlying descriptions of children's play, and recognizes the social justice and equity implications of various descriptions of children's play.
• Investigates various factors that may be influencing a child's play behaviors (age, temperament, attachment/trauma history, environment, neurobiological etc) and the importance of multi-disciplinary longitudinal observations and assessments in seeking to discover the intersection of factors influencing children's play
• Prepare students to work as part of a team and to develop collegial relationships with fellow students and faculty (Practiced)
• Participates in weekly discussions and activities that require careful listening, active participation of all members, respect for a variety of perspectives (including a non-reactive, non-judgmental stance with dissenting opinions).
• Builds from classmates' ideas through weekly threaded discussions on the Class Wiki and in class. Additionally, analyzes classmates' work in progress (portfolios and advocacy projects) and provides helpful and specific feedback regarding areas of strength and sections that could be improved with further development.

Core Goals:

Critical Analysis

• Students will critically analyze information and ideas. (Introduced)
• Students will engage with readings about play from various theoretical and practical perspectives, across time and across cultural contexts, and will analyze these texts for their written and oral work.
• Students will examine issues from multiple perspectives. (Introduced)
• Students' study of play in this course draws from studies including participants from different cultural, social, and historic contexts. This issue will also be studied in multiple educational contexts (early childhood and elementary school). Different theoretical perspectives will also be examined by students through readings.
• Students will engage in an exploration of the relationship between past systems of knowledge and present scholarly and creative approaches within and across disciplines. (Introduced)
• Students will make explicit connections between past views of play (as well as cross-cultural approaches) and current practices across multiple contexts, theoretical and practical. This will be evaluated in students' journals and final project.
• Students will consider how our understanding of significant questions and ideas is informed by the critical, scholarly, and creative approaches through which we approach those questions and ideas. (Introduced)
• Students will be required to read and critically report on the study of play as it relates to how we study and understand childhood and human/animal behavior. Multiple types of information sources will be introduced to students: participant reports, peer-reviewed studies of play behaviors, cross-species studies, policy briefs, and other creative approaches.
• Students will develop discernment, facility and ethical responsibility in using information. (Introduced)
• Students will be reading and responding to other students' play journals, which often contain sensitive information. They will be instructed on the topic of ethical use of information, as it relates to understanding multiple methods used to study human behavior as well as how it relates to their own use of data.
• Students will engage as active participants in the College's intellectual community. (Introduced)
• Students will create their own advocacy briefs regarding play, as a part of this course, and have the opportunity for public sharing of their reports. Students engage with each others' learning by reading and responding to each others' work in a formally organized way.

General Education Goals:

Human Institutions & Behavior

• Recognize the difference between empirical, theoretical, and ethical questions regarding human behavior (Introduced)
• Students will critique research on play with respect to theoretical foundations, empirical methods (including ethical considerations), and practical interpretations.
• Understand a model of human behavior, how it departs from the models of related disciplines, and what phenomena it is useful for explaining (Introduced)
• Students describe play in terms of human behavior, drawing from sociology, anthropology, psychology, and education.
• Have a command of the basic concepts from one of the disciplines (Introduced)
• This course is based on concepts and theories from developmental studies and education.
• Apply basic findings from one of the disciplines (Introduced)
• Students use existing theories and scientific findings to support their written and oral assignments in the course.
• Understand how theories of human behavior are tested scientifically (Introduced)
• Students will be asked to read and reflect on studies of human play across the lifespan through their readings of peer-reviewed scientific journals.
• Recognize that human behavior is affected by factors ranging from the psychological to the global (Introduced)
• Students study patterns of play across the lifespan as well as across the world. Play is studied in terms of its cultural, historic, and social contexts, with attention to individual differences.

Program Goals:

Pre-Nursing Program Goals

• To understand the tools and experimental methods of chemistry and biology as they relate to the study of science. (Practiced)
• Students will be able to communicate in a direct way the application of scientific knowledge to human health

Program Goals:

Child Development Program Goals

• Provide students with many different theoretical perspectives and scientific and practical knowledge to understand and support human development and learning (Practiced)
• Students will be able to apply medical concepts in their work with children in the hospital.
• Prepare students to be learners and to take responsibility for their own learning (Practiced)
• Students will review appropriate educational resources and incorporate new ideas into their learning process as they develop their assignments.
• Prepare reflective and critical thinkers who examine issues about the development of infants and young children and their relationships in various contexts: school, hospital, family, community, and with an understanding of culture (Practiced)
• Students will, through self-reflection, gain an understanding of developmental issues with an understanding of family and community dynamics.
• Prepare students to work as part of a team and to develop collegial relationships with fellow students and faculty (Mastered)
• Students will rountinely engage in collaborative group activities in their fieldwork assignments.
• Prepare students to integrate theoretical and scientific knowledge in their fieldwork practicum (Mastered)
• Students will develop an initial understanding of the impact of chronic illness on human development in order to participate effectively in a fieldwork practicum.
• Child Life: Prepare students to interact with children with medical needs and their families in a family-centered manner guided by theories of human growth and development (Mastered)
• Students will be able to demonstrate practice of concepts in their fieldwork assignments.
• Child Life: Prepare students to participate as a member of a multidisciplinary team (Mastered)
• Students will, through examination, be able to identify their own role on a multidisciplinary team.

Program Goals:

Child Development Program Goals

• Provide students with many different theoretical perspectives and scientific and practical knowledge to understand and support human development and learning (Practiced)
• Students will be able to apply medical concepts in their work with children in the hospital.
• Prepare students to be learners and to take responsibility for their own learning (Practiced)
• Students will review appropriate educational resources and incorporate new ideas into their learning process as they develop their assignments.
• Prepare reflective and critical thinkers who examine issues about the development of infants and young children and their relationships in various contexts: school, hospital, family, community, and with an understanding of culture (Practiced)
• Students will, through self-reflection, gain an understanding of developmental issues with an understanding of family and community dynamics.
• Prepare students to work as part of a team and to develop collegial relationships with fellow students and faculty (Mastered)
• Students will routinely engage in collaborative group activities in their fieldwork assignments.
• Prepare students to integrate theoretical and scientific knowledge in their fieldwork practicum (Mastered)
• Students will develop an initial understanding of the impact of chronic illness on human development in order to participate effectively in a fieldwork practicum.
• Child Life: Prepare students to interact with children with medical needs and their families in a family-centered manner guided by theories of human growth and development (Mastered)
• Students will be able to demonstrate practice of concepts in their fieldwork assignments.
• Child Life: Prepare students to participate as a member of a multidisciplinary team (Mastered)
• Students will, through examination, be able to identify their own role on a multidisciplinary team.

Program Goals:

Educ Early Childhood Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced, Mastered)
• Demonstration of Content Knowledge and Inquiry: Write a substantive paper or complete a substantive project that demonstrates content knowledge and an inquiry stance.
• Experience in Teaching/Clinical/Leadership/Administration: Successful experience in teaching/clinical/leadership/administration in a preschool or infant toddler classroom setting/hospital/community-based settings.

Educational Leadership Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
• Students complete class readings, engage in interactive classroom activities, interview leaders in the field, practice facilitating inquiry based discussions of practice and complete reflective papers that help them develop positions based on their newly constructed knowledge. Students complete multiple reflective papers in order to understand more about their personal view of leadership and in turn, how they will enact leadership. Students practice communicating their ideas about topics and issues, connecting theories with instances of practice, in clear, understandable ways through oral expression, written texts and digitally using a variety of social media tools (e.g., Twitter, Facebook, Edmodo etc)

Educ Early Childhood Program Goals

• Demonstrate critical analysis and adoption of an inquiry stance. (Introduced, Practiced)
• Critical Analysis and Assessment: Develop a project that includes critical analysis and assessment, and concludes with further questions.

Educational Leadership Program Goals

• Demonstrate critical analysis and the adoption of an inquiry stance. (Introduced)
• Students discuss theories and contextualized case studies of leadership and administrative practice drawn from the early childhood field that highlight collaborative, inclusive mental models of leading. Students document weekly reflections connecting theories discussed in class with their developing leadership and knowledge of administration in the field. Students juxtapose distributed collaborative leadership models with more traditional hierarchical models of leadership drawn from literature discussing leadership and administration in business/corporate contexts.

Educ Early Childhood Program Goals

• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced, Mastered)
• Take an inquiry stance toward, be respectful of, and responsive to Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and responsiveness to cultural, linguistic and developmental differences. Demonstrate a listening stance, be willing to adjust one's personal assumptions and beliefs based on new perspectives.
• Self-awareness and Reflection: Demonstrates development of professional self-awareness and reflection.

Educational Leadership Program Goals

• Demonstrate a disposition toward equity-based leadership and positive educational change. (Introduced)
• Students develop a personal conceptual model of leadership and administrative practice grounded in their knowledge of leadership and management theories, change theories, the field of early care and education, dispositions for leadership and iterative cycles of inquiry and critical self-reflection that intersect their dynamic professional work in the field with theories and goals for self-growth and development.

Educ Early Childhood Program Goals

• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced, Mastered)
• Leadership and Advocacy: Demonstrates leadership and advocacy stance.
• Demonstrate collaboration and collegiality. (Introduced, Practiced, Mastered)
• Collaboration in Teaching/Clinical/Leadership: Demonstrate the ability to work together in teaching/clinical work/leadership and advocacy.
• Collaboration in Problem-solving: Demonstrate ability to work together to solve problems.

Core Goals:

Critical Analysis

• Students will critically analyze information and ideas. (Practiced)
• Students will read a range of texts from various perspectives at the intersections of feminist of color theory, critical theory, spirituality, and political education and write reflection papers indicating their synthesis of how these ideas inform a praxis of liberatory education.
• Students will examine issues from multiple perspectives. (Practiced)
• Students will read a range of texts from various perspectives at the intersections of feminist of color theory, critical theory, spirituality, and political education and write reflection papers indicating their synthesis of how these ideas inform a praxis of liberatory education.
• Students will engage in an exploration of the relationship between past systems of knowledge and present scholarly and creative approaches within and across disciplines. (Practiced)
• Students will read a range of texts, past and present, from various perspectives at the intersections of feminist of color theory, critical theory, spirituality, and political education and write reflection papers indicating their synthesis of how these ideas inform a praxis of liberatory education.
• Students will consider how our understanding of significant questions and ideas is informed by the critical, scholarly, and creative approaches through which we approach those questions and ideas. (Practiced)
• Students will read a range of texts from various perspectives at the intersections of feminist of color theory, critical theory, spirituality, and political education and write reflection papers indicating their synthesis of how these ideas inform a praxis of liberatory education.
• Students will develop discernment, facility and ethical responsibility in using information. (Practiced)
• Students will read a range of texts from various perspectives at the intersections of feminist of color theory, critical theory, spirituality, and political education and write reflection papers indicating their synthesis of how these ideas inform a praxis of liberatory education.
• Students will engage as active participants in the College's intellectual community. (Practiced)
• Students will read a range of texts from various perspectives at the intersections of feminist of color theory, critical theory, spirituality, and political education and write reflection papers indicating their synthesis of how these ideas inform a praxis of liberatory education.

Create, Innovate & Experiment

• Students will extend their creative strengths and skills. (Practiced)
• Students will synthesize what they have learned at the intersections of feminist of color theory, critical theory, spirituality, and political education to devise a theory of change towards liberatory education.
• Students will design or produce work that demonstrates independent thinking, originality, and inventiveness. (Practiced)
• Students will synthesize what they have learned at the intersections of feminist of color theory, critical theory, spirituality, and political education to devise a theory of change towards liberatory education.
• Students will produce innovative solutions to real-world problems. (Practiced)
• Students will synthesize what they have learned at the intersections of feminist of color theory, critical theory, spirituality, and political education to devise a theory of change towards liberatory education.

Race, Gender & Power

• Students will demonstrate the ability to analyze race and gender as socially constructed, dynamic identity categories related to systems of power and privilege. (Practiced)
• Students will unpack the role of spirituality within the context of political education and how it informs challenges to individual, interpersonal, and institutional forms of oppression. They will create a power, spirituality, and political action autobiography and unpack these ideas through readings and the final theory of change project.
• Students will analyze the ways in which race and gender intersect with other identity categories including sexuality, class, ethnicity, religion, disability, age, citizenship and nationality. (Practiced)
• Students will unpack the role of spirituality within the context of political education and how it informs challenges to individual, interpersonal, and institutional forms of oppression. They will explore the intersectionality of feminist of color theories, critical theory, and spiritual texts and what they teach us about social change. They will create a power, spirituality, and political action autobiography and unpack these ideas through readings and the final theory of change project.
• Students will demonstrate familiarity with the ways that marginalized communities have resisted structures of power through social movements, civic engagement, artistic expression, and scholarship. (Practiced)
• Students will unpack the role of spirituality within the context of political education and how it informs challenges to individual, interpersonal, and institutional forms of oppression. They will explore the intersectionality of feminist of color theories, critical theory, and spiritual texts and what they teach us about social change. They will create a power, spirituality, and political action autobiography and unpack these ideas through readings and the final theory of change project.
• Students will be able to engage with the intellectual and theoretical contributions of marginalized communities, and contrast them with dominant perspectives. (Practiced)
• Students will unpack the role of spirituality within the context of political education and how it informs challenges to individual, interpersonal, and institutional forms of oppression. They will explore the intersectionality of feminist of color theories, critical theory, and spiritual texts and what they teach us about social change. They will create a power, spirituality, and political action autobiography and unpack these ideas through readings and the final theory of change project.
• Students will communicate effectively across differences with an understanding of their own social location. (Practiced)
• Students will unpack the role of spirituality within the context of political education and how it informs challenges to individual, interpersonal, and institutional forms of oppression. They will explore the intersectionality of feminist of color theories, critical theory, and spiritual texts and what they teach us about social change. They will create a power, spirituality, and political action autobiography and unpack these ideas through readings and the final theory of change presentations.

Program Goals:

Child Development Program Goals

• Provide students with many different theoretical perspectives and scientific and practical knowledge to understand and support human development and learning (Mastered)
• Uses theory to support effective curriculum development

Infant Mental Health Program Goals

• Learn the value of the scientific method as a way of thinking about questions concerning the causes of (and therapeutic approaches to) behavior, including the ability to find and comprehend research. (Practiced)
• Production of masters thesis, oral exam, and presentation

Child Development Program Goals

• Provide students with many different theoretical perspectives and scientific and practical knowledge to understand and support human development and learning (Mastered)
• Integrates theory in written assignments and classroom discussions
• Uses multiple theoretical perspectives to understand and guide interactions with children and families

Infant Mental Health Program Goals

• Learn the value of the scientific method as a way of thinking about questions concerning the causes of (and therapeutic approaches to) behavior, including the ability to find and comprehend research. (Practiced)
• Administering an assessment battery

Child Development Program Goals

• Prepare students to be learners and to take responsibility for their own learning (Mastered)
• Leads a case conference and plans, implements and documents a developmentally appropriate investigation project the findings of which they will present formally to their peers and lab school faculty.
• Participates in class discussion, shares opinions and develops questions that emerge from class reading and classroom practice
• Prepare reflective and critical thinkers who examine issues about the development of infants and young children and their relationships in various contexts: school, hospital, family, community, and with an understanding of culture (Mastered)
• Participates in daily reflection meetings with lab school faculty and teaching team
• Integrates reflection in to all written assignments, classroom discussion.

Infant Mental Health Program Goals

• Develop the ability to form collaborative leadership skills. (Practiced)
• Evaluation of professional work in the field of infant mental health, including a self-assessment and field supervisor assessment
• Critical peer review assignments

Child Development Program Goals

• Prepare students to work as part of a team and to develop collegial relationships with fellow students and faculty (Mastered)
• Works as an effective, collegial team member in the lab school
• Participates in class discussions, shows respect for differing opinions and perspectives

Infant Mental Health Program Goals

• Develop the ability to communicate effectively and responsibly in writing in interpersonal contexts and learn to work in collaboration with others. (Practiced)
• Course writing assignments
• Evaluation of professional work in the field of infant mental health, including a self-assessment and field supervisor assessment

Child Development Program Goals

• Prepare students to integrate theoretical and scientific knowledge in their fieldwork practicum (Mastered)
• Applies theoretical and conceptual knowledge learned in class to their work in the lab school and other fieldwork placements
• Child Life: Prepare students to interact with children with medical needs and their families in a family-centered manner guided by theories of human growth and development (Introduced)
• Practiced in supporting families in developmentally and culturally sensitive ways that support feelings of trust and security
• Child Life: Prepare students to participate as a member of a multidisciplinary team (Introduced)
• Participates in daily reflection meetings with lab school faculty and teaching team

Core Goals:

Community Engagement

• Students will apply concepts and skills explored in their Mills education (or specific service learning class if relevant) in a practical community based context. (Practiced)
• Students will be placed in a structured, supervised classroom early education setting in Oakland where they will be applying the concepts from the course.
• Students will demonstrate the ability to engage with community organizations on projects that are meaningful to both the organizations and students. (Practiced)
• Students will be developing and evaluating curricula in the early childhood settings in which they will be placed. They will be documenting their teaching and reflecting on the developmental principles of the course as they complete their teaching practicum, for which they develop primary relationships with children. The students will engage with children, families, and the broader school community as teachers and leaders.
• Students will develop the ability to engage in thoughtful, self-reflective and ethical collaboration in a community setting. (Practiced)
• Students will be meeting regularly to engage in mentored self-reflection and collaboration with their fellow student-teachers as well as with their head teachers. In these meetings, topics will include issues of communication and equity as it relates to the children and families the students will work with.

Program Goals:

Child Development Program Goals

• Provide students with many different theoretical perspectives and scientific and practical knowledge to understand and support human development and learning (Mastered)
• Plans, implements and documents developmentally appropriate curriculum
• Uses theory to support effective curriculum development
• Uses multiple theoretical perspectives to understand and guide interactions with children and families
• Prepare students to be learners and to take responsibility for their own learning (Mastered)
• Participates in class discussion, shares opinions and develops questions that emerge from class reading and classroom practice
• Leads a case conference and plans, implements and documents a developmentally appropriate investigation project the findings of which they will present formally to their peers and lab school faculty.
• Prepare reflective and critical thinkers who examine issues about the development of infants and young children and their relationships in various contexts: school, hospital, family, community, and with an understanding of culture (Mastered)
• Participates in daily reflection meetings with lab school faculty and teaching team
• Integrates reflection in to all written assignments, classroom discussion.
• Prepare students to work as part of a team and to develop collegial relationships with fellow students and faculty (Mastered)
• Works as an effective, collegial team member in the lab school
• Participates in class discussions, shows respect for differing opinions and perspectives
• Prepare students to integrate theoretical and scientific knowledge in their fieldwork practicum (Mastered)
• Applies theoretical and conceptual knowledge learned in class to their work in the lab school and other fieldwork placements
• Child Life: Prepare students to interact with children with medical needs and their families in a family-centered manner guided by theories of human growth and development (Introduced)
• Practiced in supporting families in developmentally and culturally sensitive ways that support feelings of trust and security
• Child Life: Prepare students to participate as a member of a multidisciplinary team (Introduced)
• Participates in daily reflection meetings with lab school faculty and teaching team

Core Goals:

Community Engagement

• Students will apply concepts and skills explored in their Mills education (or specific service learning class if relevant) in a practical community based context. (Practiced)
• Students will be applying the theories of child development for typical and atypical development in their early childhood practicum setting in Oakland.
• Students will demonstrate the ability to engage with community organizations on projects that are meaningful to both the organizations and students. (Practiced)
• Students will be engaging in leadership development through their work with children in the classroom setting. Students will create a primary caregiving relationship with one or more of the children in their classroom placement, and will work with the supervising teacher and with the school to ensure that the students' involvement in the children's learning and development reflects the goals of the early childhood organization.
• Students will develop the ability to engage in thoughtful, self-reflective and ethical collaboration in a community setting. (Mastered)
• Students in this class participate in structured reflections, both written and in group meetings with other staff and with the school leadership. Students will reflect on issues of ethics, care, equity, and collaboration as they relate to the early childhood education setting, with specific attention to both typical and atypical development.

Program Goals:

Child Development Program Goals

• Provide students with many different theoretical perspectives and scientific and practical knowledge to understand and support human development and learning (Mastered)
• Students will be presented with readings and lectures which illustrate the diverse theoretical and methodological perspectives in the field of child development.
• Prepare students to be learners and to take responsibility for their own learning (Mastered)
• This course presents information allowing students to plan a novel research project. Students will go through the stages of creating a research question, writing a literature review, submitting research plans through the Human Subjects Committee, and submitting a full proposal by the end of the semester.
• Prepare reflective and critical thinkers who examine issues about the development of infants and young children and their relationships in various contexts: school, hospital, family, community, and with an understanding of culture (Mastered)
• Through classroom discussions, journaling, and independent research activities, students will be asked to continuously reflect on theories of learning and development as they apply to the students' applied experience in the field and to the data they collect through their research projects.

Core Goals:

Written & Oral Comm II

• Students will develop skills in writing, digital presentation, and oral communication, as complementary and equal parts of college-level communication and literacy. (Practiced, Mastered)
• This course requires a formal written proposal in APA style, built of various written components. In addition, students will prepare a formal oral presentation which uses the conventions of education and psychology.
• Students will be able to move easily and fluently between different rhetorical expectations and formal registers. (Practiced)
• Through guided and organized group work, students will have weekly practice articulating their thesis arguments in oral and written form. The use of different registers as their work is explained to peers, to parents and educators in the field, and to a more formal academic audience will be practiced throughout this course.
• Students will develop and refine their own voice and sense of style. (Practiced, Mastered)
• Students begin their project with a written assignment requiring them to situate themselves personally and theoretically with respect to their project (identity memo). Through defining their lenses, students develop their sense of voice and style- both in written and their oral presentation forms.
• Students will practice and refine different forms of communication that are appropriate for the multiple contexts and disciplines that they engage with. (Practiced, Mastered)
• Students will produce various written projects which will become a formal written proposal, as well as an oral presentation. These presentations will follow the conventions of the field, but with different styles and rules (e.g., APA).
• Students will understand thoroughly the relationship between form and content, (Practiced, Mastered)
• In each written and oral assignment, students learn the conventional format of written work in their field (following APA conventions, using and citing sources, creating and critiquing ideas). They learn to express their own ideas (content) through the use of these conventions (forms).
• Students will understand the role of drafting, revising, presenting, and receiving, processing and using feedback as important parts of the writing process. (Practiced, Mastered)
• As this is the senior project, students will engage in multiple rounds of drafting, revising, peer-review, presentation, and using/giving feedback. These elements will be structured for students' learning.

Core Goals:

Create, Innovate & Experiment

• Students will extend their creative strengths and skills. (Practiced)
• Students will propose and execute an original plan, critically analyzing current theoretical models of early care and education, and proposing recommendations for the field and/or new theoretical models. Students will present a poster at a conference to illustrate their projects.
• Students will design or produce work that demonstrates independent thinking, originality, and inventiveness. (Practiced)
• Students will produce an APA-formatted research paper as well as an oral presentation accompanied by a scientific poster- this work will demonstrate the students' original inquiry project.
• Students will produce innovative solutions to real-world problems. (Practiced)
• Based on previous research as well as on' critical analysis of current practices and/or collection of independent empirical data, students will propose innovative solutions to issues facing children in early care and educational settings.

Program Goals:

Educational Leadership Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)

Educ Early Childhood Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced)
• Demonstration of Content Knowledge and Inquiry: Write a substantive paper or complete a substantive project that demonstrates content knowledge and an inquiry stance.
• Demonstrate critical analysis and adoption of an inquiry stance. (Introduced, Practiced)
• Critical Analysis and Assessment: Develop a project that includes critical analysis and assessment, and concludes with further questions.
• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced)
• Take an inquiry stance toward, be respectful of, and responsive to Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and responsiveness to cultural, linguistic and developmental differences. Demonstrate a listening stance, be willing to adjust one's personal assumptions and beliefs based on new perspectives.
• Leadership and Advocacy: Demonstrates leadership and advocacy stance.
• Demonstrate collaboration and collegiality. (Introduced, Practiced)
• Collaboration in Program Development: Demonstrate the ability to work together in program development.
• Collaboration in Problem-solving: Demonstrate ability to work together to solve problems.

Program Goals:

Educational Leadership Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Practiced)
• Students will complete assignments that require them to analyze organizational problems from the programmatic, political, cutrual and organizational management perspectives. Through careful consideration students will use their analysis to create an action plan.
• Demonstrate critical analysis and the adoption of an inquiry stance. (Mastered)
• Students will practice collaboration in class through group work, in assignments through working together, and in the field through putting their work in action.
• Demonstrate a disposition toward equity-based leadership and positive educational change. (Mastered)
• Students will examine major theories of teaching and learning and use their knowledge in articulating and analyzing video taped lessons.

Program Goals:

Educational Leadership Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Practiced, Mastered)
• Students will read theory informing evidence-based assessment and intervention for traumatized children and youth.
• Develop some familiarity with the work of major theorists in the content areas covered.
• Exhibit an ability to analyze features, benefits and constraints of historical and current theory.
• Demonstrate critical analysis and the adoption of an inquiry stance. (Practiced)
• Use direct observation, personal reflection, and case discussions to examine the relationship among theories and practice.
• Support ideas with evidence and structured arguments.
• Communicate ideas about topics and issues in clear, understandable ways.
• Students will develop plans of action for implementing trauma-informed professional development at their schools.
• Analyze assigned readings and develop positions based upon new understandings.
• Demonstrate a disposition toward equity-based leadership and positive educational change. (Practiced, Mastered)
• Willingness to explore controversial or dissenting ideas and theories.
• Focus attention on equity issues and prioritize equity in leadership decision-making.
• Demonstrate collaborative leadership and collegiality. (Mastered)
• Willingness to engage multiple perspectives on issues and decision-making.
• Engagement with multiple constituencies in planning and decision-making.
• Careful, attentive listening to colleagues.

Program Goals:

Education, Teaching Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Practiced, Mastered)
• Planning, Teaching, Assessing, and Reflecting: Plan, teach, assess, and reflect on a sequence of 3-5 lessons in a relevant content area.
• Demonstration of Content Knowledge and Inquiry: Write a substantive paper that demonstrates content knowledge and an inquiry stance.
• Demonstrate critical analysis and adoption of an inquiry stance. (Introduced, Practiced)
• Research Project: Develop a research project and report on a research project in a variety of ways.
• Critical Analysis and Assessment: Develop a project that includes critical analysis and assessment, and concludes with further questions.
• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced, Mastered)
• Celebration of Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and celebration of cultural, linguistic and developmental differences.
• Self-awareness and Reflection: Demonstrates development of self-awareness and reflection.
• Leadership and Advocacy: Demonstrates leadership and an advocacy stance.
• Demonstrate collaboration and collegiality. (Practiced, Mastered)
• Collaboration in Research: Demonstrate the ability to work together in a research situation.

Program Goals:

Education, Teaching Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Practiced)
• Successful Teaching Experience: Successful experience in teaching in a K-12 classroom setting.
• Demonstration of Content Knowledge and Inquiry: Write a substantive paper that demonstrates content knowledge and an inquiry stance.
• Demonstrate critical analysis and adoption of an inquiry stance. (Practiced, Mastered)
• Research Project: Develop a research project and report on a research project in a variety of ways.
• Critical Analysis and Assessment: Develop a project that includes critical analysis and assessment, and concludes with further questions.
• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Practiced, Mastered)
• Celebration of Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and celebration of cultural, linguistic and developmental differences.
• Self-awareness and Reflection: Demonstrates development of self-awareness and reflection.
• Leadership and Advocacy: Demonstrates leadership and an advocacy stance.
• Demonstrate collaboration and collegiality. (Practiced, Mastered)
• Collaboration in Research: Demonstrate the ability to work together in a research situation.

Program Goals:

Educational Leadership Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced)
• Be exposed to the role of teachers/educators in society.
• Develop some familiarity with the work of major theorists in the content areas covered.
• Exhibit an ability to analyze features, benefits and constraints of historical and current theory.
• Demonstrate critical analysis and the adoption of an inquiry stance. (Practiced, Mastered)
• Use direct observation, personal reflection, and case discussions to examine the relationship among theories and practice.
• Support ideas with evidence and structured arguments.
• Communicate ideas about topics and issues in clear, understandable ways.
• Reflect on, and are able to articulate, their own sense of mission, vision, purpose as teachers/leaders.
• Analyze assigned readings and develop positions based upon new understandings.
• Demonstrate a disposition toward equity-based leadership and positive educational change. (Introduced, Practiced, Mastered)
• Willingness to explore controversial or dissenting ideas and theories.
• Focus attention on equity issues and prioritize equity in leadership decision-making.
• Demonstrate collaborative leadership and collegiality. (Introduced, Practiced, Mastered)
• Willingness to engage multiple perspectives on issues and decision-making.
• Engagement with multiple constituencies in planning and decision-making.
• Careful, attentive listening to colleagues.

Program Goals:

Educational Leadership Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
• Through the course readings and assignments, students will use critical personal reflection, use case discussion, and review of existing social theories to examine the relationship between theories and practice.
• Students will reflect on and be able to articulate their own sense of mission, vision and purpose as leaders in education and how critical social theory has informed the aforementioned.
• Demonstrate critical analysis and the adoption of an inquiry stance. (Mastered)
• Students will participate in a group presentation where they summarize, synthesize, draw relationships between course readings and foster discussion, by providing relevant examples while creating an inclusive culture to bring in everyone into the class discussion.
• Students will complete a research project designed to help students connect to their life story and community through the lens of critical social theory.
• Demonstrate a disposition toward equity-based leadership and positive educational change. (Mastered)
• Through class dialogue/discussions, readings, and presentations, students will expand their repertoire of strategies that foster, develop and identify school and community reforms and practices that reify and offer resistance to oppressive practices.
• Students will write a research paper utilizing course readings and evidence how they helped to expand the focus on more in depth understandings of what constitutes inter sectional forms of social oppression and how the field of education and practitioners can play a role in mediating the social toxins emanating from social oppression. This paper topic will lead towards dissertation topic development for students in the Educational Leadership Doctorate.
• Students will analyze social problems critically through class discussion and class readings.

Program Goals:

Education, Teaching Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Practiced, Mastered)
• Plan, teach, assess, and reflect on a sequence of 3-5 lessons in a relevant content area.
• Write a substantive paper that demonstrates content knowledge and an inquiry stance.
• Demonstrate critical analysis and adoption of an inquiry stance. (Introduced, Practiced)
• Develop a research project and report on a research project in a variety of ways.
• Develop a project that includes critical analysis and assessment, and concludes with further questions.
• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced, Mastered)
• Demonstrate awareness of, sensitivity to, and celebration of cultural, linguistic and developmental differences.
• Demonstrates development of self-awareness and reflection.
• Demonstrates leadership and an advocacy stance.
• Demonstrate collaboration and collegiality. (Practiced, Mastered)
• Demonstrate the ability to work together in a research situation.

Program Goals:

Education, Teaching Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Mastered)
• Write a substantive paper that demonstrates content knowledge and an inquiry stance.
• Demonstrate critical analysis and adoption of an inquiry stance. (Practiced, Mastered)
• Develop a project that includes critical analysis and assessment, and concludes with further questions.
• Develop a research project and report on a research project in a variety of ways.
• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Practiced, Mastered)
• Demonstrate awareness of, sensitivity to, and celebration of cultural, linguistic and developmental differences.
• Demonstrates development of self-awareness and reflection.
• Demonstrates leadership and an advocacy stance.
• Demonstrate collaboration and collegiality. (Practiced, Mastered)
• Demonstrate the ability to work together in a research situation.

Program Goals:

Educational Leadership Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Mastered)
• Through class discussions students will learn to participate in class as reciprocal learners through dialogue, reflection and engagement in the collaborative seminar setting.
• Students will use direct observation, personal reflection, and case discussions to examine the relationship among theories and practice.
• Students will exhibit an ability to analyze features, benefits and constraints of historical and current administrative theory and practice.
• Demonstrate critical analysis and the adoption of an inquiry stance. (Practiced)
• Students will participate in and facilitate discussions, participate with others. This will include such actions as asking clarifying questions.
• Students will participate in class summarizing, synthesizing, showing relationships between the reading and the discussion, providing examples, while helping to include everyone in the conversation, staying focused on the task.
• Demonstrate a disposition toward equity-based leadership and positive educational change. (Mastered)
• Through course readings and assignments students will learn how to manage and organize resources to achieve their goals.
• Through course readings, class discussions and course assignmetns students will learn how to harness socio-political forces to support curricular and instructional changes.
• Through course assignments students will articulate their vision for leading.
• Through course readings and class discussion students will examine the role of a head of school.

Program Goals:

Educational Leadership Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Mastered)
• Students will complete a field work project that will require them to gather data, examine their data, present their data and interpret their data. The field work project will be focused on implementing school change.
• Through conducting their field based inquiry project students will develop an inquiry stance and disposition to leadership.
• Through lecture students will learn how to obtain and evaluate specific information from research literature and how to define, plan and conduct an inquiry project in the field.
• Demonstrate critical analysis and the adoption of an inquiry stance. (Practiced)
• Through in class participation students will provide feedback to colleagues on their work in progress.
• Through in class participation students will listen carefully to colleagues.
• Demonstrate a disposition toward equity-based leadership and positive educational change. (Mastered)
• Through course readings, presentations and discussions students will be encouraged to generate and explore questions focused on the topic of school, family, community partnerships.
• Through class discussions and readings students will learn to foster family school connections among diverse populations and to engage families at all levels.
• Through class discussions and readings students will develop a view of forming a professional learning community involving teachers, students, staff and parents in setting goals, improving the curriculum and assessing student progress.

Program Goals:

Educ Early Childhood Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced, Mastered)
• Demonstration of Content Knowledge and Inquiry: Write a substantive paper or complete a substantive project that demonstrates content knowledge and an inquiry stance.
• Demonstrate critical analysis and adoption of an inquiry stance. (Introduced, Practiced)
• Critical Analysis and Assessment: Develop a project that includes critical analysis and assessment, and concludes with further questions.
• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced)
• Self-awareness and Reflection: Demonstrates development of professional self-awareness and reflection.
• Take an inquiry stance toward, be respectful of, and responsive to Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and responsiveness to cultural, linguistic and developmental differences. Demonstrate a listening stance, be willing to adjust one's personal assumptions and beliefs based on new perspectives.
• Demonstrate collaboration and collegiality. (Introduced, Practiced)
• Collaboration in Program Development: Demonstrate the ability to work together in program development.
• Collaboration in Problem-solving: Demonstrate ability to work together to solve problems.

Program Goals:

Educational Leadership Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
• In their neighborhood mapping work students will collaborate with both student peers and neighborhood residents and organizations to illuminate the opportunity structures at work in urban contexts.
• Demonstrate critical analysis and the adoption of an inquiry stance. (Introduced)
• Students will grasp the value of collaborating with peers on the neighborhood mapping project and will successfully resolve conflicts that arise around scheduling, workload and responsibilities and leadership.
• Students' participation in classroom discussions will demonstrate their understanding of shared norms and an ability to listen to and truly hear perspectives contrasting with their own.
• Demonstrate a disposition toward equity-based leadership and positive educational change. (Practiced)
• In pairs, students will be required to lead one classroom discussion each semester. This work will demonstrate their appreciation for and ability to master the demands of planning and leading a lesson and discussion.

Program Goals:

Educational Leadership Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Practiced)
• Students' final research projects will draw upon and demonstrate their nuanced understanding of a range of qualitative research tools.
• Students' reflective and analytic memos throughout the semester and their final research projects will demonstrate their collaborative work with community partners and their responsiveness to community interests, perspectives and needs via regular "member checks."
• Demonstrate critical analysis and the adoption of an inquiry stance. (Mastered)
• Students' reflective memos will demonstrate increased understanding of the challenges of and skills need for consensus building and conflict resolution across fields, work and institutions.
• In their work with community partners students will demonstrate collaborative and open strategies in their shared efforts.
• Demonstrate a disposition toward equity-based leadership and positive educational change. (Practiced)
• Students' will demonstrate pedagogical insight as they lead one classroom lesson and discussion during the semester.
• Students' dialogue in discussions and feedback in paired critiques will demonstrate their understanding of learning and educational change.

Core Goals:

Community Engagement

• Students will apply concepts and skills explored in their Mills education (or specific service learning class if relevant) in a practical community based context. (Practiced)
• Students will engage with the concepts from the course at a service site.
• Students will demonstrate the ability to engage with community organizations on projects that are meaningful to both the organizations and students. (Practiced)
• students will partner with a local urban school or community organization to identify a) core areas of research need; b) meaningful inquiry practices to illuminate these needs; and c) actions to address these needs. The course will culminate in a day of inquiry and action with our school/community partners.
• Students will develop the ability to engage in thoughtful, self-reflective and ethical collaboration in a community setting. (Practiced)
• students will partner with a local urban school or community organization to identify a) core areas of research need; b) meaningful inquiry practices to illuminate these needs; and c) actions to address these needs. The course will culminate in a day of inquiry and action with our school/community partners.

Program Goals:

Educ Early Childhood Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced, Mastered)
• Demonstration of Content Knowledge and Inquiry: Write a substantive paper or complete a substantive project that demonstrates content knowledge and an inquiry stance.
• Assessment Development and Administration: Develop and administer appropriate assessments for key tasks.
• Demonstrate critical analysis and adoption of an inquiry stance. (Introduced, Practiced, Mastered)
• Critical Analysis and Assessment Develop a project that includes critical analysis and assessment, and concludes with further questions.
• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced, Mastered)
• Take an inquiry stance toward, be respectful of, and responsive to Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and responsiveness to cultural, linguistic and developmental differences. Demonstrate a listening stance, be willing to adjust one's personal assumptions and beliefs based on new perspectives.
• Self-awareness and Reflection: Demonstrates development of professional self-awareness and reflection.
• Leadership and Advocacy: Demonstrates leadership and advocacy stance.
• Demonstrate collaboration and collegiality. (Introduced, Practiced, Mastered)
• Collaboration in Teaching/Clinical/Leadership: Demonstrate the ability to work together in teaching/clinical work/leadership and advocacy.
• Collaboration in Problem-solving: Demonstrate ability to work together to solve problems.

Program Goals:

Educational Leadership Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Practiced)
• Students conduct and analyze oral histories of LGBT teachers.
• Students develop anti-oppressive curriculum.
• Demonstrate critical analysis and the adoption of an inquiry stance. (Practiced)
• Students synthesize multiple perspectives and experiences about the construction of gender and sexual identities.
• Demonstrate a disposition toward equity-based leadership and positive educational change. (Practiced)
• Students develop strategies for making schools safe and inclusive.

Program Goals:

Educational Leadership Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
• Ability to connect inquiry to strategic planning in particular by applying knowledge from the past and using the tools of historians to understand contemporary issues in education and put those issues in a larger historical context.
• Demonstrate critical analysis and the adoption of an inquiry stance. (Introduced)
• Ability to address issues of diversity and inclusiveness by analyzing educational issues in the past and present from the perspectives of multiple constituencies including those that are more and less privileged in historical records and current debates.
• Demonstrate a disposition toward equity-based leadership and positive educational change. (Introduced)
• Ability to use knowledge from the past, particularly knowledge of past efforts at educational reform, as part of developing theories and strategies to meet contemporary educational issues

Program Goals:

Educ Early Childhood Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Practiced, Mastered)
• Demonstration of Content Knowledge and Inquiry: Write a substantive paper or complete a substantive project that demonstrates content knowledge and an inquiry stance.

Infant Mental Health Program Goals

• Learn the value of the scientific method as a way of thinking about questions concerning the causes of (and therapeutic approaches to) behavior, including the ability to find and comprehend research. (Practiced)
• Administering an assessment battery
• Production of masters thesis, oral exam, and presentation

Educ Early Childhood Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Practiced, Mastered)
• Assessment Development and Administration: Develop and administer appropriate assessments for key tasks.

Infant Mental Health Program Goals

• Develop the ability to apply the scientific method to questions concerning the causes of and therapeutic approaches to behavior in order to be able to assess children for serious mental health and developmental problems in a culturally competent and developmentally appropriate way. (Practiced, Mastered)
• Administering an assessment battery
• Production of masters thesis, oral exam, and presentation as measured by rubrics

Educ Early Childhood Program Goals

• Demonstrate critical analysis and adoption of an inquiry stance. (Practiced, Mastered)
• Critical Analysis and Assessment: Develop a project that includes critical analysis and assessment, and concludes with further questions.
• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced, Mastered)
• Leadership and Advocacy: Demonstrates leadership and advocacy stance.
• Take an inquiry stance toward, be respectful of, and responsive to Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and responsiveness to cultural, linguistic and developmental differences. Demonstrate a listening stance, be willing to adjust one's personal assumptions and beliefs based on new perspectives.

Infant Mental Health Program Goals

• Develop the ability to form collaborative leadership skills. (Practiced, Mastered)
• Critical peer review assignments
• Evaluation of professional work in the field of infant mental health, including a self-assessment and field supervisor assessment

Educ Early Childhood Program Goals

• Demonstrate collaboration and collegiality. (Practiced, Mastered)
• Collaboration in Problem-solving: Demonstrate ability to work together to solve problems.

Infant Mental Health Program Goals

• Develop the ability to communicate effectively and responsibly in writing in interpersonal contexts and learn to work in collaboration with others. (Mastered)
• Course writing assignments
• Evaluation of professional work in the field of infant mental health, including a self-assessment and field supervisor assessmen

Program Goals:

Infant Mental Health Program Goals

• Learn the value of the scientific method as a way of thinking about questions concerning the causes of (and therapeutic approaches to) behavior, including the ability to find and comprehend research. (Practiced)
• Administering an assessment battery
• Production of masters thesis, oral exam, and presentation

Educ Early Childhood Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Practiced)
• Journal reflections on theoretical readings reflect understanding and extension of the ideas expressed in the readings.
• Demonstrate critical analysis and adoption of an inquiry stance. (Practiced)
• Documentation of practice.

Infant Mental Health Program Goals

• Develop the ability to apply the scientific method to questions concerning the causes of and therapeutic approaches to behavior in order to be able to assess children for serious mental health and developmental problems in a culturally competent and developmentally appropriate way. (Practiced)
• Administering an assessment battery
• Production of masters thesis, oral exam, and presentation as measured by rubrics
• Develop the ability to form collaborative leadership skills. (Practiced)
• Critical peer review assignments
• Evaluation of professional work in the field of infant mental health, including a self-assessment and field supervisor assessment
• Develop the ability to communicate effectively and responsibly in writing in interpersonal contexts and learn to work in collaboration with others. (Mastered)
• Evaluation of professional work in the field of infant mental health, including a self-assessment and field supervisor assessment
• Course writing assignments

Program Goals:

Educ Early Childhood Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced)
• Assessment Development and Administration: Develop and administer appropriate assessments for key tasks.
• Demonstration of Content Knowledge and Inquiry: Write a substantive paper or complete a substantive project that demonstrates content knowledge and an inquiry stance.

Education, Teaching Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced)
• Planning, Teaching, Assessing, and Reflecting: Plan, teach, assess, and reflect on a sequence of 3-5 lessons in a relevant content area.
• Demonstration of Content Knowledge and Inquiry: Write a substantive paper or complete a substantive project that demonstrates content knowledge and an inquiry stance.
• Successful Teaching Experience: Successful experience in teaching in a K-12 classroom setting.

Educ Early Childhood Program Goals

• Demonstrate critical analysis and adoption of an inquiry stance. (Introduced, Practiced)
• Critical Analysis and Assessment: Develop a project that includes critical analysis and assessment, and concludes with further questions.

Education, Teaching Program Goals

• Demonstrate critical analysis and adoption of an inquiry stance. (Introduced, Practiced)
• Critical Analysis and Assessment: Develop a project that includes critical analysis and assessment, and concludes with further questions.

Educ Early Childhood Program Goals

• Demonstrate critical analysis and adoption of an inquiry stance. (Introduced, Practiced)
• Research Project: Develop and administer appropriate assessments for key tasks.

Education, Teaching Program Goals

• Demonstrate critical analysis and adoption of an inquiry stance. (Introduced, Practiced)
• Research Project: Develop a research project and report on a research project in a variety of ways.
• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced)
• Celebration of Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and celebration of cultural, linguistic and developmental differences.
• Self-awareness and Reflection: Demonstrates development of self-awareness and reflection.

Educ Early Childhood Program Goals

• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced)
• Self-awareness and Reflection: Demonstrates development of professional self-awareness and reflection.
• Take an inquiry stance toward, be respectful of, and responsive to Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and responsiveness to cultural, linguistic and developmental differences. Demonstrate a listening stance, be willing to adjust one's personal assumptions and beliefs based on new perspectives.

Education, Teaching Program Goals

• Demonstrate collaboration and collegiality. (Introduced)
• Collaboration in Teaching: Demonstrate the ability to work together in teaching situations.

Educ Early Childhood Program Goals

• Demonstrate collaboration and collegiality. (Introduced, Practiced)
• Collaboration in Problem-solving: Demonstrate ability to work together to solve problems.
• Collaboration in Research: Demonstrate the ability to work together in research.

Education, Teaching Program Goals

• Demonstrate collaboration and collegiality. (Introduced)
• Collaboration in Research: Demonstrate the ability to work together in a research situation.

Program Goals:

Educ Early Childhood Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced)
• Demonstration of Content Knowledge and Inquiry: Write a substantive paper or complete a substantive project that demonstrates content knowledge and an inquiry stance.
• Assessment Development and Administration: Develop and administer appropriate assessments for key tasks.
• Demonstrate critical analysis and adoption of an inquiry stance. (Introduced, Practiced)
• Research Project: Develop and administer appropriate assessments for key tasks.
• Critical Analysis and Assessment: Develop a project that includes critical analysis and assessment, and concludes with further questions.
• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced)
• Take an inquiry stance toward, be respectful of, and responsive to Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and responsiveness to cultural, linguistic and developmental differences. Demonstrate a listening stance, be willing to adjust one's personal assumptions and beliefs based on new perspectives.
• Demonstrate collaboration and collegiality. (Introduced, Practiced)
• Collaboration in Problem-solving: Demonstrate ability to work together to solve problems.
• Collaboration in Research: Demonstrate the ability to work together in research.

Program Goals:

Educational Leadership Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Mastered)
• Through the course readings and assignments students will use direct observation, personal reflection, and case discussion to examine the relationship among theories and practice.
• Students will communicate their ideas about topics in clear, understandable ways.
• Students will reflect on and be able to articulate their own sense of mission, vision and purpose as leaders in education.
• Demonstrate critical analysis and the adoption of an inquiry stance. (Practiced)
• Students will summarize, synthesize, show relationships between the reading and discussion, providing examples while helping to include everyone in the class discussion.
• Students will complete a multi media group project designed to help students connect to their life story and community. Each group will shape their project through working together collaboratively.
• Demonstrate a disposition toward equity-based leadership and positive educational change. (Mastered)
• Through class discussions and readings students will learn strategies which will foster, develop and help them implement cultures of collaboration in educaitonal spaces.
• Students will write a research paper providing the historical and educational context surrounding musical and educational concepts explored.
• Students will analyze social problems in groups through class discussion.

Program Goals:

Educational Leadership Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
• Be exposed to the role of teachers/educators in society.
• Develop some familiarity with the work of major theorists in the content areas covered.
• Exhibit an ability to analyze features, benefits and constraints of historical and current theory.
• Demonstrate critical analysis and the adoption of an inquiry stance. (Practiced)
• Use direct observation, personal reflection, and case discussions to examine the relationship among theories and practice.
• Support ideas with evidence and structured arguments.
• Communicate ideas about topics and issues in clear, understandable ways.
• Reflect on, and are able to articulate, their own sense of mission, vision, purpose as teachers/leaders.
• Analyze assigned readings and develop positions based upon new understandings.
• Demonstrate a disposition toward equity-based leadership and positive educational change. (Practiced)
• Willingness to explore controversial or dissenting ideas and theories.
• Focus attention on equity issues and prioritize equity in leadership decision-making.
• Demonstrate collaborative leadership and collegiality. (Mastered)
• Willingness to engage multiple perspectives on issues and decision-making.
• Engagement with multiple constituencies in planning and decision-making.
• Careful, attentive listening to colleagues.

Program Goals:

Educational Leadership Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
• Be exposed to the role of teachers/educators in society.
• Develop some familiarity with the work of major theorists in the content areas covered.
• Exhibit an ability to analyze features, benefits and constraints of historical and current theory.
• Demonstrate critical analysis and the adoption of an inquiry stance. (Practiced)
• Use direct observation, personal reflection, and case discussions to examine the relationship among theories and practice.
• Support ideas with evidence and structured arguments.
• Communicate ideas about topics and issues in clear, understandable ways.
• Reflect on, and are able to articulate, their own sense of mission, vision, purpose as teachers/leaders.
• Analyze assigned readings and develop positions based upon new understandings.
• Demonstrate a disposition toward equity-based leadership and positive educational change. (Introduced)
• Willingness to explore controversial or dissenting ideas and theories.
• Focus attention on equity issues and prioritize equity in leadership decision-making.
• Demonstrate collaborative leadership and collegiality. (Mastered)
• Willingness to engage multiple perspectives on issues and decision-making.
• Engagement with multiple constituencies in planning and decision-making.
• Careful, attentive listening to colleagues.

Program Goals:

Infant Mental Health Program Goals

• Learn the value of the scientific method as a way of thinking about questions concerning the causes of (and therapeutic approaches to) behavior, including the ability to find and comprehend research. (Practiced)
• Administering an assessment battery

Educ Early Childhood Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced)
• Assessment Development and Administration: Develop and administer appropriate assessments for key tasks.
• Demonstration of Content Knowledge and Inquiry: Write a substantive paper or complete a substantive project that demonstrates content knowledge and an inquiry stance.

Infant Mental Health Program Goals

• Learn the value of the scientific method as a way of thinking about questions concerning the causes of (and therapeutic approaches to) behavior, including the ability to find and comprehend research. (Practiced)
• Production of masters thesis, oral exam, and presentation
• Develop the ability to apply the scientific method to questions concerning the causes of and therapeutic approaches to behavior in order to be able to assess children for serious mental health and developmental problems in a culturally competent and developmentally appropriate way. (Practiced)
• Production of masters thesis, oral exam, and presentation as measured by rubrics
• Administering an assessment battery

Educ Early Childhood Program Goals

• Demonstrate critical analysis and adoption of an inquiry stance. (Introduced, Practiced)
• Critical Analysis and Assessment: Develop a project that includes critical analysis and assessment, and concludes with further questions.

Infant Mental Health Program Goals

• Develop the ability to form collaborative leadership skills. (Practiced)
• Evaluation of professional work in the field of infant mental health, including a self-assessment and field supervisor assessment

Educ Early Childhood Program Goals

• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced)
• Leadership and Advocacy: Demonstrates leadership and advocacy stance.
• Take an inquiry stance toward, be respectful of, and responsive to Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and responsiveness to cultural, linguistic and developmental differences. Demonstrate a listening stance, be willing to adjust one's personal assumptions and beliefs based on new perspectives.
• Self-awareness and Reflection: Demonstrates development of professional self-awareness and reflection.

Infant Mental Health Program Goals

• Develop the ability to form collaborative leadership skills. (Practiced)
• Critical peer review assignments

Educ Early Childhood Program Goals

• Demonstrate collaboration and collegiality. (Introduced, Practiced, Mastered)
• Collaboration in Problem-solving: Demonstrate ability to work together to solve problems.
• Collaboration in Research: Demonstrate the ability to work together in research.
• Collaboration in Teaching/Clinical/Leadership: Demonstrate the ability to work together in teaching/clinical work/leadership and advocacy.

Infant Mental Health Program Goals

• Develop the ability to communicate effectively and responsibly in writing in interpersonal contexts and learn to work in collaboration with others. (Mastered)
• Evaluation of professional work in the field of infant mental health, including a self-assessment and field supervisor assessment
• Course writing assignments

Program Goals:

Educational Leadership Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
• Be exposed to the role of teachers/educators in society.
• Develop some familiarity with the work of major theorists in the content areas covered.
• Exhibit an ability to analyze features, benefits and constraints of historical and current theory.
• Demonstrate critical analysis and the adoption of an inquiry stance. (Practiced)
• Use direct observation, personal reflection, and case discussions to examine the relationship among theories and practice.
• Support ideas with evidence and structured arguments.
• Communicate ideas about topics and issues in clear, understandable ways.
• Reflect on, and are able to articulate, their own sense of mission, vision, purpose as teachers/leaders.
• Analyze assigned readings and develop positions based upon new understandings.
• Demonstrate a disposition toward equity-based leadership and positive educational change. (Introduced)
• Willingness to explore controversial or dissenting ideas and theories.
• Focus attention on equity issues and prioritize equity in leadership decision-making.
• Demonstrate collaborative leadership and collegiality. (Mastered)
• Willingness to engage multiple perspectives on issues and decision-making.
• Engagement with multiple constituencies in planning and decision-making.
• Careful, attentive listening to colleagues.

Program Goals:

Educational Leadership Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
• Be exposed to the role of teachers/educators in society.
• Develop some familiarity with the work of major theorists in the content areas covered.
• Exhibit an ability to analyze features, benefits and constraints of historical and current theory.
• Demonstrate critical analysis and the adoption of an inquiry stance. (Practiced)
• Analyze assigned readings and develop positions based upon new understandings.
• Support ideas with evidence and structured arguments.
• Communicate ideas about topics and issues in clear, understandable ways.
• Reflect on, and are able to articulate, their own sense of mission, vision, purpose as teachers/leaders.
• Use direct observation, personal reflection, and case discussions to examine the relationship among theories and practice.
• Demonstrate a disposition toward equity-based leadership and positive educational change. (Practiced)
• Careful, attentive listening to colleagues.
• Willingness to engage multiple perspectives on issues and decision-making.
• Engagement with multiple constituencies in planning and decision-making.
• Demonstrate collaborative leadership and collegiality. (Mastered)
• Willingness to engage multiple perspectives on issues and decision-making.
• Careful, attentive listening to colleagues.
• Engagement with multiple constituencies in planning and decision-making.

Program Goals:

Educational Leadership Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
• Be exposed to the role of teachers/educators in society.
• Develop some familiarity with the work of major theorists in the content areas covered.
• Exhibit an ability to analyze features, benefits and constraints of historical and current theory.
• Demonstrate critical analysis and the adoption of an inquiry stance. (Practiced)
• Use direct observation, personal reflection, and case discussions to examine the relationship among theories and practice.
• Support ideas with evidence and structured arguments.
• Communicate ideas about topics and issues in clear, understandable ways.
• Reflect on, and are able to articulate, their own sense of mission, vision, purpose as teachers/leaders.
• Analyze assigned readings and develop positions based upon new understandings.
• Demonstrate a disposition toward equity-based leadership and positive educational change. (Introduced)
• Willingness to explore controversial or dissenting ideas and theories.
• Focus attention on equity issues and prioritize equity in leadership decision-making.
• Demonstrate collaborative leadership and collegiality. (Mastered)
• Willingness to engage multiple perspectives on issues and decision-making.
• Engagement with multiple constituencies in planning and decision-making.
• Careful, attentive listening to colleagues.

Program Goals:

Educ Early Childhood Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Practiced, Mastered)
• Write a substantive paper or complete a substantive project that demonstrates content knowledge and an inquiry stance.
• Successful experience in teaching/clinical/leadership in a preschool or infant toddler classroom setting/hospital/community-based settings.
• Demonstrate critical analysis and adoption of an inquiry stance. (Practiced, Mastered)
• Develop a project that includes critical analysis and assessment, and concludes with further questions.
• Develop and administer appropriate assessments for key tasks.
• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced, Mastered)
• Demonstrate awareness of, sensitivity to, and responsiveness to cultural, linguistic and developmental differences. Demonstrate a listening stance, be willing to adjust one's personal assumptions and beliefs based on new perspectives.
• Demonstrates development of professional self-awareness and reflection.
• Demonstrates leadership and advocacy stance.
• Demonstrate collaboration and collegiality. (Introduced, Practiced)
• Demonstrate the ability to work together in teaching/clinical work/leadership and advocacy.
• Demonstrate the ability to work together in research.
• Demonstrate ability to work together to solve problems.

Program Goals:

Educ Early Childhood Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Practiced, Mastered)
• Demonstration of Content Knowledge and Inquiry: Write a substantive paper or complete a substantive project that demonstrates content knowledge and an inquiry stance.
• Demonstrate critical analysis and adoption of an inquiry stance. (Practiced, Mastered)
• Critical Analysis and Assessment: Develop a project that includes critical analysis and assessment, and concludes with further questions.
• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Practiced, Mastered)
• Leadership and Advocacy: Demonstrates leadership and advocacy stance.
• Self-awareness and Reflection: Demonstrates development of professional self-awareness and reflection.
• Take an inquiry stance toward, be respectful of, and responsive to Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and responsiveness to cultural, linguistic and developmental differences. Demonstrate a listening stance, be willing to adjust one's personal assumptions and beliefs based on new perspectives.
• Demonstrate collaboration and collegiality. (Practiced, Mastered)
• Collaboration in Teaching/Clinical/Leadership: Demonstrate the ability to work together in teaching/clinical work/leadership and advocacy.
• Collaboration in Program Development: Demonstrate the ability to work together in program development.
• Collaboration in Problem-solving: Demonstrate ability to work together to solve problems.

Program Goals:

Educ Early Childhood Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced)
• Demonstration of Content Knowledge and Inquiry: Write a substantive paper or complete a substantive project that demonstrates content knowledge and an inquiry stance.
• Demonstrate critical analysis and adoption of an inquiry stance. (Introduced)
• Critical Analysis and Assessment: Develop a project that includes critical analysis and assessment, and concludes with further questions.
• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced)
• Take an inquiry stance toward, be respectful of, and responsive to Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and responsiveness to cultural, linguistic and developmental differences. Demonstrate a listening stance, be willing to adjust one's personal assumptions and beliefs based on new perspectives.
• Demonstrate collaboration and collegiality. (Introduced, Practiced)
• Collaboration in Problem-solving: Demonstrate ability to work together to solve problems.

Program Goals:

Infant Mental Health Program Goals

• Learn the value of the scientific method as a way of thinking about questions concerning the causes of (and therapeutic approaches to) behavior, including the ability to find and comprehend research. (Practiced)
• Administering an assessment battery

Educ Early Childhood Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced)
• Assessment Development and Administration: Develop and administer appropriate assessments for key tasks.
• Demonstration of Content Knowledge and Inquiry: Write a substantive paper or complete a substantive project that demonstrates content knowledge and an inquiry stance.

Infant Mental Health Program Goals

• Learn the value of the scientific method as a way of thinking about questions concerning the causes of (and therapeutic approaches to) behavior, including the ability to find and comprehend research. (Practiced)
• Production of masters thesis, oral exam, and presentation
• Develop the ability to apply the scientific method to questions concerning the causes of and therapeutic approaches to behavior in order to be able to assess children for serious mental health and developmental problems in a culturally competent and developmentally appropriate way. (Practiced)
• Production of masters thesis, oral exam, and presentation as measured by rubrics
• Administering an assessment battery

Educ Early Childhood Program Goals

• Demonstrate critical analysis and adoption of an inquiry stance. (Introduced, Practiced)
• Critical Analysis and Assessment: Develop a project that includes critical analysis and assessment, and concludes with further questions.

Infant Mental Health Program Goals

• Develop the ability to form collaborative leadership skills. (Practiced)
• Evaluation of professional work in the field of infant mental health, including a self-assessment and field supervisor assessment

Educ Early Childhood Program Goals

• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced, Mastered)
• Leadership and Advocacy: Demonstrates leadership and advocacy stance.
• Take an inquiry stance toward, be respectful of, and responsive to Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and responsiveness to cultural, linguistic and developmental differences. Demonstrate a listening stance, be willing to adjust one's personal assumptions and beliefs based on new perspectives.
• Self-awareness and Reflection: Demonstrates development of professional self-awareness and reflection.

Infant Mental Health Program Goals

• Develop the ability to form collaborative leadership skills. (Practiced)
• Critical peer review assignments

Educ Early Childhood Program Goals

• Demonstrate collaboration and collegiality. (Introduced, Practiced)
• Collaboration in Problem-solving: Demonstrate ability to work together to solve problems.
• Collaboration in Research: Demonstrate the ability to work together in research.
• Collaboration in Teaching/Clinical/Leadership: Demonstrate the ability to work together in teaching/clinical work/leadership and advocacy.

Infant Mental Health Program Goals

• Develop the ability to communicate effectively and responsibly in writing in interpersonal contexts and learn to work in collaboration with others. (Mastered)
• Evaluation of professional work in the field of infant mental health, including a self-assessment and field supervisor assessment
• Course writing assignments

Program Goals:

Educ Early Childhood Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced, Mastered)
• Demonstration of Content Knowledge and Inquiry: Write a substantive paper or complete a substantive project that demonstrates content knowledge and an inquiry stance.
• Demonstrate critical analysis and adoption of an inquiry stance. (Introduced, Practiced, Mastered)
• Critical Analysis and Assessment: Develop a project that includes critical analysis and assessment, and concludes with further questions.
• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Practiced, Mastered)
• Self-awareness and Reflection: Demonstrates development of professional self-awareness and reflection.
• Take an inquiry stance toward, be respectful of, and responsive to Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and responsiveness to cultural, linguistic and developmental differences. Demonstrate a listening stance, be willing to adjust one's personal assumptions and beliefs based on new perspectives.
• Demonstrate collaboration and collegiality. (Practiced, Mastered)
• Collaboration in Problem-solving: Demonstrate ability to work together to solve problems.

Program Goals:

Educ Early Childhood Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced, Mastered)
• Experience in Teaching/Clinical/Leadership: Successful experience in teaching/clinical/leadership in a preschool or infant toddler classroom setting/hospital/community-based settings.
• Demonstration of Content Knowledge and Inquiry: Write a substantive paper or complete a substantive project that demonstrates content knowledge and an inquiry stance.
• Assessment Development and Administration: Develop and administer appropriate assessments for key tasks.
• Demonstrate critical analysis and adoption of an inquiry stance. (Introduced, Practiced, Mastered)
• Research Project: Develop and administer appropriate assessments for key tasks.
• Critical Analysis and Assessment: Develop a project that includes critical analysis and assessment, and concludes with further questions.
• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced, Mastered)
• Leadership and Advocacy: Demonstrates leadership and advocacy stance.
• Self-awareness and Reflection: Demonstrates development of professional self-awareness and reflection.
• Take an inquiry stance toward, be respectful of, and responsive to Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and responsiveness to cultural, linguistic and developmental differences. Demonstrate a listening stance, be willing to adjust one's personal assumptions and beliefs based on new perspectives.
• Demonstrate collaboration and collegiality. (Practiced)
• Collaboration in Problem-solving: Demonstrate ability to work together to solve problems.
• Collaboration in Program Development: Demonstrate the ability to work together in program development.
• Collaboration in Teaching/Clinical/Leadership: Demonstrate the ability to work together in teaching/clinical work/leadership and advocacy.

Program Goals:

Educ Early Childhood Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced)
• Experience in Teaching/Clinical/Leadership: Successful experience in teaching/clinical/leadership in a preschool or infant toddler classroom setting/hospital/community-based settings.
• Demonstration of Content Knowledge and Inquiry: Write a substantive paper or complete a substantive project that demonstrates content knowledge and an inquiry stance.
• Assessment Development and Administration: Develop and administer appropriate assessments for key tasks.
• Demonstrate critical analysis and adoption of an inquiry stance. (Introduced, Practiced)
• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced)
• Leadership and Advocacy: Demonstrates leadership and advocacy stance.
• Self-awareness and Reflection: Demonstrates development of professional self-awareness and reflection.
• Take an inquiry stance toward, be respectful of, and responsive to Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and responsiveness to cultural, linguistic and developmental differences. Demonstrate a listening stance, be willing to adjust one's personal assumptions and beliefs based on new perspectives.
• Demonstrate collaboration and collegiality. (Introduced, Practiced)
• Collaboration in Problem-solving: Demonstrate ability to work together to solve problems.
• Collaboration in Research: Demonstrate the ability to work together in research.
• Collaboration in Teaching/Clinical/Leadership: Demonstrate the ability to work together in teaching/clinical work/leadership and advocacy.

Program Goals:

Educ Early Childhood Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced, Mastered)
• Demonstration of Content Knowledge and Inquiry: Write a substantive paper or complete a substantive project that demonstrates content knowledge and an inquiry stance.
• Demonstrate critical analysis and adoption of an inquiry stance. (Practiced)
• Critical Analysis and Assessment: Develop a project that includes critical analysis and assessment, and concludes with further questions.
• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Practiced, Mastered)
• Self-awareness and Reflection: Demonstrates development of professional self-awareness and reflection.
• Leadership and Advocacy: Demonstrates leadership and advocacy stance.
• Demonstrate collaboration and collegiality. (Practiced, Mastered)
• Collaboration in Problem-solving: Demonstrate ability to work together to solve problems.

Program Goals:

Educ Early Childhood Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Mastered)
• Demonstration of Content Knowledge and Inquiry: Write a substantive paper or complete a substantive project that demonstrates content knowledge and an inquiry stance.
• Demonstrate critical analysis and adoption of an inquiry stance. (Practiced, Mastered)
• Critical Analysis and Assessment: Develop a project that includes critical analysis and assessment, and concludes with further questions.

Educational Leadership Program Goals

• Demonstrate critical analysis and the adoption of an inquiry stance. (Introduced)
• Students learn the importance of using dispositions of leadership including listening, putting oneself in a learner's stance and collaborating with families in order to strengthen their knowledge and respect for human variation and cultural diversity and to work to interrupt deficit views of families. Students learn to view their own cultural values and beliefs as only one perspective and to understand that all families have valuable cultural routines and strengths that reflect their values, beliefs and end goals for children's development.

Educ Early Childhood Program Goals

• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced, Mastered)
• Self-awareness and Reflection: Demonstrates development of professional self-awareness and reflection.
• Take an inquiry stance toward, be respectful of, and responsive to Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and responsiveness to cultural, linguistic and developmental differences. Demonstrate a listening stance, be willing to adjust one's personal assumptions and beliefs based on new perspectives.
• Demonstrate collaboration and collegiality. (Practiced)
• Collaboration in Problem-solving: Demonstrate ability to work together to solve problems.

Program Goals:

Child Development Program Goals

• Provide students with many different theoretical perspectives and scientific and practical knowledge to understand and support human development and learning (Practiced)
• Students will be able to apply medical concepts in their work with children in the hospital.
• Prepare students to be learners and to take responsibility for their own learning (Practiced)
• Students will review appropriate educational resources and incorporate new ideas into their learning process as they develop their assignments.
• Prepare reflective and critical thinkers who examine issues about the development of infants and young children and their relationships in various contexts: school, hospital, family, community, and with an understanding of culture (Practiced)
• Students will, through self-reflection, gain an understanding of developmental issues with an understanding of family and community dynamics.
• Prepare students to work as part of a team and to develop collegial relationships with fellow students and faculty (Mastered)
• Students will rountinely engage in collaborative group activities in their fieldwork assignments.
• Prepare students to integrate theoretical and scientific knowledge in their fieldwork practicum (Mastered)
• Students will develop an initial understanding of the impact of chronic illness on human development in order to participate effectively in a fieldwork practicum.
• Child Life: Prepare students to interact with children with medical needs and their families in a family-centered manner guided by theories of human growth and development (Mastered)
• Students will be able to demonstrate practice of concepts in their fieldwork assignments.
• Child Life: Prepare students to participate as a member of a multidisciplinary team (Mastered)
• Students will, through examination, be able to identify their own role on a multidisciplinary team.

Program Goals:

Educ Leadershp Early Childhood Program Goals

• Students will understand a sampling of current theories of leadership; analyze dynamics of organizational and individual behavior (including their own) that influence effective leadership. (Practiced)
• Students are encouraged by instructors to incorporate their field experiences into all their coursework in order to construct new knowledge.
• Students will understand the interplay between personal and organizational factors that influence successful leadership; explore the challenges of leadership in a world where change is constant; and articulate the particular challenges faced by leaders in 21st century organizations. (Mastered)
• Students can reframe their coursework and readings through a real early childhood placement.
• Students will develop a nuanced understanding of the current early care and education system which includes knowledge about the policies, goals, funding, infrastructure, and politics related to the wide range of services serving children and their families. (Mastered)
• Students engage in lively discussions about their varied placements and issues of interest and concern.

Program Goals:

Infant Mental Health Program Goals

• Learn the value of the scientific method as a way of thinking about questions concerning the causes of (and therapeutic approaches to) behavior, including the ability to find and comprehend research. (Mastered)
• Administering an assessment battery

Educ Early Childhood Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced, Mastered)
• Assessment Development and Administration: Develop and administer appropriate assessments for key tasks.
• Experience in Teaching/Clinical/Leadership: Successful experience in teaching/clinical/leadership in a preschool or infant toddler classroom setting/hospital/community-based settings.

Infant Mental Health Program Goals

• Learn the value of the scientific method as a way of thinking about questions concerning the causes of (and therapeutic approaches to) behavior, including the ability to find and comprehend research. (Mastered)
• Production of masters thesis, oral exam, and presentation
• Develop the ability to apply the scientific method to questions concerning the causes of and therapeutic approaches to behavior in order to be able to assess children for serious mental health and developmental problems in a culturally competent and developmentally appropriate way. (Mastered)
• Production of masters thesis, oral exam, and presentation as measured by rubrics
• Administering an assessment battery

Educ Early Childhood Program Goals

• Demonstrate critical analysis and adoption of an inquiry stance. (Introduced, Practiced, Mastered)
• Critical Analysis and Assessment: Develop a project that includes critical analysis and assessment, and concludes with further questions.
• Research Project: Develop and administer appropriate assessments for key tasks.

Infant Mental Health Program Goals

• Develop the ability to form collaborative leadership skills. (Mastered)
• Evaluation of professional work in the field of infant mental health, including a self-assessment and field supervisor assessment
• Critical peer review assignments

Educ Early Childhood Program Goals

• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced, Mastered)
• Self-awareness and Reflection: Demonstrates development of professional self-awareness and reflection.
• Leadership and Advocacy: Demonstrates leadership and advocacy stance.
• Take an inquiry stance toward, be respectful of, and responsive to Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and responsiveness to cultural, linguistic and developmental differences. Demonstrate a listening stance, be willing to adjust one's personal assumptions and beliefs based on new perspectives.
• Demonstrate collaboration and collegiality. (Introduced, Practiced, Mastered)
• Collaboration in Program Development: Demonstrate the ability to work together in program development.
• Collaboration in Teaching/Clinical/Leadership: Demonstrate the ability to work together in teaching/clinical work/leadership and advocacy.

Infant Mental Health Program Goals

• Develop the ability to communicate effectively and responsibly in writing in interpersonal contexts and learn to work in collaboration with others. (Mastered)
• Evaluation of professional work in the field of infant mental health, including a self-assessment and field supervisor assessment

Educ Early Childhood Program Goals

• Demonstrate collaboration and collegiality. (Introduced, Practiced, Mastered)
• Collaboration in Problem-solving: Demonstrate ability to work together to solve problems.

Infant Mental Health Program Goals

• Develop the ability to communicate effectively and responsibly in writing in interpersonal contexts and learn to work in collaboration with others. (Mastered)
• Course writing assignments

Program Goals:

Infant Mental Health Program Goals

• Learn the value of the scientific method as a way of thinking about questions concerning the causes of (and therapeutic approaches to) behavior, including the ability to find and comprehend research. (Mastered)
• Administering an assessment battery

Educ Early Childhood Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced, Mastered)
• Assessment Development and Administration: Develop and administer appropriate assessments for key tasks.
• Experience in Teaching/Clinical/Leadership: Successful experience in teaching/clinical/leadership in a preschool or infant toddler classroom setting/hospital/community-based settings.

Infant Mental Health Program Goals

• Learn the value of the scientific method as a way of thinking about questions concerning the causes of (and therapeutic approaches to) behavior, including the ability to find and comprehend research. (Mastered)
• Production of masters thesis, oral exam, and presentation
• Develop the ability to apply the scientific method to questions concerning the causes of and therapeutic approaches to behavior in order to be able to assess children for serious mental health and developmental problems in a culturally competent and developmentally appropriate way. (Mastered)
• Production of masters thesis, oral exam, and presentation as measured by rubrics
• Administering an assessment battery

Educ Early Childhood Program Goals

• Demonstrate critical analysis and adoption of an inquiry stance. (Introduced, Practiced, Mastered)
• Critical Analysis and Assessment: Develop a project that includes critical analysis and assessment, and concludes with further questions.
• Research Project: Develop and administer appropriate assessments for key tasks.

Infant Mental Health Program Goals

• Develop the ability to form collaborative leadership skills. (Introduced, Practiced, Mastered)
• Evaluation of professional work in the field of infant mental health, including a self-assessment and field supervisor assessment
• Critical peer review assignments

Educ Early Childhood Program Goals

• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced, Mastered)
• Take an inquiry stance toward, be respectful of, and responsive to Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and responsiveness to cultural, linguistic and developmental differences. Demonstrate a listening stance, be willing to adjust one's personal assumptions and beliefs based on new perspectives.
• Self-awareness and Reflection: Demonstrates development of professional self-awareness and reflection.
• Leadership and Advocacy: Demonstrates leadership and advocacy stance.
• Demonstrate collaboration and collegiality. (Introduced, Practiced, Mastered)
• Collaboration in Program Development: Demonstrate the ability to work together in program development.
• Collaboration in Research: Demonstrate the ability to work together in research.

Infant Mental Health Program Goals

• Develop the ability to communicate effectively and responsibly in writing in interpersonal contexts and learn to work in collaboration with others. (Mastered)
• Evaluation of professional work in the field of infant mental health, including a self-assessment and field supervisor assessment
• Course writing assignments

Educ Early Childhood Program Goals

• Demonstrate collaboration and collegiality. (Introduced, Practiced, Mastered)
• Collaboration in Problem-solving: Demonstrate ability to work together to solve problems.
• Collaboration in Teaching/Clinical/Leadership: Demonstrate the ability to work together in teaching/clinical work/leadership and advocacy.

Program Goals:

Educ Early Childhood Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced, Mastered)
• Demonstration of Content Knowledge and Inquiry: Write a substantive paper or complete a substantive project that demonstrates content knowledge and an inquiry stance.
• Experience in Teaching/Clinical/Leadership/Administration: Successful experience in teaching/clinical/leadership/administration in a preschool or infant toddler classroom setting/hospital/community-based settings.

Educational Leadership Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
• Students complete class readings, engage in interactive classroom activities, interview leaders in the field, practice facilitating inquiry based discussions of practice and complete reflective papers that help them develop positions based on their newly constructed knowledge. Students complete multiple reflective papers in order to understand more about their personal view of leadership and in turn, how they will enact leadership. Students practice communicating their ideas about topics and issues, connecting theories with instances of practice, in clear, understandable ways through oral expression, written texts and digitally using a variety of social media tools (e.g., Twitter, Facebook, Edmodo etc)

Educ Early Childhood Program Goals

• Demonstrate critical analysis and adoption of an inquiry stance. (Introduced, Practiced)
• Critical Analysis and Assessment: Develop a project that includes critical analysis and assessment, and concludes with further questions.

Educational Leadership Program Goals

• Demonstrate critical analysis and the adoption of an inquiry stance. (Introduced)
• Students discuss theories and contextualized case studies of leadership and administrative practice drawn from the early childhood field that highlight collaborative, inclusive mental models of leading. Students document weekly reflections connecting theories discussed in class with their developing leadership and knowledge of administration in the field. Students juxtapose distributed collaborative leadership models with more traditional hierarchical models of leadership drawn from literature discussing leadership and administration in business/corporate contexts.

Educ Early Childhood Program Goals

• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced, Mastered)
• Take an inquiry stance toward, be respectful of, and responsive to Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and responsiveness to cultural, linguistic and developmental differences. Demonstrate a listening stance, be willing to adjust one's personal assumptions and beliefs based on new perspectives.
• Self-awareness and Reflection: Demonstrates development of professional self-awareness and reflection.

Educational Leadership Program Goals

• Demonstrate a disposition toward equity-based leadership and positive educational change. (Introduced)
• Students develop a personal conceptual model of leadership and administrative practice grounded in their knowledge of leadership and management theories, change theories, the field of early care and education, dispositions for leadership and iterative cycles of inquiry and critical self-reflection that intersect their dynamic professional work in the field with theories and goals for self-growth and development.

Educ Early Childhood Program Goals

• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced, Mastered)
• Leadership and Advocacy: Demonstrates leadership and advocacy stance.
• Demonstrate collaboration and collegiality. (Introduced, Practiced, Mastered)
• Collaboration in Teaching/Clinical/Leadership: Demonstrate the ability to work together in teaching/clinical work/leadership and advocacy.
• Collaboration in Problem-solving: Demonstrate ability to work together to solve problems.

Program Goals:

Educ Leadershp Early Childhood Program Goals

• Students will understand a sampling of current theories of leadership; analyze dynamics of organizational and individual behavior (including their own) that influence effective leadership. (Practiced)
• Students complete class readings and complete reflective papers that help them develop positions based on their newly constructed knowledge.
• Students participate in online class interactions in order to process readings and construct new knowledge.
• Students will understand the interplay between personal and organizational factors that influence successful leadership; explore the challenges of leadership in a world where change is constant; and articulate the particular challenges faced by leaders in 21st century organizations. (Introduced, Practiced)
• Students complete multiple reflective papers in order to understand more about their personal view of leadership and in turn, how they will enact leadership.
• Students communicate their ideas about topics and issues in clear, understandable ways.
• Students will explore the history of early care and education focusing on changes inservices, attitudes, stakeholders and public investment over time. Students will examine how the local system differs from that in other communities in the United States, other industrialized countries, and other related disciplines. (Introduced)
• Students complete various readings on the history of ECE and through class discussions and written papers, reflect on how the system today has been influenced by the historical roots and development of the profession.
• Students complete a written paper where they compare and contrast the service delivery models for ECE in our country with the models in other countries. They complete this analysis by comparing this data to what they know about our local ECE programs, policies and services.

Program Goals:

Educ Leadershp Early Childhood Program Goals

• Students will understand a sampling of current theories of leadership; analyze dynamics of organizational and individual behavior (including their own) that influence effective leadership. (Mastered)
• Students will understand the interplay between personal and organizational factors that influence successful leadership; explore the challenges of leadership in a world where change is constant; and articulate the particular challenges faced by leaders in 21st century organizations. (Mastered)
• Students will explore the history of early care and education focusing on changes inservices, attitudes, stakeholders and public investment over time. Students will examine how the local system differs from that in other communities in the United States, other industrialized countries, and other related disciplines. (Practiced)

Core Goals:

Critical Analysis

• Students will critically analyze information and ideas. (Introduced, Practiced)
• Students will critically analyze research in a formal written literature review.
• Students will examine issues from multiple perspectives. (Practiced, Mastered)
• Students will identify and use multiple theoretical perspectives to inform their research project.
• Students will engage in an exploration of the relationship between past systems of knowledge and present scholarly and creative approaches within and across disciplines. (Practiced, Mastered)
• Student papers must trace the origins of practice and knowledge on their chosen topic.
• Students will consider how our understanding of significant questions and ideas is informed by the critical, scholarly, and creative approaches through which we approach those questions and ideas. (Practiced, Mastered)
• Students' creation of their methods and proposal for the IRB will include a critical evaluation of how to understand and measure children's learning and development.
• Students will develop discernment, facility and ethical responsibility in using information. (Mastered)
• students will all be required to take and pass the NIH training on ethics in research with human subjects. We will discuss these topics further in class.
• Students will engage as active participants in the College's intellectual community. (Introduced)
• Students will critically engage with each other's work, providing structured peer-feedback

Create, Innovate & Experiment

• Students will extend their creative strengths and skills. (Introduced)
• students will create a proposal and an oral presentation, involving visuals. The foundation of the course is a novel idea for an inquiry study.
• Students will design or produce work that demonstrates independent thinking, originality, and inventiveness. (Practiced)
• Students will develop a written and oral proposal for a research project, demonstrating an original set of ideas, and will articulate how this project relates to practice in early childhood.
• Students will produce innovative solutions to real-world problems. (Introduced)
• Students will propose a study to understand issues related to children's welfare and education.

Program Goals:

Educ Early Childhood Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced, Mastered)
• Demonstration of Content Knowledge and Inquiry: Write a substantive paper or complete a substantive project that demonstrates content knowledge and an inquiry stance.
• Demonstrate critical analysis and adoption of an inquiry stance. (Introduced, Practiced)
• Critical Analysis and Assessment: Develop a project that includes critical analysis and assessment, and concludes with further questions.
• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced, Mastered)
• Self-awareness and Reflection: Demonstrates development of professional self-awareness and reflection.

Educ Leadershp Early Childhood Program Goals

• Students will explore the history of early care and education focusing on changes inservices, attitudes, stakeholders and public investment over time. Students will examine how the local system differs from that in other communities in the United States, other industrialized countries, and other related disciplines. (Practiced)
• Use the ideas of child development theories to understand the value of policies in local systems and systems from other communities, nationally and internationally.

Educ Early Childhood Program Goals

• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced, Mastered)
• Take an inquiry stance toward, be respectful of, and responsive to Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and responsiveness to cultural, linguistic and developmental differences. Demonstrate a listening stance, be willing to adjust one's personal assumptions and beliefs based on new perspectives.
• Demonstrate collaboration and collegiality. (Practiced, Mastered)
• Collaboration in Teaching/Clinical/Leadership: Demonstrate the ability to work together in teaching/clinical work/leadership and advocacy.
• Collaboration in Problem-solving: Demonstrate ability to work together to solve problems.

Educ Leadershp Early Childhood Program Goals

• Students will develop a nuanced understanding of the current early care and education system which includes knowledge about the policies, goals, funding, infrastructure, and politics related to the wide range of services serving children and their families. (Practiced)
• Apply knowledge of child development to evaluate the policies in early care and education.

Program Goals:

Educ Early Childhood Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced)
• Experience in Teaching/Clinical/Leadership: Successful experience in teaching/clinical/leadership in a preschool or infant toddler classroom setting/hospital/community-based settings.
• Demonstration of Content Knowledge and Inquiry: Write a substantive paper or complete a substantive project that demonstrates content knowledge and an inquiry stance.
• Assessment Development and Administration: Develop and administer appropriate assessments for key tasks.
• Demonstrate critical analysis and adoption of an inquiry stance. (Introduced, Practiced)
• Research Project: Develop and administer appropriate assessments for key tasks.
• Critical Analysis and Assessment: Develop a project that includes critical analysis and assessment, and concludes with further questions.
• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced)
• Self-awareness and Reflection: Demonstrates development of professional self-awareness and reflection.
• Take an inquiry stance toward, be respectful of, and responsive to Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and responsiveness to cultural, linguistic and developmental differences. Demonstrate a listening stance, be willing to adjust one's personal assumptions and beliefs based on new perspectives.
• Demonstrate collaboration and collegiality. (Introduced, Practiced)
• Collaboration in Problem-solving: Demonstrate ability to work together to solve problems.
• Collaboration in Research: Demonstrate the ability to work together in research.
• Collaboration in Teaching/Clinical/Leadership: Demonstrate the ability to work together in teaching/clinical work/leadership and advocacy.

Program Goals:

Educ Early Childhood Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Practiced)
• Experience in Teaching/Clinical/Leadership: Successful experience in teaching/clinical/leadership in a preschool or infant toddler classroom setting/hospital/community-based settings.
• Demonstration of Content Knowledge and Inquiry: Write a substantive paper or complete a substantive project that demonstrates content knowledge and an inquiry stance.
• Assessment Development and Administration: Develop and administer appropriate assessments for key tasks.
• Demonstrate critical analysis and adoption of an inquiry stance. (Introduced, Practiced)
• Research Project: Develop and administer appropriate assessments for key tasks.
• Critical Analysis and Assessment: Develop a project that includes critical analysis and assessment, and concludes with further questions.
• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced)
• Self-awareness and Reflection: Demonstrates development of professional self-awareness and reflection.
• Take an inquiry stance toward, be respectful of, and responsive to Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and responsiveness to cultural, linguistic and developmental differences. Demonstrate a listening stance, be willing to adjust one's personal assumptions and beliefs based on new perspectives.
• Demonstrate collaboration and collegiality. (Introduced, Practiced)
• Collaboration in Problem-solving: Demonstrate ability to work together to solve problems.
• Collaboration in Research: Demonstrate the ability to work together in research.
• Collaboration in Teaching/Clinical/Leadership: Demonstrate the ability to work together in teaching/clinical work/leadership and advocacy.

Program Goals:

Educ Early Childhood Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Practiced)
• not necessary right now

Education, Teaching Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Practiced)
• Successful Teaching Experience: Successful experience in teaching in a K-12 classroom setting.
• Demonstrate critical analysis and adoption of an inquiry stance. (Introduced, Practiced)
• Research Project: Develop a research project and report on a research project in a variety of ways.

Educ Early Childhood Program Goals

• Demonstrate critical analysis and adoption of an inquiry stance. (Introduced, Practiced)
• not necessary right now

Education, Teaching Program Goals

• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Practiced)
• Celebration of Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and celebration of cultural, linguistic and developmental differences.

Educ Early Childhood Program Goals

• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Practiced)
• not necessary right now
• Demonstrate collaboration and collegiality. (Practiced, Mastered)
• not necessary right now

Education, Teaching Program Goals

• Demonstrate collaboration and collegiality. (Practiced, Mastered)
• Collaboration in Research: Demonstrate the ability to work together in a research situation.

Program Goals:

Education, Teaching Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Practiced)
• Successful Teaching Experience: Successful experience in teaching in a K-12 classroom setting.

Educ Early Childhood Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Practiced)

Education, Teaching Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Practiced)
• Demonstration of Content Knowledge and Inquiry: Write a substantive paper that demonstrates content knowledge and an inquiry stance.

Educ Early Childhood Program Goals

• Demonstrate critical analysis and adoption of an inquiry stance. (Practiced, Mastered)

Education, Teaching Program Goals

• Demonstrate critical analysis and adoption of an inquiry stance. (Practiced, Mastered)
• Research Project: Develop a research project and report on a research project in a variety of ways.

Educ Early Childhood Program Goals

• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Mastered)

Education, Teaching Program Goals

• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Mastered)
• Celebration of Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and celebration of cultural, linguistic and developmental differences.

Educ Early Childhood Program Goals

• Demonstrate collaboration and collegiality. (Practiced, Mastered)

Education, Teaching Program Goals

• Demonstrate collaboration and collegiality. (Practiced, Mastered)
• Collaboration in Research: Demonstrate the ability to work together in a research situation.

Program Goals:

Infant Mental Health Program Goals

• Learn the value of the scientific method as a way of thinking about questions concerning the causes of (and therapeutic approaches to) behavior, including the ability to find and comprehend research. (Practiced)
• Administering an assessment battery
• Production of masters thesis, oral exam, and presentation

Educ Early Childhood Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced, Mastered)
• Demonstration of Content Knowledge and Inquiry: Write a substantive paper or complete a substantive project that demonstrates content knowledge and an inquiry stance.

Infant Mental Health Program Goals

• Develop the ability to apply the scientific method to questions concerning the causes of and therapeutic approaches to behavior in order to be able to assess children for serious mental health and developmental problems in a culturally competent and developmentally appropriate way. (Practiced)
• Administering an assessment battery
• Production of masters thesis, oral exam, and presentation as measured by rubrics

Educ Early Childhood Program Goals

• Demonstrate critical analysis and adoption of an inquiry stance. (Introduced, Practiced, Mastered)
• Critical Analysis and Assessment: Develop a project that includes critical analysis and assessment, and concludes with further questions.
• Research Project: Develop and administer appropriate assessments for key tasks.
• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced, Mastered)
• Leadership and Advocacy: Demonstrates leadership and advocacy stance.
• Take an inquiry stance toward, be respectful of, and responsive to Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and responsiveness to cultural, linguistic and developmental differences. Demonstrate a listening stance, be willing to adjust one's personal assumptions and beliefs based on new perspectives.
• Self-awareness and Reflection: Demonstrates development of professional self-awareness and reflection.

Infant Mental Health Program Goals

• Develop the ability to communicate effectively and responsibly in writing in interpersonal contexts and learn to work in collaboration with others. (Mastered)
• Course writing assignments

Educ Early Childhood Program Goals

• Demonstrate collaboration and collegiality. (Introduced, Practiced, Mastered)
• Collaboration in Research: Demonstrate the ability to work together in research.
• Collaboration in Problem-solving: Demonstrate ability to work together to solve problems.

Infant Mental Health Program Goals

• Develop the ability to communicate effectively and responsibly in writing in interpersonal contexts and learn to work in collaboration with others. (Mastered)
• Evaluation of professional work in the field of infant mental health, including a self-assessment and field supervisor assessment

Program Goals:

Educ Early Childhood Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced, Mastered)
• Demonstration of Content Knowledge and Inquiry: Write a substantive paper or complete a substantive project that demonstrates content knowledge and an inquiry stance.
• Demonstrate critical analysis and adoption of an inquiry stance. (Introduced, Practiced, Mastered)
• Research Project: Develop and administer appropriate assessments for key tasks.
• Critical Analysis and Assessment: Develop a project that includes critical analysis and assessment, and concludes with further questions.
• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced, Mastered)
• Self-awareness and Reflection: Demonstrates development of professional self-awareness and reflection.
• Leadership and Advocacy: Demonstrates leadership and advocacy stance.
• Take an inquiry stance toward, be respectful of, and responsive to Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and responsiveness to cultural, linguistic and developmental differences. Demonstrate a listening stance, be willing to adjust one's personal assumptions and beliefs based on new perspectives.
• Demonstrate collaboration and collegiality. (Introduced, Practiced, Mastered)
• Collaboration in Problem-solving: Demonstrate ability to work together to solve problems.
• Collaboration in Research: Demonstrate the ability to work together in research.

Program Goals:

Educ Early Childhood Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced)
• Assessment Development and Administration: Develop and administer appropriate assessments for key tasks.

Education, Teaching Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced)
• Planning, Teaching, Assessing, and Reflecting: Plan, teach, assess, and reflect on a sequence of 3-5 lessons in a relevant content area.
• Successful Teaching Experience: Successful experience in teaching in a K-12 classroom setting.
• Demonstration of Content Knowledge and Inquiry: Write a substantive paper that demonstrates content knowledge and an inquiry stance.

Educ Early Childhood Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced)
• Experience in Teaching/Clinical/Leadership: Successful experience in teaching/clinical/leadership in a preschool or infant toddler classroom setting/hospital/community-based settings.
• Demonstration of Content Knowledge and Inquiry: Write a substantive paper or complete a substantive project that demonstrates content knowledge and an inquiry stance.

Education, Teaching Program Goals

• Demonstrate critical analysis and adoption of an inquiry stance. (Introduced, Practiced)
• Research Project: Develop a research project and report on a research project in a variety of ways.

Educ Early Childhood Program Goals

• Demonstrate critical analysis and adoption of an inquiry stance. (Introduced, Practiced)
• Research Project: Develop and administer appropriate assessments for key tasks.

Education, Teaching Program Goals

• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced)
• Celebration of Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and celebration of cultural, linguistic and developmental differences.
• Self-awareness and Reflection: Demonstrates development of self-awareness and reflection.

Educ Early Childhood Program Goals

• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced)
• Take an inquiry stance toward, be respectful of, and responsive to Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and responsiveness to cultural, linguistic and developmental differences. Demonstrate a listening stance, be willing to adjust one's personal assumptions and beliefs based on new perspectives.
• Self-awareness and Reflection: Demonstrates development of professional self-awareness and reflection.

Education, Teaching Program Goals

• Demonstrate collaboration and collegiality. (Introduced, Practiced)
• Collaboration in Teaching: Demonstrate the ability to work together in teaching situations.

Educ Early Childhood Program Goals

• Demonstrate collaboration and collegiality. (Introduced, Practiced)
• Collaboration in Teaching/Clinical/Leadership: Demonstrate the ability to work together in teaching/clinical work/leadership and advocacy.

Program Goals:

Educ Early Childhood Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Practiced, Mastered)
• Assessment Development and Administration: Develop and administer appropriate assessments for key tasks.
• Experience in Teaching/Clinical/Leadership: Successful experience in teaching/clinical/leadership in a preschool or infant toddler classroom setting/hospital/community-based settings.

Education, Teaching Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Practiced, Mastered)
• Planning, Teaching, Assessing, and Reflecting: Plan, teach, assess, and reflect on a sequence of 3-5 lessons in a relevant content area.
• Successful Teaching Experience: Successful experience in teaching in a K-12 classroom setting.
• Demonstration of Content Knowledge and Inquiry: Write a substantive paper that demonstrates content knowledge and an inquiry stance.

Educ Early Childhood Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Practiced, Mastered)
• Demonstration of Content Knowledge and Inquiry: Write a substantive paper or complete a substantive project that demonstrates content knowledge and an inquiry stance.
• Demonstrate critical analysis and adoption of an inquiry stance. (Introduced, Practiced, Mastered)
• Critical Analysis and Assessment: Develop a project that includes critical analysis and assessment, and concludes with further questions.
• Research Project: Develop and administer appropriate assessments for key tasks.

Education, Teaching Program Goals

• Demonstrate critical analysis and adoption of an inquiry stance. (Introduced, Practiced, Mastered)
• Research Project: Develop a research project and report on a research project in a variety of ways.
• Critical Analysis and Assessment: Develop a project that includes critical analysis and assessment, and concludes with further questions.
• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Practiced, Mastered)
• Celebration of Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and celebration of cultural, linguistic and developmental differences.

Educ Early Childhood Program Goals

• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Practiced, Mastered)
• Take an inquiry stance toward, be respectful of, and responsive to Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and responsiveness to cultural, linguistic and developmental differences. Demonstrate a listening stance, be willing to adjust one's personal assumptions and beliefs based on new perspectives.
• Self-awareness and Reflection: Demonstrates development of professional self-awareness and reflection.

Education, Teaching Program Goals

• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Practiced, Mastered)
• Self-awareness and Reflection: Demonstrates development of self-awareness and reflection.

Educ Early Childhood Program Goals

• Demonstrate collaboration and collegiality. (Practiced, Mastered)
• Collaboration in Teaching/Clinical/Leadership: Demonstrate the ability to work together in teaching/clinical work/leadership and advocacy.

Education, Teaching Program Goals

• Demonstrate collaboration and collegiality. (Practiced, Mastered)
• Collaboration in Teaching: Demonstrate the ability to work together in teaching situations.

Program Goals:

Education, Teaching Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
• Demonstration of Content Knowledge and Inquiry: Write a substantive paper that demonstrates content knowledge and an inquiry stance.

Educ Early Childhood Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
• Not applicable for Education TTS program

Education, Teaching Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
• Successful Teaching Experience: Successful experience in teaching in a K-12 classroom setting.

Educ Early Childhood Program Goals

• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced)
• Not applicable for Education TTS program

Education, Teaching Program Goals

• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced)
• Celebration of Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and celebration of cultural, linguistic and developmental differences.

Educ Early Childhood Program Goals

• Demonstrate collaboration and collegiality. (Introduced)
• Not applicable for Education TTS program

Education, Teaching Program Goals

• Demonstrate collaboration and collegiality. (Introduced)
• Collaboration in Teaching: Demonstrate the ability to work together in teaching situations.

Program Goals:

Education, Teaching Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Practiced, Mastered)
• Demonstration of Content Knowledge and Inquiry: Write a substantive paper that demonstrates content knowledge and an inquiry stance.

Educ Early Childhood Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Practiced, Mastered)
• Not applicable for Education TTS program

Education, Teaching Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Practiced, Mastered)
• Successful Teaching Experience: Successful experience in teaching in a K-12 classroom setting.

Educ Early Childhood Program Goals

• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Practiced, Mastered)
• Not applicable for Education TTS program

Education, Teaching Program Goals

• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Practiced, Mastered)
• Celebration of Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and celebration of cultural, linguistic and developmental differences.

Educ Early Childhood Program Goals

• Demonstrate collaboration and collegiality. (Introduced, Practiced)
• Not applicable for Education TTS program

Education, Teaching Program Goals

• Demonstrate collaboration and collegiality. (Introduced, Practiced)
• Collaboration in Teaching: Demonstrate the ability to work together in teaching situations.

Program Goals:

Education, Teaching Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
• Write a substantive paper that demonstrates content knowledge and an inquiry stance.
• Demonstrate critical analysis and adoption of an inquiry stance. (Introduced)
• Develop a project that includes critical analysis and assessment, and concludes with further questions.
• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced)
• Demonstrates development of self-awareness and reflection.

Program Goals:

Education, Teaching Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Practiced, Mastered)
• Write a substantive paper that demonstrates content knowledge and an inquiry stance.
• Successful experience in teaching in a K-12 classroom setting.
• Demonstrate critical analysis and adoption of an inquiry stance. (Practiced)
• Develop a project that includes critical analysis and assessment, and concludes with further questions.
• Develop a research project and report on a research project in a variety of ways.
• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced, Mastered)
• Demonstrate awareness of, sensitivity to, and celebration of cultural, linguistic and developmental differences.
• Demonstrates development of self-awareness and reflection.
• Demonstrate collaboration and collegiality. (Practiced)
• Demonstrate the ability to work together in teaching situations.

Program Goals:

Education, Teaching Program Goals

• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Mastered)
• Students will plan and carryout learning sequences in mathematics for children that illustrate constructivist and developmental principles. This will be demonstrated by successful completion of the Performance Assessment of California Teachers (PACT) in elementary mathematics and achievement of a score of at least 2 out of 4.
• Students will develop and implement an assessment plan for a learning sequence in mathematics for children that illustrate constructivist principles. This will be demonstrated by successful completion of the Performance Assessment of California Teachers (PACT) in elementary mathematics tasks 2, 3, and 5.
• Demonstrate collaboration and collegiality. (Mastered)
• Students will reflect upon the instruction of mathematics to children in such a manner that their knowledge of academic language acquisition by children will be evident. his will be demonstrated by successful completion of the Performance Assessment of California Teachers (PACT) in elementary mathematics tasks 1 - 5.

Program Goals:

Educ Early Childhood Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced)
• Assessment Development and Administration: Develop and administer appropriate assessments for key tasks.

Education, Teaching Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced)
• Successful Teaching Experience Successful experience in teaching in a K-12 classroom setting.
• Demonstration of Content Knowledge and Inquiry: Write a substantive paper that demonstrates content knowledge and an inquiry stance.
• Planning, Teaching, Assessing, and Reflecting Plan, teach, assess, and reflect on a sequence of 3-5 lessons in a relevant content area.

Educ Early Childhood Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced)
• Experience in Teaching/Clinical/Leadership: Successful experience in teaching/clinical/leadership in a preschool or infant toddler classroom setting/hospital/community-based settings.
• Demonstration of Content Knowledge and Inquiry: Write a substantive paper or complete a substantive project that demonstrates content knowledge and an inquiry stance.

Education, Teaching Program Goals

• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced)
• Celebration of Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and celebration of cultural, linguistic and developmental differences.
• Self-awareness and Reflection: Demonstrates development of self-awareness and reflection.

Educ Early Childhood Program Goals

• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced)
• Take an inquiry stance toward, be respectful of, and responsive to Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and responsiveness to cultural, linguistic and developmental differences. Demonstrate a listening stance, be willing to adjust one's personal assumptions and beliefs based on new perspectives.
• Self-awareness and Reflection: Demonstrates development of professional self-awareness and reflection.

Education, Teaching Program Goals

• Demonstrate collaboration and collegiality. (Introduced)
• Collaboration in Teaching: Demonstrate the ability to work together in teaching situations.

Educ Early Childhood Program Goals

• Demonstrate collaboration and collegiality. (Introduced)
• Collaboration in Teaching/Clinical/Leadership: Demonstrate the ability to work together in teaching/clinical work/leadership and advocacy.

Program Goals:

Educ Early Childhood Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced, Mastered)
• Experience in Teaching/Clinical/Leadership: Successful experience in teaching/clinical/leadership in a preschool or infant toddler classroom setting/hospital/community-based settings.
• Demonstration of Content Knowledge and Inquiry: Write a substantive paper or complete a substantive project that demonstrates content knowledge and an inquiry stance.

Education, Teaching Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced, Mastered)
• Demonstration of Content Knowledge and Inquiry: Write a substantive paper that demonstrates content knowledge and an inquiry stance.
• Planning, Teaching, Assessing, and Reflecting: Plan, teach, assess, and reflect on a sequence of 3-5 lessons in a relevant content area.
• Successful Teaching Experience: Successful experience in teaching in a K-12 classroom setting.

Educ Early Childhood Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced, Mastered)
• Assessment Development and Administration: Develop and administer appropriate assessments for key tasks.
• Demonstrate critical analysis and adoption of an inquiry stance. (Introduced, Practiced)
• Critical Analysis and Assessment: Develop a project that includes critical analysis and assessment, and concludes with further questions.
• Research Project: Develop and administer appropriate assessments for key tasks.

Education, Teaching Program Goals

• Demonstrate critical analysis and adoption of an inquiry stance. (Introduced, Practiced)
• Research Project: Develop a research project and report on a research project in a variety of ways.
• Critical Analysis and Assessment: Develop a project that includes critical analysis and assessment, and concludes with further questions.
• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced, Mastered)
• Self-awareness and Reflection: Demonstrates development of self-awareness and reflection.
• Celebration of Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and celebration of cultural, linguistic and developmental differences.
• Leadership and Advocacy: Demonstrates leadership and an advocacy stance.

Educ Early Childhood Program Goals

• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced, Mastered)
• Leadership and Advocacy: Demonstrates leadership and advocacy stance.
• Take an inquiry stance toward, be respectful of, and responsive to Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and responsiveness to cultural, linguistic and developmental differences. Demonstrate a listening stance, be willing to adjust one's personal assumptions and beliefs based on new perspectives.
• Self-awareness and Reflection: Demonstrates development of professional self-awareness and reflection.

Education, Teaching Program Goals

• Demonstrate collaboration and collegiality. (Introduced, Practiced)
• Collaboration in Teaching: Demonstrate the ability to work together in teaching situations.

Educ Early Childhood Program Goals

• Demonstrate collaboration and collegiality. (Introduced, Practiced)
• Collaboration in Teaching/Clinical/Leadership: Demonstrate the ability to work together in teaching/clinical work/leadership and advocacy.

Program Goals:

Education, Teaching Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
• Successful Teaching Experience: Successful experience in teaching in a K-12 classroom setting.
• Planning, Teaching, Assessing, and Reflecting: Plan, teach, assess, and reflect on a sequence of 3-5 lessons in a relevant content area.

Educ Early Childhood Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
• Not applicable for Education TTS program

Education, Teaching Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
• Demonstration of Content Knowledge and Inquiry: Write a substantive paper that demonstrates content knowledge and an inquiry stance.
• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced)
• Celebration of Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and celebration of cultural, linguistic and developmental differences.

Educ Early Childhood Program Goals

• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced)
• Not applicable for Education TTS program

Education, Teaching Program Goals

• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced)
• Self-awareness and Reflection: Demonstrates development of self-awareness and reflection.

Educ Early Childhood Program Goals

• Demonstrate collaboration and collegiality. (Introduced)
• Not applicable for Education TTS program

Education, Teaching Program Goals

• Demonstrate collaboration and collegiality. (Introduced)
• Collaboration in Teaching: Demonstrate the ability to work together in teaching situations.

Program Goals:

Education, Teaching Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced, Mastered)
• Demonstration of Content Knowledge and Inquiry: Write a substantive paper that demonstrates content knowledge and an inquiry stance.
• Planning, Teaching, Assessing, and Reflecting: Plan, teach, assess, and reflect on a sequence of 3-5 lessons in a relevant content area.

Educ Early Childhood Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced, Mastered)
• Not applicable for Education TTS program

Education, Teaching Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced, Mastered)
• Successful Teaching Experience: Successful experience in teaching in a K-12 classroom setting.

Educ Early Childhood Program Goals

• Demonstrate critical analysis and adoption of an inquiry stance. (Introduced, Practiced)
• Not applicable for Education TTS program

Education, Teaching Program Goals

• Demonstrate critical analysis and adoption of an inquiry stance. (Introduced, Practiced)
• Critical Analysis and Assessment: Develop a project that includes critical analysis and assessment, and concludes with further questions.
• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced, Mastered)
• Celebration of Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and celebration of cultural, linguistic and developmental differences.

Educ Early Childhood Program Goals

• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced, Mastered)
• Not applicable for Education TTS program

Education, Teaching Program Goals

• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced, Mastered)
• Self-awareness and Reflection: Demonstrates development of self-awareness and reflection.

Educ Early Childhood Program Goals

• Demonstrate collaboration and collegiality. (Practiced, Mastered)
• Not applicable for Education TTS program

Education, Teaching Program Goals

• Demonstrate collaboration and collegiality. (Practiced, Mastered)
• Collaboration in Teaching: Demonstrate the ability to work together in teaching situations.

Program Goals:

Education, Teaching Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
• Demonstration of Content Knowledge and Inquiry: Write a substantive paper that demonstrates content knowledge and an inquiry stance.

Educ Early Childhood Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
• Not applicable for Education TTS program

Education, Teaching Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
• Successful Teaching Experience: Successful experience in teaching in a K-12 classroom setting.
• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced)
• Celebration of Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and celebration of cultural, linguistic and developmental differences.

Educ Early Childhood Program Goals

• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced)
• Not applicable for Education TTS program

Education, Teaching Program Goals

• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced)
• Self-awareness and Reflection: Demonstrates development of self-awareness and reflection.

Program Goals:

Educ Early Childhood Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
• Experience in Teaching/Clinical/Leadership: Successful experience in teaching/clinical/leadership in a preschool or infant toddler classroom setting/hospital/community-based settings.

Education, Teaching Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
• Successful Teaching Experience: Successful experience in teaching in a K-12 classroom setting.
• Demonstration of Content Knowledge and Inquiry: Write a substantive paper that demonstrates content knowledge and an inquiry stance.

Educ Early Childhood Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
• Demonstration of Content Knowledge and Inquiry: Write a substantive paper or complete a substantive project that demonstrates content knowledge and an inquiry stance.

Education, Teaching Program Goals

• Demonstrate critical analysis and adoption of an inquiry stance. (Introduced, Practiced)
• Identifying and Describing an Ethical Dilemma: Develop a case that identifies and describes an ethical dilemma in teaching and reveals the analytic steps to reason through the dilemma concluding with a decision for action.

Educ Early Childhood Program Goals

• Demonstrate critical analysis and adoption of an inquiry stance. (Introduced, Practiced)
• Develop a case that identifies and describes an ethical dilemma in teaching and reveals the analytic steps to reason through the dilemma concluding with a decision for action.

Education, Teaching Program Goals

• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced)
• Leadership and Advocacy: Demonstrates leadership and an advocacy stance.
• Self-awareness and Reflection: Demonstrates development of self-awareness and reflection.

Educ Early Childhood Program Goals

• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced)
• Take an inquiry stance toward, be respectful of, and responsive to Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and responsiveness to cultural, linguistic and developmental differences. Demonstrate a listening stance, be willing to adjust one's personal assumptions and beliefs based on new perspectives.
• Self-awareness and Reflection: Demonstrates development of professional self-awareness and reflection.

Education, Teaching Program Goals

• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced)
• Celebration of Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and celebration of cultural, linguistic and developmental differences.

Educ Early Childhood Program Goals

• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced)
• Leadership and Advocacy: Demonstrates leadership and advocacy stance.
• Demonstrate collaboration and collegiality. (Introduced)
• Collaboration in Teaching/Clinical/Leadership: Demonstrate the ability to work together in teaching/clinical work/leadership and advocacy.

Education, Teaching Program Goals

• Demonstrate collaboration and collegiality. (Introduced)
• Collaboration in Teaching: Demonstrate the ability to work together in teaching situations.

Program Goals:

Educ Early Childhood Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced)
• Experience in Teaching/Clinical/Leadership: Successful experience in teaching/clinical/leadership in a preschool or infant toddler classroom setting/hospital/community-based settings.

Education, Teaching Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced)
• Successful Teaching Experience: Successful experience in teaching in a K-12 classroom setting.
• Demonstration of Content Knowledge and Inquiry: Write a substantive paper that demonstrates content knowledge and an inquiry stance.

Educ Early Childhood Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced)
• Demonstration of Content Knowledge and Inquiry: Write a substantive paper or complete a substantive project that demonstrates content knowledge and an inquiry stance.

Education, Teaching Program Goals

• Demonstrate critical analysis and adoption of an inquiry stance. (Introduced, Practiced)
• Develop a case that identifies and describes an ethical dilemma in teaching and reveals the analytic steps to reason through the dilemma concluding with a decision for action.

Educ Early Childhood Program Goals

• Demonstrate critical analysis and adoption of an inquiry stance. (Introduced, Practiced)
• Develop a case that identifies and describes an ethical dilemma in teaching and reveals the analytic steps to reason through the dilemma concluding with a decision for action.

Education, Teaching Program Goals

• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced)
• Leadership and Advocacy: Demonstrates leadership and an advocacy stance.
• Self-awareness and Reflection: Demonstrates development of self-awareness and reflection.

Educ Early Childhood Program Goals

• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced)
• Take an inquiry stance toward, be respectful of, and responsive to Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and responsiveness to cultural, linguistic and developmental differences. Demonstrate a listening stance, be willing to adjust one's personal assumptions and beliefs based on new perspectives.
• Self-awareness and Reflection: Demonstrates development of professional self-awareness and reflection.

Education, Teaching Program Goals

• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced)
• Celebration of Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and celebration of cultural, linguistic and developmental differences.

Educ Early Childhood Program Goals

• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced)
• Leadership and Advocacy: Demonstrates leadership and advocacy stance.
• Demonstrate collaboration and collegiality. (Practiced)
• Collaboration in Teaching/Clinical/Leadership: Demonstrate the ability to work together in teaching/clinical work/leadership and advocacy.

Education, Teaching Program Goals

• Demonstrate collaboration and collegiality. (Practiced)
• Collaboration in Teaching: Demonstrate the ability to work together in teaching situations.

Program Goals:

Educ Early Childhood Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
• Experience in Teaching/Clinical/Leadership: Successful experience in teaching/clinical/leadership in a preschool or infant toddler classroom setting/hospital/community-based settings.

Education, Teaching Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
• Experience in Teaching/Clinical/Leadership Successful experience in teaching/clinical/leadership in a preschool or infant toddler classroom setting/hospital/community-based settings.

Educ Early Childhood Program Goals

• Demonstrate critical analysis and adoption of an inquiry stance. (Introduced)
• Students will complete weekly readings and critically analyze them using a format provided by the professor.

Education, Teaching Program Goals

• Demonstrate critical analysis and adoption of an inquiry stance. (Introduced)
• Identifying and Describing an Ethical Dilemma: Develop a case that identifies and describes an ethical dilemma in teaching and reveals the analytic steps to reason through the dilemma concluding with a decision for action.

Educ Early Childhood Program Goals

• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced, Mastered)
• Leadership and Advocacy: Demonstrates leadership and advocacy stance.

Education, Teaching Program Goals

• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced, Mastered)
• Self-awareness and Reflection: Demonstrates development of self-awareness and reflection.
• Take an inquiry stance toward, be respectful of, and responsive to Cultural, Linguistic and Developmental Differences Demonstrate awareness of, sensitivity to, and responsiveness to cultural, linguistic and developmental differences. Demonstrate a listening stance, be willing to adjust one's personal assumptions and beliefs based on new perspectives.
• Leadership and Advocacy: Demonstrates leadership and an advocacy stance.

Educ Early Childhood Program Goals

• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced, Mastered)
• Take an inquiry stance toward, be respectful of, and responsive to Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and responsiveness to cultural, linguistic and developmental differences. Demonstrate a listening stance, be willing to adjust one's personal assumptions and beliefs based on new perspectives.
• Self-awareness and Reflection: Demonstrates development of professional self-awareness and reflection.

Program Goals:

Education, Teaching Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced)
• Write a substantive paper that demonstrates content knowledge and an inquiry stance.
• Demonstrate critical analysis and adoption of an inquiry stance. (Introduced, Practiced)
• Develop a project that includes critical analysis and assessment, and concludes with further questions.
• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced)
• Demonstrates leadership and an advocacy stance.
• Demonstrates development of self-awareness and reflection.
• Demonstrate awareness of, sensitivity to, and celebration of cultural, linguistic and developmental differences.
• Demonstrate collaboration and collegiality. (Introduced)
• Demonstrate the ability to work together in teaching situations.

Program Goals:

Educ Early Childhood Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
• Assessment Development and Administration: Develop and administer appropriate assessments for key tasks.

Education, Teaching Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
• Successful Teaching Experience Successful experience in teaching in a K-12 classroom setting.
• Demonstration of Content Knowledge and Inquiry: Write a substantive paper that demonstrates content knowledge and an inquiry stance.
• Planning, Teaching, Assessing, and Reflecting Plan, teach, assess, and reflect on a sequence of 3-5 lessons in a relevant content area.

Educ Early Childhood Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
• Experience in Teaching/Clinical/Leadership: Successful experience in teaching/clinical/leadership in a preschool or infant toddler classroom setting/hospital/community-based settings.
• Demonstration of Content Knowledge and Inquiry: Write a substantive paper or complete a substantive project that demonstrates content knowledge and an inquiry stance.

Education, Teaching Program Goals

• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced, Mastered)
• Leadership and Advocacy: Demonstrates leadership and an advocacy stance.
• Celebration of Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and celebration of cultural, linguistic and developmental differences.
• Self-awareness and Reflection: Demonstrates development of self-awareness and reflection.

Educ Early Childhood Program Goals

• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced, Mastered)
• Leadership and Advocacy: Demonstrates leadership and advocacy stance.
• Take an inquiry stance toward, be respectful of, and responsive to Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and responsiveness to cultural, linguistic and developmental differences. Demonstrate a listening stance, be willing to adjust one's personal assumptions and beliefs based on new perspectives.
• Self-awareness and Reflection: Demonstrates development of professional self-awareness and reflection.

Education, Teaching Program Goals

• Demonstrate collaboration and collegiality. (Introduced)
• Collaboration in Teaching: Demonstrate the ability to work together in teaching situations.

Educ Early Childhood Program Goals

• Demonstrate collaboration and collegiality. (Introduced)
• Collaboration in Teaching/Clinical/Leadership: Demonstrate the ability to work together in teaching/clinical work/leadership and advocacy.

Program Goals:

Education, Teaching Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
• Successful Teaching Experience: Successful experience in teaching in a K-12 classroom setting.
• Demonstration of Content Knowledge and Inquiry: Write a substantive paper that demonstrates content knowledge and an inquiry stance.

Educ Early Childhood Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
• Not applicable for Education TTS program

Education, Teaching Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
• Planning, Teaching, Assessing, and Reflecting: Plan, teach, assess, and reflect on a sequence of 3-5 lessons in a relevant content area.
• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced, Mastered)
• Self-awareness and Reflection: Demonstrates development of self-awareness and reflection.

Educ Early Childhood Program Goals

• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced, Mastered)
• Not applicable for Education TTS program

Education, Teaching Program Goals

• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced, Mastered)
• Celebration of Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and celebration of cultural, linguistic and developmental differences.

Program Goals:

Education, Teaching Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced)
• Planning, Teaching, Assessing, and Reflecting: Plan, teach, assess, and reflect on a sequence of 3-5 lessons in a relevant content area.

Educ Early Childhood Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced)
• Demonstration of Content Knowledge and Inquiry: Write a substantive paper or complete a substantive project that demonstrates content knowledge and an inquiry stance.

Education, Teaching Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced)
• Demonstration of Content Knowledge and Inquiry: Write a substantive paper that demonstrates content knowledge and an inquiry stance.
• Successful Teaching Experience: Successful experience in teaching in a K-12 classroom setting.
• Demonstrate critical analysis and adoption of an inquiry stance. (Introduced)
• Identifying and Describing an Ethical Dilemma: Develop a case that identifies and describes an ethical dilemma in teaching and reveals the analytic steps to reason through the dilemma concluding with a decision for action:

Educ Early Childhood Program Goals

• Demonstrate critical analysis and adoption of an inquiry stance. (Introduced)
• Identifying and Describing an Ethical Dilemma: Develop a case that identifies and describes an ethical dilemma in teaching and reveals the analytic steps to reason through the dilemma concluding with a decision for action:
• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced)
• Self-awareness and Reflection: Demonstrates development of professional self-awareness and reflection.

Education, Teaching Program Goals

• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced)
• Leadership and Advocacy: Demonstrates leadership and an advocacy stance.
• Self-awareness and Reflection: Demonstrates development of self-awareness and reflection.
• Celebration of Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and celebration of cultural, linguistic and developmental differences.

Educ Early Childhood Program Goals

• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced)
• Leadership and Advocacy: Demonstrates leadership and advocacy stance.
• Take an inquiry stance toward, be respectful of, and responsive to Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and responsiveness to cultural, linguistic and developmental differences. Demonstrate a listening stance, be willing to adjust one's personal assumptions and beliefs based on new perspectives.
• Demonstrate collaboration and collegiality. (Introduced, Practiced)
• Collaboration in Teaching/Clinical/Leadership: Demonstrate the ability to work together in teaching/clinical work/leadership and advocacy.

Education, Teaching Program Goals

• Demonstrate collaboration and collegiality. (Introduced, Practiced)
• Collaboration in Teaching: Demonstrate the ability to work together in teaching situations.

Program Goals:

Education, Teaching Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced, Mastered)
• Planning, Teaching, Assessing, and Reflecting: Plan, teach, assess, and reflect on a sequence of 3-5 lessons in a relevant content area.

Educ Early Childhood Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced, Mastered)
• Demonstration of Content Knowledge and Inquiry: Write a substantive paper or complete a substantive project that demonstrates content knowledge and an inquiry stance.

Education, Teaching Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced, Mastered)
• Demonstration of Content Knowledge and Inquiry: Write a substantive paper that demonstrates content knowledge and an inquiry stance.
• Successful Teaching Experience: Successful experience in teaching in a K-12 classroom setting.
• Demonstrate critical analysis and adoption of an inquiry stance. (Introduced)
• Identifying and Describing an Ethical Dilemma: Develop a case that identifies and describes an ethical dilemma in teaching and reveals the analytic steps to reason through the dilemma concluding with a decision for action.

Educ Early Childhood Program Goals

• Demonstrate critical analysis and adoption of an inquiry stance. (Introduced)
• Take an inquiry stance toward, be respectful of, and responsive to Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and responsiveness to cultural, linguistic and developmental differences. Demonstrate a listening stance, be willing to adjust one's personal assumptions and beliefs based on new perspectives.
• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced)
• Self-awareness and Reflection: Demonstrates development of professional self-awareness and reflection.

Education, Teaching Program Goals

• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Practiced, Mastered)
• Leadership and Advocacy: Demonstrates leadership and an advocacy stance.
• Self-awareness and Reflection: Demonstrates development of self-awareness and reflection.
• Celebration of Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and celebration of cultural, linguistic and developmental differences.

Educ Early Childhood Program Goals

• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced)
• Leadership and Advocacy: Demonstrates leadership and advocacy stance.
• Take an inquiry stance toward, be respectful of, and responsive to Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and responsiveness to cultural, linguistic and developmental differences. Demonstrate a listening stance, be willing to adjust one's personal assumptions and beliefs based on new perspectives.
• Demonstrate collaboration and collegiality. (Introduced, Practiced)
• Collaboration in Teaching/Clinical/Leadership: Demonstrate the ability to work together in teaching/clinical work/leadership and advocacy.

Education, Teaching Program Goals

• Demonstrate collaboration and collegiality. (Practiced, Mastered)
• Collaboration in Teaching: Demonstrate the ability to work together in teaching situations.

Program Goals:

Educ Early Childhood Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced)
• Assessment Development and Administration: Develop and administer appropriate assessments for key tasks.

Education, Teaching Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
• Successful Teaching Experience: Successful experience in teaching in a K-12 classroom setting.
• Demonstration of Content Knowledge and Inquiry: Write a substantive paper that demonstrates content knowledge and an inquiry stance.
• Planning, Teaching, Assessing, and Reflecting: Plan, teach, assess, and reflect on a sequence of 3-5 lessons in a relevant content area.

Educ Early Childhood Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced)
• Demonstration of Content Knowledge and Inquiry: Write a substantive paper or complete a substantive project that demonstrates content knowledge and an inquiry stance.
• Experience in Teaching/Clinical/Leadership: Successful experience in teaching/clinical/leadership in a preschool or infant toddler classroom setting/hospital/community-based settings.

Education, Teaching Program Goals

• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced)
• Self-awareness and Reflection: Demonstrates development of self-awareness and reflection.
• Celebration of Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and celebration of cultural, linguistic and developmental differences.

Educ Early Childhood Program Goals

• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced)
• Take an inquiry stance toward, be respectful of, and responsive to Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and responsiveness to cultural, linguistic and developmental differences. Demonstrate a listening stance, be willing to adjust one's personal assumptions and beliefs based on new perspectives.
• Self-awareness and Reflection: Demonstrates development of professional self-awareness and reflection.

Program Goals:

Education, Teaching Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
• Write a substantive paper that demonstrates content knowledge and an inquiry stance.
• Successful experience in teaching in a K-12 classroom setting.
• Plan, teach, assess, and reflect on a sequence of 3-5 lessons in a relevant content area.
• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced)
• Demonstrate awareness of, sensitivity to, and celebration of cultural, linguistic and developmental differences.
• Demonstrates development of self-awareness and reflection.

Program Goals:

Education, Teaching Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced, Mastered)
• Write a substantive paper that demonstrates content knowledge and an inquiry stance.
• Successful experience in teaching in a K-12 classroom setting.
• Plan, teach, assess, and reflect on a sequence of 3-5 lessons in a relevant content area.
• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced)
• Demonstrate awareness of, sensitivity to, and celebration of cultural, linguistic and developmental differences.
• Demonstrates development of self-awareness and reflection.

Program Goals:

Educ Early Childhood Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced, Mastered)
• Experience in Teaching/Clinical/Leadership: Successful experience in teaching/clinical/leadership in a preschool or infant toddler classroom setting/hospital/community-based settings.

Education, Teaching Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced, Mastered)
• Successful Teaching Experience Successful experience in teaching in a K-12 classroom setting.
• Demonstration of Content Knowledge and Inquiry: Write a substantive paper that demonstrates content knowledge and an inquiry stance.

Educ Early Childhood Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced, Mastered)
• Assessment Development and Administration: Develop and administer appropriate assessments for key tasks.

Education, Teaching Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced, Mastered)
• Planning, Teaching, Assessing, and Reflecting: Plan, teach, assess, and reflect on a sequence of 3-5 lessons in a relevant content area.

Educ Early Childhood Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced, Mastered)
• Demonstration of Content Knowledge and Inquiry: Write a substantive paper or complete a substantive project that demonstrates content knowledge and an inquiry stance.
• Demonstrate critical analysis and adoption of an inquiry stance. (Introduced, Practiced, Mastered)
• Critical Analysis and Assessment: Develop a project that includes critical analysis and assessment, and concludes with further questions.
• Research Project: Develop and administer appropriate assessments for key tasks.

Education, Teaching Program Goals

• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced)
• Self-awareness and Reflection: Demonstrates development of self-awareness and reflection.
• Celebration of Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and celebration of cultural, linguistic and developmental differences.

Educ Early Childhood Program Goals

• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced)
• Take an inquiry stance toward, be respectful of, and responsive to Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and responsiveness to cultural, linguistic and developmental differences. Demonstrate a listening stance, be willing to adjust one's personal assumptions and beliefs based on new perspectives.
• Self-awareness and Reflection: Demonstrates development of professional self-awareness and reflection.

Program Goals:

Education, Teaching Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced)
• Planning, Teaching, Assessing, and Reflecting: Plan, teach, assess, and reflect on a sequence of 3-5 lessons in a relevant content area.
• Successful Teaching Experience: Successful experience in teaching in a K-12 classroom setting.

Educ Early Childhood Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced)
• N/A for single subject TTS students

Education, Teaching Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced)
• Demonstration of Content Knowledge and Inquiry: Write a substantive paper that demonstrates content knowledge and an inquiry stance.

Educ Early Childhood Program Goals

• Demonstrate critical analysis and adoption of an inquiry stance. (Introduced)
• N/A for single subject TTS students

Education, Teaching Program Goals

• Demonstrate critical analysis and adoption of an inquiry stance. (Introduced)
• Identifying and Describing an Ethical Dilemma: Develop a case that identifies and describes an ethical dilemma in teaching and reveals the analytic steps to reason through the dilemma concluding with a decision for action.
• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced)
• Self-awareness and Reflection: Demonstrates development of self-awareness and reflection.

Educ Early Childhood Program Goals

• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced)
• N/A for single subject TTS students

Education, Teaching Program Goals

• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced)
• Celebration of Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and celebration of cultural, linguistic and developmental differences.

Program Goals:

Education, Teaching Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced, Mastered)
• Demonstration of Content Knowledge and Inquiry: Write a substantive paper that demonstrates content knowledge and an inquiry stance.

Educ Early Childhood Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced, Mastered)
• N/A for single subject TTS students

Education, Teaching Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced, Mastered)
• Planning, Teaching, Assessing, and Reflecting: Plan, teach, assess, and reflect on a sequence of 3-5 lessons in a relevant content area.
• Successful Teaching Experience: Successful experience in teaching in a K-12 classroom setting.
• Demonstrate critical analysis and adoption of an inquiry stance. (Introduced)
• Research Project: Develop a research project and report on a research project in a variety of ways.

Educ Early Childhood Program Goals

• Demonstrate critical analysis and adoption of an inquiry stance. (Introduced)
• N/A for single subject TTS students

Education, Teaching Program Goals

• Demonstrate critical analysis and adoption of an inquiry stance. (Introduced)
• Identifying and Describing an Ethical Dilemma: Develop a case that identifies and describes an ethical dilemma in teaching and reveals the analytic steps to reason through the dilemma concluding with a decision for action.
• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced, Mastered)
• Leadership and Advocacy: Demonstrates leadership and an advocacy stance.
• Celebration of Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and celebration of cultural, linguistic and developmental differences.

Educ Early Childhood Program Goals

• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced, Mastered)
• N/A for single subject TTS students

Education, Teaching Program Goals

• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced, Mastered)
• Self-awareness and Reflection: Demonstrates development of self-awareness and reflection.
• Demonstrate collaboration and collegiality. (Introduced, Practiced, Mastered)
• Collaboration in Teaching: Demonstrate the ability to work together in teaching situations.

Educ Early Childhood Program Goals

• Demonstrate collaboration and collegiality. (Introduced, Practiced, Mastered)
• N/A for single subject TTS students

Education, Teaching Program Goals

• Demonstrate collaboration and collegiality. (Introduced, Practiced, Mastered)
• Collaboration in Research: Demonstrate the ability to work together in a research situation.

Program Goals:

Education, Teaching Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
• Successful Teaching Experience: Successful experience in teaching in a K-12 classroom setting.
• Demonstration of Content Knowledge and Inquiry: Write a substantive paper that demonstrates content knowledge and an inquiry stance.

Educ Early Childhood Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
• N/A for single subject TTS students

Education, Teaching Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
• Planning, Teaching, Assessing, and Reflecting: Plan, teach, assess, and reflect on a sequence of 3-5 lessons in a relevant content area.
• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced)
• Self-awareness and Reflection: Demonstrates development of self-awareness and reflection.

Educ Early Childhood Program Goals

• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced)
• N/A for single subject TTS students

Education, Teaching Program Goals

• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced)
• Celebration of Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and celebration of cultural, linguistic and developmental differences.

Program Goals:

Education, Teaching Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Mastered)
• Write a substantive paper that demonstrates content knowledge and an inquiry stance.
• Demonstrate critical analysis and adoption of an inquiry stance. (Practiced)
• Develop a project that includes critical analysis and assessment, and concludes with further questions.
• Develop a research project and report on a research project in a variety of ways.
• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced, Mastered)
• Demonstrate awareness of, sensitivity to, and celebration of cultural, linguistic and developmental differences.
• Demonstrates development of self-awareness and reflection.
• Demonstrates leadership and an advocacy stance.
• Demonstrate collaboration and collegiality. (Introduced)
• Demonstrate the ability to work together in a research situation.

Program Goals:

Education, Teaching Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced, Mastered)
• Write a substantive paper that demonstrates content knowledge and an inquiry stance. Paper must be written in Spanish.
• Demonstrate critical analysis and adoption of an inquiry stance. (Practiced)
• Develop a research project and report on a research project in a variety of ways. Report must be in Spanish.
• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Practiced, Mastered)
• Demonstrates development of self-awareness and reflection.
• Demonstrate awareness of, sensitivity to, and celebration of cultural, linguistic and developmental differences.
• Demonstrates leadership and an advocacy stance.
• Demonstrate collaboration and collegiality. (Introduced, Practiced)
• Demonstrate the ability to work together in teaching situations that are in a Spanish bilingual classroom.
• Demonstrate the ability to work together in a research situation.

Program Goals:

Education, Teaching Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced, Mastered)
• Successful experience in teaching in a K-12 classroom setting.
• Plan, teach, assess, and reflect on a sequence of 3-5 lessons in a relevant content area.
• Demonstrate critical analysis and adoption of an inquiry stance. (Practiced)
• Develop a project that includes critical analysis and assessment, and concludes with further questions.
• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Practiced, Mastered)
• Demonstrates development of self-awareness and reflection.
• Demonstrate awareness of, sensitivity to, and celebration of cultural, linguistic and developmental differences.
• Demonstrate collaboration and collegiality. (Practiced)
• Demonstrate the ability to work together in teaching situations.

Program Goals:

Education, Teaching Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced)
• Successful Teaching Experience: Successful experience in teaching in a K-12 classroom setting.

Educ Early Childhood Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced)
• Students will be given readings and assignments that will require them to demonstrate content knowledge.

Education, Teaching Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced)
• Planning, Teaching, Assessing, and Reflecting: Plan, teach, assess, and reflect on a sequence of 3-5 lessons in a relevant content area.
• Demonstration of Content Knowledge and Inquiry: Write a substantive paper that demonstrates content knowledge and an inquiry stance.

Educ Early Childhood Program Goals

• Demonstrate collaboration and collegiality. (Introduced)
• Students will be given multiple, in class, project based assignments that they will complete together.

Education, Teaching Program Goals

• Demonstrate collaboration and collegiality. (Introduced)
• Collaboration in Teaching: Demonstrate the ability to work together in teaching situations.

Program Goals:

Educ Early Childhood Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced)

Education, Teaching Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced)
• Successful Teaching Experience: Successful experience in teaching in a K-12 classroom setting.
• Planning, Teaching, Assessing, and Reflecting: Plan, teach, assess, and reflect on a sequence of 3-5 lessons in a relevant content area.
• Demonstration of Content Knowledge and Inquiry: Write a substantive paper that demonstrates content knowledge and an inquiry stance.
• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced)
• Leadership and Advocacy: Demonstrates leadership and an advocacy stance.
• Celebration of Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and celebration of cultural, linguistic and developmental differences.

Educ Early Childhood Program Goals

• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced)

Education, Teaching Program Goals

• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced)
• Self-awareness and Reflection: Demonstrates development of self-awareness and reflection.

Educ Early Childhood Program Goals

• Demonstrate collaboration and collegiality. (Introduced, Practiced)

Education, Teaching Program Goals

• Demonstrate collaboration and collegiality. (Introduced, Practiced)
• Collaboration in Teaching: Demonstrate the ability to work together in teaching situations.

Program Goals:

Prelim Admin Service Cred Prep Program Goals

• Develop a thoughtful, reflective model of leadership in which candidates use a variety of research tools, apply inquiry methods and change theory appropriately to strategic planning, implementation and assessment. (Mastered)

Educ Early Childhood Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Practiced)
• Students complete readings, participate in class discussions and do presentaitons in class in order to support their developing knowledge and skills required for leadership.

Educational Leadership Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced, Mastered)
• Familiarity with Major Theorists: Develop some familiarity with the work of major theorists in the content areas covered.
• Exposure to Role of Educators in Society: Be exposed to the role of teachers/educators in society.
• Analysis: Exhibit an ability to analyze features, benefits and constraints of historical and current theory.
• Demonstrate critical analysis and the adoption of an inquiry stance. (Introduced, Practiced, Mastered)
• Evidence: Support ideas with evidence and structured arguments.

Prelim Admin Service Cred Prep Program Goals

• Foster a collaborative model of leadership that values inclusivenesss, collaboration, information testing and sharing, diversity of representation, consensus building, conflict resolution, as well as more traditional models of leadership. (Practiced)

Educational Leadership Program Goals

• Demonstrate critical analysis and the adoption of an inquiry stance. (Introduced, Practiced, Mastered)
• Communication: Communicate ideas about topics and issues in clear, understandable ways.
• Mission, Vision and Purpose: Reflect on, and are able to articulate, their own sense of mission, vision, purpose as teachers/leaders.
• Analysis and Position Development: Analyze assigned readings and develop positions based upon new understandings.

Educ Early Childhood Program Goals

• Demonstrate critical analysis and adoption of an inquiry stance. (Practiced)
• Students participate actively in class by coming to class on time with all work completed.
• Students particpate in class discussions in which they demonstrate their ability to summarize and synthesize, showing relationships between reading and the discussion.

Educational Leadership Program Goals

• Demonstrate critical analysis and the adoption of an inquiry stance. (Introduced, Practiced, Mastered)
• Examining Relationships: Use direct observation, personal reflection, and case discussions to examine the relationship among theories and practice.

Educ Early Childhood Program Goals

• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Practiced)
• Students complete a reflective paper that synthesizes readings and discussions on student disabilities.
• Students complete a reflective paper that articulates their leadership theory and philosophy.

Prelim Admin Service Cred Prep Program Goals

• Develop a model of leadership grounded in theory that will enable them to meet the demands they will inevitably confront as a leader. (Mastered)

Educational Leadership Program Goals

• Demonstrate a disposition toward equity-based leadership and positive educational change. (Practiced, Mastered)
• Exploring Controversy and Dissention: Willingness to explore controversial or dissenting ideas and theories.
• Equity in Leadership: Focus attention on equity issues and prioritize equity in leadership decision-making.
• Demonstrate collaborative leadership and collegiality. (Mastered)
• Engaging Multiple Constituencies: Engagement with multiple constituencies in planning and decision-making.
• Engaging Multiple Perspectives: Willingness to engage multiple perspectives on issues and decision-making.
• Attentive Listening: Careful, attentive listening to colleagues.

Educ Early Childhood Program Goals

• Demonstrate collaboration and collegiality. (Practiced)
• Students complete group work projects and are expected to facilitate discussions in groups. Such facilitation includes actions such as asking clarifying questions, summarizing, synthesizing, showing relationships between reading and discussions, providing examples, helping include everyone in the conversation, and staying focused and on task.

Program Goals:

Educ Early Childhood Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Practiced)
• Students will be able to explain the differences between various theoretical perspectives and identify how such theories translate to action.

Prelim Admin Service Cred Prep Program Goals

• Develop a thoughtful, reflective model of leadership in which candidates use a variety of research tools, apply inquiry methods and change theory appropriately to strategic planning, implementation and assessment. (Practiced)

Educational Leadership Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced)
• Exposure to Role of Educators in Society: Be exposed to the role of teachers/educators in society.
• Analysis: Exhibit an ability to analyze features, benefits and constraints of historical and current theory.
• Familiarity with Major Theorists: Develop some familiarity with the work of major theorists in the content areas covered.
• Demonstrate critical analysis and the adoption of an inquiry stance. (Introduced, Practiced, Mastered)
• Communication: Communicate ideas about topics and issues in clear, understandable ways.
• Evidence: Support ideas with evidence and structured arguments.

Prelim Admin Service Cred Prep Program Goals

• Foster a collaborative model of leadership that values inclusivenesss, collaboration, information testing and sharing, diversity of representation, consensus building, conflict resolution, as well as more traditional models of leadership. (Mastered)

Educational Leadership Program Goals

• Demonstrate critical analysis and the adoption of an inquiry stance. (Introduced, Practiced, Mastered)
• Mission, Vision and Purpose: Reflect on, and are able to articulate, their own sense of mission, vision, purpose as teachers/leaders.
• Analysis and Position Development: Analyze assigned readings and develop positions based upon new understandings.

Educ Early Childhood Program Goals

• Demonstrate critical analysis and adoption of an inquiry stance. (Practiced)
• Students will exercise careful, attentive listening to colleagues.
• Students will participate actively in class, being in class on time with all work completed and assignments prepared.
• Students will participate in discussions, including the facilitation of the discusion process and the participation of others, including actions such as asking clarifying questions, summarizing, synthesizing, showing relationships between the rereading and the discussion, providing examples, help to include everyone in the conversation, staying focused and on task.

Educational Leadership Program Goals

• Demonstrate critical analysis and the adoption of an inquiry stance. (Introduced, Practiced, Mastered)
• Examining Relationships: Use direct observation, personal reflection, and case discussions to examine the relationship among theories and practice.

Educ Early Childhood Program Goals

• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Practiced)
• Students will analyze readings, develop positions and reflect on what the implications of the readings are for policy, practice, and themselves.

Prelim Admin Service Cred Prep Program Goals

• Develop a model of leadership grounded in theory that will enable them to meet the demands they will inevitably confront as a leader. (Introduced)

Educational Leadership Program Goals

• Demonstrate a disposition toward equity-based leadership and positive educational change. (Introduced, Practiced, Mastered)
• Exploring Controversy and Dissention: Willingness to explore controversial or dissenting ideas and theories.
• Equity in Leadership: Focus attention on equity issues and prioritize equity in leadership decision-making.
• Demonstrate collaborative leadership and collegiality. (Introduced, Practiced, Mastered)
• Engaging Multiple Constituencies: Engagement with multiple constituencies in planning and decision-making.
• Engaging Multiple Perspectives: Willingness to engage multiple perspectives on issues and decision-making.
• Attentive Listening: Careful, attentive listening to colleagues.

Educ Early Childhood Program Goals

• Demonstrate collaboration and collegiality. (Practiced)
• Students will work together in groups to synthesize information from readings or brainstorm ideas for problem solving.

Program Goals:

Educational Leadership Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Practiced, Mastered)
• Students will read theory informing evidence-based assessment and intervention for traumatized children and youth.
• Develop some familiarity with the work of major theorists in the content areas covered.
• Exhibit an ability to analyze features, benefits and constraints of historical and current theory.
• Demonstrate critical analysis and the adoption of an inquiry stance. (Practiced)
• Use direct observation, personal reflection, and case discussions to examine the relationship among theories and practice.
• Support ideas with evidence and structured arguments.
• Communicate ideas about topics and issues in clear, understandable ways.
• Students will develop plans of action for implementing trauma-informed professional development at their schools.
• Analyze assigned readings and develop positions based upon new understandings.
• Demonstrate a disposition toward equity-based leadership and positive educational change. (Practiced, Mastered)
• Willingness to explore controversial or dissenting ideas and theories.
• Focus attention on equity issues and prioritize equity in leadership decision-making.
• Demonstrate collaborative leadership and collegiality. (Mastered)
• Willingness to engage multiple perspectives on issues and decision-making.
• Engagement with multiple constituencies in planning and decision-making.
• Careful, attentive listening to colleagues.

Program Goals:

Prelim Admin Service Cred Prep Program Goals

• Develop a thoughtful, reflective model of leadership in which candidates use a variety of research tools, apply inquiry methods and change theory appropriately to strategic planning, implementation and assessment. (Introduced)
• Students will reflect on weekly readings and share thoughtfully in class.

Educational Leadership Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced)
• Exposure to Role of Educators in Society: Be exposed to the role of teachers/educators in society.
• Analysis: Exhibit an ability to analyze features, benefits and constraints of historical and current theory.
• Familiarity with Major Theorists: Develop some familiarity with the work of major theorists in the content areas covered.
• Demonstrate critical analysis and the adoption of an inquiry stance. (Practiced, Mastered)
• Communication: Communicate ideas about topics and issues in clear, understandable ways.

Prelim Admin Service Cred Prep Program Goals

• Foster a collaborative model of leadership that values inclusivenesss, collaboration, information testing and sharing, diversity of representation, consensus building, conflict resolution, as well as more traditional models of leadership. (Practiced)
• Students will do an analysis of a school budget will will be shared in a whole class presentation. In order to prepare the presentations students will collaborate with each other, providing feedback and helping each other.

Educational Leadership Program Goals

• Demonstrate critical analysis and the adoption of an inquiry stance. (Practiced, Mastered)
• Evidence: Support ideas with evidence and structured arguments.
• Mission, Vision and Purpose: Reflect on, and are able to articulate, their own sense of mission, vision, purpose as teachers/leaders.
• Examining Relationships: Use direct observation, personal reflection, and case discussions to examine the relationship among theories and practice.
• Analysis and Position Development: Analyze assigned readings and develop positions based upon new understandings.
• Demonstrate a disposition toward equity-based leadership and positive educational change. (Practiced, Mastered)
• Exploring Controversy and Dissention: Willingness to explore controversial or dissenting ideas and theories.

Prelim Admin Service Cred Prep Program Goals

• Develop a model of leadership grounded in theory that will enable them to meet the demands they will inevitably confront as a leader. (Mastered)
• Students will practice community based models of leadership in learning to build a budget plan with the involement of all stakeholders.

Educational Leadership Program Goals

• Demonstrate a disposition toward equity-based leadership and positive educational change. (Practiced, Mastered)
• Equity in Leadership: Focus attention on equity issues and prioritize equity in leadership decision-making.
• Demonstrate collaborative leadership and collegiality. (Mastered)
• Attentive Listening: Careful, attentive listening to colleagues.

Educ Leadershp Early Childhood Program Goals

• Students will develop a nuanced understanding of the current early care and education system which includes knowledge about the policies, goals, funding, infrastructure, and politics related to the wide range of services serving children and their families. (Practiced)
• Students will study the processes by which financial decisions are made by local entities, with special emphasis on the roles of administrators in the budgeting process. Students will be able to demonstrate an understanding of, and competencies pertinent to, the school leader's role in building, maintaining and managing a budget to further the vision, goals and philosphy of the site, district or organization.

Educational Leadership Program Goals

• Demonstrate collaborative leadership and collegiality. (Mastered)
• Engaging Multiple Constituencies: Engagement with multiple constituencies in planning and decision-making.
• Engaging Multiple Perspectives: Willingness to engage multiple perspectives on issues and decision-making.

Program Goals:

Prelim Admin Service Cred Prep Program Goals

• Develop a thoughtful, reflective model of leadership in which candidates use a variety of research tools, apply inquiry methods and change theory appropriately to strategic planning, implementation and assessment. (Practiced)

Educational Leadership Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced, Mastered)
• Exposure to Role of Educators in Society: Be exposed to the role of teachers/educators in society.
• Analysis: Exhibit an ability to analyze features, benefits and constraints of historical and current theory.
• Familiarity with Major Theorists: Develop some familiarity with the work of major theorists in the content areas covered.
• Demonstrate critical analysis and the adoption of an inquiry stance. (Practiced)
• Mission, Vision and Purpose: Reflect on, and are able to articulate, their own sense of mission, vision, purpose as teachers/leaders.

Prelim Admin Service Cred Prep Program Goals

• Foster a collaborative model of leadership that values inclusivenesss, collaboration, information testing and sharing, diversity of representation, consensus building, conflict resolution, as well as more traditional models of leadership. (Practiced)

Educational Leadership Program Goals

• Demonstrate critical analysis and the adoption of an inquiry stance. (Practiced)
• Evidence: Support ideas with evidence and structured arguments.
• Communication: Communicate ideas about topics and issues in clear, understandable ways.
• Examining Relationships: Use direct observation, personal reflection, and case discussions to examine the relationship among theories and practice.
• Analysis and Position Development: Analyze assigned readings and develop positions based upon new understandings.
• Demonstrate a disposition toward equity-based leadership and positive educational change. (Practiced)
• Exploring Controversy and Dissention: Willingness to explore controversial or dissenting ideas and theories.

Prelim Admin Service Cred Prep Program Goals

• Develop a model of leadership grounded in theory that will enable them to meet the demands they will inevitably confront as a leader. (Introduced)

Educational Leadership Program Goals

• Demonstrate a disposition toward equity-based leadership and positive educational change. (Practiced)
• Equity in Leadership: Focus attention on equity issues and prioritize equity in leadership decision-making.
• Demonstrate collaborative leadership and collegiality. (Practiced, Mastered)
• Engaging Multiple Constituencies: Engagement with multiple constituencies in planning and decision-making.
• Engaging Multiple Perspectives: Willingness to engage multiple perspectives on issues and decision-making.
• Attentive Listening: Careful, attentive listening to colleagues.

Program Goals:

Prelim Admin Service Cred Prep Program Goals

• Develop a thoughtful, reflective model of leadership in which candidates use a variety of research tools, apply inquiry methods and change theory appropriately to strategic planning, implementation and assessment. (Introduced)

Educational Leadership Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced)
• Exposure to Role of Educators in Society: Be exposed to the role of teachers/educators in society.
• Analysis: Exhibit an ability to analyze features, benefits and constraints of historical and current theory.
• Familiarity with Major Theorists: Develop some familiarity with the work of major theorists in the content areas covered.
• Demonstrate critical analysis and the adoption of an inquiry stance. (Practiced)
• Mission, Vision and Purpose: Reflect on, and are able to articulate, their own sense of mission, vision, purpose as teachers/leaders.

Prelim Admin Service Cred Prep Program Goals

• Foster a collaborative model of leadership that values inclusivenesss, collaboration, information testing and sharing, diversity of representation, consensus building, conflict resolution, as well as more traditional models of leadership. (Practiced)

Educational Leadership Program Goals

• Demonstrate critical analysis and the adoption of an inquiry stance. (Practiced)
• Evidence: Support ideas with evidence and structured arguments.
• Communication: Communicate ideas about topics and issues in clear, understandable ways.
• Examining Relationships: Use direct observation, personal reflection, and case discussions to examine the relationship among theories and practice.
• Analysis and Position Development: Analyze assigned readings and develop positions based upon new understandings.
• Demonstrate a disposition toward equity-based leadership and positive educational change. (Practiced)
• Exploring Controversy and Dissention: Willingness to explore controversial or dissenting ideas and theories.

Prelim Admin Service Cred Prep Program Goals

• Develop a model of leadership grounded in theory that will enable them to meet the demands they will inevitably confront as a leader. (Practiced)

Educational Leadership Program Goals

• Demonstrate a disposition toward equity-based leadership and positive educational change. (Practiced)
• Equity in Leadership: Focus attention on equity issues and prioritize equity in leadership decision-making.
• Demonstrate collaborative leadership and collegiality. (Practiced)
• Engaging Multiple Constituencies: Engagement with multiple constituencies in planning and decision-making.
• Engaging Multiple Perspectives: Willingness to engage multiple perspectives on issues and decision-making.
• Attentive Listening: Careful, attentive listening to colleagues.

Program Goals:

Prelim Admin Service Cred Prep Program Goals

• Develop a thoughtful, reflective model of leadership in which candidates use a variety of research tools, apply inquiry methods and change theory appropriately to strategic planning, implementation and assessment. (Practiced)

Educational Leadership Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
• Exposure to Role of Educators in Society: Be exposed to the role of teachers/educators in society.
• Analysis: Exhibit an ability to analyze features, benefits and constraints of historical and current theory.
• Familiarity with Major Theorists: Develop some familiarity with the work of major theorists in the content areas covered.
• Demonstrate critical analysis and the adoption of an inquiry stance. (Practiced)
• Mission, Vision and Purpose: Reflect on, and are able to articulate, their own sense of mission, vision, purpose as teachers/leaders.

Prelim Admin Service Cred Prep Program Goals

• Foster a collaborative model of leadership that values inclusivenesss, collaboration, information testing and sharing, diversity of representation, consensus building, conflict resolution, as well as more traditional models of leadership. (Mastered)

Educational Leadership Program Goals

• Demonstrate critical analysis and the adoption of an inquiry stance. (Practiced)
• Evidence: Support ideas with evidence and structured arguments.
• Communication: Communicate ideas about topics and issues in clear, understandable ways.
• Examining Relationships: Use direct observation, personal reflection, and case discussions to examine the relationship among theories and practice.
• Analysis and Position Development: Analyze assigned readings and develop positions based upon new understandings.
• Demonstrate a disposition toward equity-based leadership and positive educational change. (Practiced)
• Exploring Controversy and Dissention: Willingness to explore controversial or dissenting ideas and theories.

Prelim Admin Service Cred Prep Program Goals

• Develop a model of leadership grounded in theory that will enable them to meet the demands they will inevitably confront as a leader. (Mastered)

Educational Leadership Program Goals

• Demonstrate a disposition toward equity-based leadership and positive educational change. (Practiced)
• Equity in Leadership: Focus attention on equity issues and prioritize equity in leadership decision-making.
• Demonstrate collaborative leadership and collegiality. (Practiced)
• Engaging Multiple Constituencies: Engagement with multiple constituencies in planning and decision-making.
• Engaging Multiple Perspectives: Willingness to engage multiple perspectives on issues and decision-making.
• Attentive Listening: Careful, attentive listening to colleagues.

Program Goals:

Educational Leadership Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
• Through the course readings and assignments, students will use critical personal reflection, use case discussion, and review of existing social theories to examine the relationship between theories and practice.
• Students will reflect on and be able to articulate their own sense of mission, vision and purpose as leaders in education and how critical social theory has informed the aforementioned.
• Demonstrate critical analysis and the adoption of an inquiry stance. (Mastered)
• Students will participate in a group presentation where they summarize, synthesize, draw relationships between course readings and foster discussion, by providing relevant examples while creating an inclusive culture to bring in everyone into the class discussion.
• Students will complete a research project designed to help students connect to their life story and community through the lens of critical social theory.
• Demonstrate a disposition toward equity-based leadership and positive educational change. (Mastered)
• Through class dialogue/discussions, readings, and presentations, students will expand their repertoire of strategies that foster, develop and identify school and community reforms and practices that reify and offer resistance to oppressive practices.
• Students will write a research paper utilizing course readings and evidence how they helped to expand the focus on more in depth understandings of what constitutes inter sectional forms of social oppression and how the field of education and practitioners can play a role in mediating the social toxins emanating from social oppression. This paper topic will lead towards dissertation topic development for students in the Educational Leadership Doctorate.
• Students will analyze social problems critically through class discussion and class readings.

Program Goals:

Educational Leadership Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Mastered)
• Through class discussions students will learn to participate in class as reciprocal learners through dialogue, reflection and engagement in the collaborative seminar setting.
• Students will use direct observation, personal reflection, and case discussions to examine the relationship among theories and practice.
• Students will exhibit an ability to analyze features, benefits and constraints of historical and current administrative theory and practice.
• Demonstrate critical analysis and the adoption of an inquiry stance. (Practiced)
• Students will participate in and facilitate discussions, participate with others. This will include such actions as asking clarifying questions.
• Students will participate in class summarizing, synthesizing, showing relationships between the reading and the discussion, providing examples, while helping to include everyone in the conversation, staying focused on the task.
• Demonstrate a disposition toward equity-based leadership and positive educational change. (Mastered)
• Through course readings and assignments students will learn how to manage and organize resources to achieve their goals.
• Through course readings, class discussions and course assignments students will learn how to harness socio-political forces to support curricular and instructional changes.
• Through course assignments students will articulate their vision for leading.
• Through course readings and class discussion students will examine the role of a head of school.

Program Goals:

Educational Leadership Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Mastered)
• Students will complete a field work project that will require them to gather data, examine their data, present their data and interpret their data. The field work project will be focused on implementing school change.
• Through conducting their field based inquiry project students will develop an inquiry stance and disposition to leadership.
• Through lecture students will learn how to obtain and evaluate specific information from research literature and how to define, plan and conduct an inquiry project in the field.
• Demonstrate critical analysis and the adoption of an inquiry stance. (Practiced)
• Through in class participation students will provide feedback to colleagues on their work in progress.
• Through in class participation students will listen carefully to colleagues.
• Demonstrate a disposition toward equity-based leadership and positive educational change. (Mastered)
• Through course readings, presentaitons and discussions students will be encouraged to generate and explore questions focused on the topic of school, family, community partnerships.
• Through class discussions and readings students will learn to foster family school connections among diverse populations and to engage families at all levels.
• Through class discussions and readings students will develop a view of forming a professional learning community involving teachers, students, staff and parents in setting goals, improving the curriculum and assessing student progress.

Program Goals:

Prelim Admin Service Cred Prep Program Goals

• Develop a thoughtful, reflective model of leadership in which candidates use a variety of research tools, apply inquiry methods and change theory appropriately to strategic planning, implementation and assessment. (Introduced)

Educational Leadership Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced)
• Exposure to Role of Educators in Society: Be exposed to the role of teachers/educators in society.
• Analysis: Exhibit an ability to analyze features, benefits and constraints of historical and current theory.
• Familiarity with Major Theorists: Develop some familiarity with the work of major theorists in the content areas covered.
• Demonstrate critical analysis and the adoption of an inquiry stance. (Practiced, Mastered)
• Mission, Vision and Purpose: Reflect on, and are able to articulate, their own sense of mission, vision, purpose as teachers/leaders.

Prelim Admin Service Cred Prep Program Goals

• Foster a collaborative model of leadership that values inclusivenesss, collaboration, information testing and sharing, diversity of representation, consensus building, conflict resolution, as well as more traditional models of leadership. (Introduced)

Educational Leadership Program Goals

• Demonstrate critical analysis and the adoption of an inquiry stance. (Practiced, Mastered)
• Evidence: Support ideas with evidence and structured arguments.
• Communication: Communicate ideas about topics and issues in clear, understandable ways.
• Examining Relationships: Use direct observation, personal reflection, and case discussions to examine the relationship among theories and practice.
• Analysis and Position Development: Analyze assigned readings and develop positions based upon new understandings.
• Demonstrate a disposition toward equity-based leadership and positive educational change. (Mastered)
• Exploring Controversy and Dissention: Willingness to explore controversial or dissenting ideas and theories.

Prelim Admin Service Cred Prep Program Goals

• Develop a model of leadership grounded in theory that will enable them to meet the demands they will inevitably confront as a leader. (Practiced)

Educational Leadership Program Goals

• Demonstrate a disposition toward equity-based leadership and positive educational change. (Mastered)
• Equity in Leadership: Focus attention on equity issues and prioritize equity in leadership decision-making.
• Demonstrate collaborative leadership and collegiality. (Practiced)
• Engaging Multiple Constituencies: Engagement with multiple constituencies in planning and decision-making.
• Engaging Multiple Perspectives: Willingness to engage multiple perspectives on issues and decision-making.
• Attentive Listening: Careful, attentive listening to colleagues.

Program Goals:

Educational Leadership Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Practiced)
• Familiarity with Major Theorists: Develop some familiarity with the work of major theorists in the content areas covered.
• Analysis: Exhibit an ability to analyze features, benefits and constraints of historical and current theory.
• Demonstrate critical analysis and the adoption of an inquiry stance. (Introduced, Practiced, Mastered)
• Examining Relationships: Use direct observation, personal reflection, and case discussions to examine the relationship among theories and practice.
• Evidence: Support ideas with evidence and structured arguments.
• Communication: Communicate ideas about topics and issues in clear, understandable ways.
• Analysis and Position Development: Analyze assigned readings and develop positions based upon new understandings.
• Demonstrate a disposition toward equity-based leadership and positive educational change. (Practiced)
• Exploring Controversy and Dissention: Willingness to explore controversial or dissenting ideas and theories.
• Demonstrate collaborative leadership and collegiality. (Practiced)
• Attentive Listening: Careful, attentive listening to colleagues.
• Engaging Multiple Constituencies: Engagement with multiple constituencies in planning and decision-making.
• Engaging Multiple Perspectives: Willingness to engage multiple perspectives on issues and decision-making.

Program Goals:

Educational Leadership Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Practiced, Mastered)
• Familiarity with Major Theorists: Develop some familiarity with the work of major theorists in the content areas covered.
• Analysis: Exhibit an ability to analyze features, benefits and constraints of historical and current theory.
• Demonstrate critical analysis and the adoption of an inquiry stance. (Introduced, Practiced, Mastered)
• Examining Relationships: Use direct observation, personal reflection, and case discussions to examine the relationship among theories and practice.
• Evidence: Support ideas with evidence and structured arguments.
• Communication: Communicate ideas about topics and issues in clear, understandable ways.
• Analysis and Position Development: Analyze assigned readings and develop positions based upon new understandings.
• Demonstrate a disposition toward equity-based leadership and positive educational change. (Practiced)
• Exploring Controversy and Dissention: Willingness to explore controversial or dissenting ideas and theories.
• Demonstrate collaborative leadership and collegiality. (Practiced)
• Engaging Multiple Perspectives: Willingness to engage multiple perspectives on issues and decision-making.
• Attentive Listening: Careful, attentive listening to colleagues.

Program Goals:

Prof Clear Adm Serv Cred Prep Program Goals

• Develop a thoughtful, reflective model of leadership in which candidates use a variety of research tools, apply inquiry methods and change theory appropriately to strategic planning, implementation and assessment. (Practiced)
• Students will analyze assigned readings and develop positions based upon new understandings; use direct observation, personal reflection, and case studies to examine problems. Students will participate in discussions to examine the relationship among theories and practice; reflect on and articulate their own sense of mission, vision, and purpose as leaders; and communicate their ideas about topics and issues in clear, understandable ways while providing evidence to support their point of view.

Educational Leadership Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Practiced)
• Students will analyze assigned readings and develop positions based upon new understandings; use direct observation, personal reflection, and case studies to examine problems. Students will participate in discussions to examine the relationship among theories and practice; reflect on and articulate their own sense of mission, vision, and purpose as leaders; and communicate their ideas about topics and issues in clear, understandable ways while providing evidence to support their point of view.
• Demonstrate critical analysis and the adoption of an inquiry stance. (Practiced)
• Students will participate in whole and small group dialogues around reading assignments, experiences and current events. Students will demonstrate that their individual growth and learning is inextricably linked to their engagement with others in class. Students will demonstrate: 1.careful, attentive listening to colleagues; 2.active participation in class, being in class on time with all work completed and assignments prepared.

Prof Clear Adm Serv Cred Prep Program Goals

• Foster a collaborative model of leadership that values inclusiveness, collaboration, information testing and sharing, diversity of representation, consensus building, conflict resolution, as well as more traditional models of leadership. (Practiced)
• Students will participate in whole and small group dialogues around reading assignments, experiences and current events. Students will demonstrate that their individual growth and learning is inextricably linked to their engagement with others in class. Students will demonstrate: 1.careful, attentive listening to colleagues; 2.active participation in class, being in class on time with all work completed and assignments prepared.

Educational Leadership Program Goals

• Demonstrate a disposition toward equity-based leadership and positive educational change. (Mastered)
• Students will identify critical dimensions of a principal’s job; consider how to harness socio-political forces to support the curricular and instructional changes; consider how with faculty, community and students they can create a school climate that allows students to study, live and learn. Students will consider how to manage and organize resources to achieve goals.

Prof Clear Adm Serv Cred Prep Program Goals

• Develop a model of leadership grounded in theory that will enable them to meet the demands they will inevitably confront as a leader. (Practiced)
• Students will identify critical dimensions of a principal’s job; consider how to harness socio-political forces to support the curricular and instructional changes; consider how with faculty, community and students they can create a school climate that allows students to study, live and learn. Students will consider how to manage and organize resources to achieve goals.

Program Goals:

Prof Clear Adm Serv Cred Prep Program Goals

• Develop a thoughtful, reflective model of leadership in which candidates use a variety of research tools, apply inquiry methods and change theory appropriately to strategic planning, implementation and assessment. (Mastered)
• Students will analyze assigned readings and develop positions based upon new understandings and use direct observation, personal reflection, and case studies to examine problems.

Educational Leadership Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Practiced)
• Students will analyze assigned readings and develop positions based upon new understandings and use direct observation, personal reflection, and case studies to examine problems.
• Demonstrate critical analysis and the adoption of an inquiry stance. (Practiced)
• Students will participate in class discussions and demonstrate that their individual growth and learning is inextricably linked to their engagement with others in class.

Prof Clear Adm Serv Cred Prep Program Goals

• Foster a collaborative model of leadership that values inclusiveness, collaboration, information testing and sharing, diversity of representation, consensus building, conflict resolution, as well as more traditional models of leadership. (Mastered)
• Students will participate in class discussions and demonstrate that their individual growth and learning is inextricably linked to their engagement with others in class.

Educational Leadership Program Goals

• Demonstrate a disposition toward equity-based leadership and positive educational change. (Mastered)
• Students will particpate in discussionss to examine the relationship among theories and practice; reflect on and articulate their own sense of mission, vision and purpose in leadership; and communicate their ideas in understandable ways providing evidence to support their point of view.

Prof Clear Adm Serv Cred Prep Program Goals

• Develop a model of leadership grounded in theory that will enable them to meet the demands they will inevitably confront as a leader. (Mastered)
• Students will particpate in discussionss to examine the relationship among theories and practice; reflect on and articulate their own sense of mission, vision and purpose in leadership; and communicate their ideas in understandable ways providing evidence to support their point of view.

Program Goals:

Prof Clear Adm Serv Cred Prep Program Goals

• Develop a thoughtful, reflective model of leadership in which candidates use a variety of research tools, apply inquiry methods and change theory appropriately to strategic planning, implementation and assessment. (Mastered)
• Active participation in group discussion including facilitation of the discussion process and the participation of others including actions such as asking clarifying questions, summarizing, synthesizing, showing relationships between field experience and the discussion, providing examples, helping include everyone in the conversation and staying focused.
• Foster a collaborative model of leadership that values inclusiveness, collaboration, information testing and sharing, diversity of representation, consensus building, conflict resolution, as well as more traditional models of leadership. (Practiced)
• Students will analyze assigned readings and develop positions based on new understandings, use direct observation, personal reflection, and case discussions to examine the relationship among theories and practice, and articulate their own sense of mission, vision and purpose as leaders.
• Develop a model of leadership grounded in theory that will enable them to meet the demands they will inevitably confront as a leader. (Practiced)
• Students will communicate their ideas about topics and issues in clear and understandable ways and support their ideas with evidence and structured arguments. Students will learn to translate educational theory into practical everyday action.

Program Goals:

Prof Clear Adm Serv Cred Prep Program Goals

• Develop a thoughtful, reflective model of leadership in which candidates use a variety of research tools, apply inquiry methods and change theory appropriately to strategic planning, implementation and assessment. (Mastered)
• Active participation in group discussions including facilitation of the discussion process and the participation of others including actions such as asking clarifying quesitons, summarizing, synthesizing, showing relationships between field experience and the discussion, providing examples, helping include everyone in the conversation and staying focused.
• Foster a collaborative model of leadership that values inclusiveness, collaboration, information testing and sharing, diversity of representation, consensus building, conflict resolution, as well as more traditional models of leadership. (Mastered)
• Students will analyze assigned readings and develop positions based on new understandings, use direct observation, personal reflection, and case discussions to examine the relationship among theories and practice, and articulate their own sense of mission, vision and purpose as leaders.
• Develop a model of leadership grounded in theory that will enable them to meet the demands they will inevitably confront as a leader. (Mastered)
• Students will communicate their ideas about topics and issues in clear and understandable ways and support their ideas with evidence and structured arguments. Students will learn to translate educational theory into practical everyday actions.

Program Goals:

Educational Leadership Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
• Students will consider how research is used to inform educational innovation and reform.
• Students will describe the variety of research tools used to answer significant questions in educational research.

Program Goals:

Educational Leadership Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Mastered)
• Demonstrate critical analysis and the adoption of an inquiry stance. (Practiced)

Program Goals:

Educ Leadershp Early Childhood Program Goals

• Students will understand a sampling of current theories of leadership; analyze dynamics of organizational and individual behavior (including their own) that influence effective leadership. (Practiced)
• Students complete all readings and attend in class lectures.

Educational Leadership Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced)
• Exposure to Role of Educators in Society: Be exposed to the role of teachers/educators in society.
• Analysis: Exhibit an ability to analyze features, benefits and constraints of historical and current theory.
• Familiarity with Major Theorists: Develop some familiarity with the work of major theorists in the content areas covered.
• Demonstrate critical analysis and the adoption of an inquiry stance. (Practiced)
• Examining Relationships: Use direct observation, personal reflection, and case discussions to examine the relationship among theories and practice.
• Evidence: Support ideas with evidence and structured arguments.
• Communication: Communicate ideas about topics and issues in clear, understandable ways.
• Mission, Vision and Purpose: Reflect on, and are able to articulate, their own sense of mission, vision, purpose as teachers/leaders.
• Analysis and Position Development: Analyze assigned readings and develop positions based upon new understandings.
• Demonstrate a disposition toward equity-based leadership and positive educational change. (Practiced)
• Exploring Controversy and Dissention: Willingness to explore controversial or dissenting ideas and theories.
• Equity in Leadership: Focus attention on equity issues and prioritize equity in leadership decision-making.
• Demonstrate collaborative leadership and collegiality. (Practiced)
• Engaging Multiple Perspectives: Willingness to engage multiple perspectives on issues and decision-making.
• Attentive Listening: Careful, attentive listening to colleagues.
• Engaging Multiple Constituencies: Engagement with multiple constituencies in planning and decision-making.

Program Goals:

Educational Leadership Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Practiced, Mastered)
• Exposure to Role of Educators in Society: Be exposed to the role of teachers/educators in society.
• Familiarity with Major Theorists: Develop some familiarity with the work of major theorists in the content areas covered.
• Analysis: Exhibit an ability to analyze features, benefits and constraints of historical and current theory.
• Demonstrate critical analysis and the adoption of an inquiry stance. (Mastered)
• Examining Relationships: Use direct observation, personal reflection, and case discussions to examine the relationship among theories and practice.
• Evidence: Support ideas with evidence and structured arguments.
• Communication: Communicate ideas about topics and issues in clear, understandable ways.
• Mission, Vision and Purpose: Reflect on, and are able to articulate, their own sense of mission, vision, purpose as teachers/leaders.
• Analysis and Position Development: Analyze assigned readings and develop positions based upon new understandings.

Educ Leadershp Early Childhood Program Goals

• Students will explore the history of early care and education focusing on changes inservices, attitudes, stakeholders and public investment over time. Students will examine how the local system differs from that in other communities in the United States, other industrialized countries, and other related disciplines. (Mastered)
• Students will learn about the tradition of qualitative research in the social sciences. Students will participate in class discussions where their understanding of these ideas and theories will be demonstrated through summarizing, synthesizing and showing relationships between the reading and discussions. Through the exploration of ideas and theories students will develop clear and specific research questions.

Educational Leadership Program Goals

• Demonstrate a disposition toward equity-based leadership and positive educational change. (Mastered)
• Evidence: Support ideas with evidence and structured arguments.
• Equity in Leadership: Focus attention on equity issues and prioritize equity in leadership decision-making.
• Demonstrate collaborative leadership and collegiality. (Mastered)
• Engaging Multiple Perspectives: Willingness to engage multiple perspectives on issues and decision-making.
• Attentive Listening: Careful, attentive listening to colleagues.

Educ Leadershp Early Childhood Program Goals

• Students will develop a nuanced understanding of the current early care and education system which includes knowledge about the policies, goals, funding, infrastructure, and politics related to the wide range of services serving children and their families. (Mastered)
• Students will explore topics in early care through their individual research.

Program Goals:

Educ Leadershp Early Childhood Program Goals

• Students will explore the history of early care and education focusing on changes inservices, attitudes, stakeholders and public investment over time. Students will examine how the local system differs from that in other communities in the United States, other industrialized countries, and other related disciplines. (Introduced)
• Students will read an overview of early care and education governance systems in the OECD industrialized nations of the world and compare to the United States. Students will also understand the history of split governance in the US and in other nations and will connect this history to the silos between health and human services and education today.
• Students will develop a nuanced understanding of the current early care and education system which includes knowledge about the policies, goals, funding, infrastructure, and politics related to the wide range of services serving children and their families. (Introduced)
• Students will begin to identify the governance structures at the federal and state level that are responsible for child and family policies and programs. They will identify the major stakeholders in each of these governing bodies and the goals aligned with our split governance structure in ECE.

Program Goals:

Educational Leadership Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Mastered)
• Demonstrate critical analysis and the adoption of an inquiry stance. (Practiced)
• Demonstrate a disposition toward equity-based leadership and positive educational change. (Practiced)

Program Goals:

Educational Leadership Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Practiced)
• Exposure to Role of Educators in Society: Be exposed to the role of teachers/educators in society.
• Familiarity with Major Theorists: Develop some familiarity with the work of major theorists in the content areas covered.
• Analysis: Exhibit an ability to analyze features, benefits and constraints of historical and current theory.
• Demonstrate critical analysis and the adoption of an inquiry stance. (Introduced, Practiced, Mastered)
• Examining Relationships: Use direct observation, personal reflection, and case discussions to examine the relationship among theories and practice.
• Evidence: Support ideas with evidence and structured arguments.
• Communication: Communicate ideas about topics and issues in clear, understandable ways.
• Mission, Vision and Purpose: Reflect on, and are able to articulate, their own sense of mission, vision, purpose as teachers/leaders.
• Analysis and Position Development: Analyze assigned readings and develop positions based upon new understandings.
• Demonstrate a disposition toward equity-based leadership and positive educational change. (Introduced, Practiced)
• Exploring Controversy and Dissention: Willingness to explore controversial or dissenting ideas and theories.
• Equity in Leadership: Focus attention on equity issues and prioritize equity in leadership decision-making.
• Demonstrate collaborative leadership and collegiality. (Practiced, Mastered)
• Engaging Multiple Perspectives: Willingness to engage multiple perspectives on issues and decision-making.
• Engaging Multiple Constituencies: Engagement with multiple constituencies in planning and decision-making.
• Attentive Listening: Careful, attentive listening to colleagues.

Program Goals:

Educational Leadership Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
• Familiarity with Major Theorists: Develop some familiarity with the work of major theorists in the content areas covered.
• Analysis: Exhibit an ability to analyze features, benefits and constraints of historical and current theory.
• Demonstrate critical analysis and the adoption of an inquiry stance. (Introduced, Practiced)
• Analysis and Position Development: Analyze assigned readings and develop positions based upon new understandings.
• Communication: Communicate ideas about topics and issues in clear, understandable ways
• Examining Relationships: Use direct observation, personal reflection, and case discussions to examine the relationship among theories and practice.
• Mission, Vision and Purpose: Reflect on, and are able to articulate, their own sense of mission, vision, purpose as teachers/leaders.
• Demonstrate a disposition toward equity-based leadership and positive educational change. (Introduced)
• Exploring Controversy and Dissention: Willingness to explore controversial or dissenting ideas and theories.

Program Goals:

Educational Leadership Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Practiced)
• Exposure to Role of Educators in Society: Be exposed to the role of teachers/educators in society.
• Familiarity with Major Theorists: Develop some familiarity with the work of major theorists in the content areas covered.

Educ Early Childhood Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced)
• Demonstration of Content Knowledge and Inquiry: Write a substantive paper or complete a substantive project that demonstrates content knowledge and an inquiry stance.

Educ Leadershp Early Childhood Program Goals

• Students will understand a sampling of current theories of leadership; analyze dynamics of organizational and individual behavior (including their own) that influence effective leadership. (Practiced)
• Evidence of ability to cite and analyze theory in literature review assignment

Educational Leadership Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Practiced)
• Analysis: Exhibit an ability to analyze features, benefits and constraints of historical and current theory.
• Demonstrate critical analysis and the adoption of an inquiry stance. (Practiced)
• Evidence: Support ideas with evidence and structured arguments.
• Communication: Communicate ideas about topics and issues in clear, understandable ways.
• Mission, Vision and Purpose: Reflect on, and are able to articulate, their own sense of mission, vision, purpose as teachers/leaders.
• Examining Relationships: Use direct observation, personal reflection, and case discussions to examine the relationship among theories and practice.
• Analysis and Position Development: Analyze assigned readings and develop positions based upon new understandings.

Educ Early Childhood Program Goals

• Demonstrate critical analysis and adoption of an inquiry stance. (Introduced, Practiced, Mastered)
• Critical Analysis and Assessment: Develop a project that includes critical analysis and assessment, and concludes with further questions.

Educ Leadershp Early Childhood Program Goals

• Students will understand the interplay between personal and organizational factors that influence successful leadership; explore the challenges of leadership in a world where change is constant; and articulate the particular challenges faced by leaders in 21st century organizations. (Practiced)
• Indication of framing educational challenges in speech and letter assignments
• Evidence of considering multiple framings of a dilemma of practice in case study assignment

Educ Early Childhood Program Goals

• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced, Mastered)
• Take an inquiry stance toward, be respectful of, and responsive to Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and responsiveness to cultural, linguistic and developmental differences. Demonstrate a listening stance, be willing to adjust one's personal assumptions and beliefs based on new perspectives.
• Self-awareness and Reflection: Demonstrates development of professional self-awareness and reflection.

Educational Leadership Program Goals

• Demonstrate a disposition toward equity-based leadership and positive educational change. (Practiced)
• Equity in Leadership: Focus attention on equity issues and prioritize equity in leadership decision-making.
• Exploring Controversy and Dissention: Willingness to explore controversial or dissenting ideas and theories.

Educ Early Childhood Program Goals

• Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced, Mastered)
• Leadership and Advocacy: Demonstrates leadership and advocacy stance.
• Demonstrate collaboration and collegiality. (Introduced, Practiced, Mastered)
• Collaboration in Problem-solving: Demonstrate ability to work together to solve problems.

Educational Leadership Program Goals

• Demonstrate collaborative leadership and collegiality. (Practiced, Mastered)
• Engaging Multiple Constituencies: Engagement with multiple constituencies in planning and decision-making.
• Engaging Multiple Perspectives: Willingness to engage multiple perspectives on issues and decision-making.
• Attentive Listening: Careful, attentive listening to colleagues.

Program Goals:

Educational Leadership Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced, Mastered)
• Exposure to Role of Educators in Society: Be exposed to the role of teachers/educators in society.
• Familiarity with Major Theorists: Develop some familiarity with the work of major theorists in the content areas covered.
• Analysis: Exhibit an ability to analyze features, benefits and constraints of historical and current theory.
• Demonstrate critical analysis and the adoption of an inquiry stance. (Introduced, Practiced)
• Examining Relationships: Use direct observation, personal reflection, and case discussions to examine the relationship among theories and practice.
• Evidence: Support ideas with evidence and structured arguments.
• Communication: Communicate ideas about topics and issues in clear, understandable ways.
• Mission, Vision and Purpose: Reflect on, and are able to articulate, their own sense of mission, vision, purpose as teachers/leaders.
• Analysis and Position Development: Analyze assigned readings and develop positions based upon new understandings.
• Demonstrate a disposition toward equity-based leadership and positive educational change. (Practiced, Mastered)
• Exploring Controversy and Dissention: Willingness to explore controversial or dissenting ideas and theories.
• Equity in Leadership: Focus attention on equity issues and prioritize equity in leadership decision-making.
• Demonstrate collaborative leadership and collegiality. (Practiced, Mastered)
• Engaging Multiple Perspectives: Willingness to engage multiple perspectives on issues and decision-making.
• Engaging Multiple Constituencies: Engagement with multiple constituencies in planning and decision-making.
• Attentive Listening: Careful, attentive listening to colleagues.

Program Goals:

Educational Leadership Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Practiced, Mastered)
• Familiarity with Major Theorists: Develop some familiarity with the work of major theorists in the content areas covered.
• Analysis: Exhibit an ability to analyze features, benefits and constraints of historical and current theory.
• Demonstrate critical analysis and the adoption of an inquiry stance. (Practiced, Mastered)
• Examining Relationships: Use direct observation, personal reflection, and case discussions to examine the relationship among theories and practice.
• Evidence: Support ideas with evidence and structured arguments.
• Analysis and Position Development: Analyze assigned readings and develop positions based upon new understandings.
• Demonstrate a disposition toward equity-based leadership and positive educational change. (Practiced)
• Exploring Controversy and Dissention: Willingness to explore controversial or dissenting ideas and theories.
• Demonstrate collaborative leadership and collegiality. (Practiced)
• Engaging Multiple Perspectives: Willingness to engage multiple perspectives on issues and decision-making.
• Engaging Multiple Constituencies: Engagement with multiple constituencies in planning and decision-making.
• Attentive Listening: Careful, attentive listening to colleagues.

Program Goals:

Educational Leadership Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Practiced)
• Be exposed to the role of teachers/educators in society.
• Develop some familiarity with the work of major theorists in the content areas covered.
• Exhibit an ability to analyze features, benefits and constraints of historical and current theory.
• Demonstrate critical analysis and the adoption of an inquiry stance. (Introduced, Practiced, Mastered)
• Use direct observation, personal reflection, and case discussions to examine the relationship among theories and practice.
• Support ideas with evidence and structured arguments.
• Communicate ideas about topics and issues in clear, understandable ways.
• Reflect on, and are able to articulate, their own sense of mission, vision, purpose as teachers/leaders.
• Analyze assigned readings and develop positions based upon new understandings.
• Demonstrate a disposition toward equity-based leadership and positive educational change. (Mastered)
• Willingness to explore controversial or dissenting ideas and theories.
• Focus attention on equity issues and prioritize equity in leadership decision-making.
• Demonstrate collaborative leadership and collegiality. (Introduced, Practiced, Mastered)
• Willingness to engage multiple perspectives on issues and decision-making.
• Engagement with multiple constituencies in planning and decision-making.
• Careful, attentive listening to colleagues.

Program Goals:

Educational Leadership Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Practiced)
• Be exposed to the role of teachers/educators in society.
• Develop some familiarity with the work of major theorists in the content areas covered.
• Exhibit an ability to analyze features, benefits and constraints of historical and current theory.
• Demonstrate critical analysis and the adoption of an inquiry stance. (Practiced, Mastered)
• Use direct observation, personal reflection, and case discussions to examine the relationship among theories and practice.
• Support ideas with evidence and structured arguments.
• Communicate ideas about topics and issues in clear, understandable ways.
• Reflect on, and are able to articulate, their own sense of mission, vision, purpose as teachers/leaders.
• Analyze assigned readings and develop positions based upon new understandings.
• Demonstrate a disposition toward equity-based leadership and positive educational change. (Mastered)
• Willingness to explore controversial or dissenting ideas and theories.
• Focus attention on equity issues and prioritize equity in leadership decision-making.
• Demonstrate collaborative leadership and collegiality. (Mastered)
• Willingness to engage multiple perspectives on issues and decision-making.
• Engagement with multiple constituencies in planning and decision-making.
• Careful, attentive listening to colleagues.

Program Goals:

Educational Leadership Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Mastered)
• Through the course readings and assignments students will use direct observation, personal reflection, and case discussion to examine the relationship among theories and practice.
• Students will communicate their ideas about topics in clear, understandable ways.
• Students will reflect on and be able to articulate their own sense of mission, vision and purpose as leaders in education.
• Demonstrate critical analysis and the adoption of an inquiry stance. (Practiced)
• Students will summarize, synthesize, show relationships between the reading and discussion, providing examples while helping to include everyone in the class discussion.
• Students will complete a multi media group project designed to help students connect to their life story and community. Each group will shape their project through working together collaboratively.
• Demonstrate a disposition toward equity-based leadership and positive educational change. (Mastered)
• Through class discussions and readings students will learn strategies which will foster, develop and help them implement cultures of collaboration in educational spaces.
• Students will write a research paper providing the historical and educational context surrounding musical and educational concepts explored.
• Students will analyze social problems in groups through class discussion.

Program Goals:

Educational Leadership Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
• Be exposed to the role of teachers/educators in society.
• Develop some familiarity with the work of major theorists in the content areas covered.
• Exhibit an ability to analyze features, benefits and constraints of historical and current theory.
• Demonstrate critical analysis and the adoption of an inquiry stance. (Practiced)
• Use direct observation, personal reflection, and case discussions to examine the relationship among theories and practice.
• Support ideas with evidence and structured arguments.
• Communicate ideas about topics and issues in clear, understandable ways.
• Reflect on, and are able to articulate, their own sense of mission, vision, purpose as teachers/leaders.
• Analyze assigned readings and develop positions based upon new understandings.
• Demonstrate a disposition toward equity-based leadership and positive educational change. (Practiced)
• Willingness to explore controversial or dissenting ideas and theories.
• Focus attention on equity issues and prioritize equity in leadership decision-making.
• Demonstrate collaborative leadership and collegiality. (Mastered)
• Willingness to engage multiple perspectives on issues and decision-making.
• Engagement with multiple constituencies in planning and decision-making.
• Careful, attentive listening to colleagues.

Program Goals:

Educational Leadership Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
• Be exposed to the role of teachers/educators in society.
• Develop some familiarity with the work of major theorists in the content areas covered.
• Exhibit an ability to analyze features, benefits and constraints of historical and current theory.
• Demonstrate critical analysis and the adoption of an inquiry stance. (Practiced)
• Use direct observation, personal reflection, and case discussions to examine the relationship among theories and practice.
• Support ideas with evidence and structured arguments.
• Communicate ideas about topics and issues in clear, understandable ways.
• Reflect on, and are able to articulate, their own sense of mission, vision, purpose as teachers/leaders.
• Analyze assigned readings and develop positions based upon new understandings.
• Demonstrate a disposition toward equity-based leadership and positive educational change. (Introduced)
• Willingness to explore controversial or dissenting ideas and theories.
• Focus attention on equity issues and prioritize equity in leadership decision-making.
• Demonstrate collaborative leadership and collegiality. (Mastered)
• Willingness to engage multiple perspectives on issues and decision-making.
• Engagement with multiple constituencies in planning and decision-making.
• Careful, attentive listening to colleagues.

Program Goals:

Educational Leadership Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
• Be exposed to the role of teachers/educators in society.
• Develop some familiarity with the work of major theorists in the content areas covered.
• Exhibit an ability to analyze features, benefits and constraints of historical and current theory.
• Demonstrate critical analysis and the adoption of an inquiry stance. (Practiced)
• Use direct observation, personal reflection, and case discussions to examine the relationship among theories and practice.
• Support ideas with evidence and structured arguments.
• Communicate ideas about topics and issues in clear, understandable ways.
• Reflect on, and are able to articulate, their own sense of mission, vision, purpose as teachers/leaders.
• Analyze assigned readings and develop positions based upon new understandings.
• Demonstrate a disposition toward equity-based leadership and positive educational change. (Introduced)
• Willingness to explore controversial or dissenting ideas and theories.
• Focus attention on equity issues and prioritize equity in leadership decision-making.
• Demonstrate collaborative leadership and collegiality. (Mastered)
• Willingness to engage multiple perspectives on issues and decision-making.
• Engagement with multiple constituencies in planning and decision-making.
• Careful, attentive listening to colleagues.

Program Goals:

Educational Leadership Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
• Be exposed to the role of teachers/educators in society.
• Develop some familiarity with the work of major theorists in the content areas covered.
• Exhibit an ability to analyze features, benefits and constraints of historical and current theory.
• Demonstrate critical analysis and the adoption of an inquiry stance. (Practiced)
• Analyze assigned readings and develop positions based upon new understandings.
• Support ideas with evidence and structured arguments.
• Communicate ideas about topics and issues in clear, understandable ways.
• Reflect on, and are able to articulate, their own sense of mission, vision, purpose as teachers/leaders.
• Use direct observation, personal reflection, and case discussions to examine the relationship among theories and practice.
• Demonstrate a disposition toward equity-based leadership and positive educational change. (Practiced)
• Careful, attentive listening to colleagues.
• Willingness to engage multiple perspectives on issues and decision-making.
• Engagement with multiple constituencies in planning and decision-making.
• Demonstrate collaborative leadership and collegiality. (Mastered)
• Willingness to engage multiple perspectives on issues and decision-making.
• Careful, attentive listening to colleagues.
• Engagement with multiple constituencies in planning and decision-making.

Program Goals:

Educational Leadership Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
• Be exposed to the role of teachers/educators in society.
• Develop some familiarity with the work of major theorists in the content areas covered.
• Exhibit an ability to analyze features, benefits and constraints of historical and current theory.
• Demonstrate critical analysis and the adoption of an inquiry stance. (Practiced)
• Use direct observation, personal reflection, and case discussions to examine the relationship among theories and practice.
• Support ideas with evidence and structured arguments.
• Communicate ideas about topics and issues in clear, understandable ways.
• Reflect on, and are able to articulate, their own sense of mission, vision, purpose as teachers/leaders.
• Analyze assigned readings and develop positions based upon new understandings.
• Demonstrate a disposition toward equity-based leadership and positive educational change. (Introduced)
• Willingness to explore controversial or dissenting ideas and theories.
• Focus attention on equity issues and prioritize equity in leadership decision-making.
• Demonstrate collaborative leadership and collegiality. (Mastered)
• Willingness to engage multiple perspectives on issues and decision-making.
• Engagement with multiple constituencies in planning and decision-making.
• Careful, attentive listening to colleagues.

Program Goals:

Prelim Admin Service Cred Prep Program Goals

• Develop a thoughtful, reflective model of leadership in which candidates use a variety of research tools, apply inquiry methods and change theory appropriately to strategic planning, implementation and assessment. (Introduced)
• Active participation in class discussions, including your facilitation of the discussion process and of the participation of others. Such facilitation includes actions such as asking clarifying questions, summarizing, synthesizing, showing relationships between the reading and the discussion, providing examples, helping include everyone in the conversation, staying focused and on task.

Educational Leadership Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Practiced)
• Exposure to Role of Educators in Society: Be exposed to the role of teachers/educators in society.
• Analysis: Exhibit an ability to analyze features, benefits and constraints of historical and current theory.
• Familiarity with Major Theorists: Develop some familiarity with the work of major theorists in the content areas covered.
• Demonstrate critical analysis and the adoption of an inquiry stance. (Practiced)
• Mission, Vision and Purpose: Reflect on, and are able to articulate, their own sense of mission, vision, purpose as teachers/leaders.

Prelim Admin Service Cred Prep Program Goals

• Foster a collaborative model of leadership that values inclusivenesss, collaboration, information testing and sharing, diversity of representation, consensus building, conflict resolution, as well as more traditional models of leadership. (Mastered)
• Students will provide feedback to colleagues on their work in progress.

Educational Leadership Program Goals

• Demonstrate critical analysis and the adoption of an inquiry stance. (Practiced)
• Evidence: Support ideas with evidence and structured arguments.
• Communication: Communicate ideas about topics and issues in clear, understandable ways.
• Examining Relationships: Use direct observation, personal reflection, and case discussions to examine the relationship among theories and practice.
• Analysis and Position Development: Analyze assigned readings and develop positions based upon new understandings.
• Demonstrate a disposition toward equity-based leadership and positive educational change. (Practiced)
• Exploring Controversy and Dissention: Willingness to explore controversial or dissenting ideas and theories.

Prelim Admin Service Cred Prep Program Goals

• Develop a model of leadership grounded in theory that will enable them to meet the demands they will inevitably confront as a leader. (Mastered)
• Students will use direct observation, personal reflection, and case discussions to examine the relationship among theories and practice; reflect on, and are able to articulate, their own sense of mission, vision, purpose as leaders; communicate their ideas about topics and issues in clear, understandable ways; and support their ideas with evidence and structured arguments.

Educational Leadership Program Goals

• Demonstrate a disposition toward equity-based leadership and positive educational change. (Practiced)
• Equity in Leadership: Focus attention on equity issues and prioritize equity in leadership decision-making.
• Demonstrate collaborative leadership and collegiality. (Practiced, Mastered)
• Engaging Multiple Constituencies: Engagement with multiple constituencies in planning and decision-making.
• Engaging Multiple Perspectives: Willingness to engage multiple perspectives on issues and decision-making.
• Attentive Listening: Careful, attentive listening to colleagues.

Program Goals:

Educational Leadership Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Mastered)
• Exposure to Role of Educators in Society: Be exposed to the role of teachers/educators in society.
• Familiarity with Major Theorists: Develop some familiarity with the work of major theorists in the content areas covered.
• Analysis: Exhibit an ability to analyze features, benefits and constraints of historical and current theory.
• Demonstrate critical analysis and the adoption of an inquiry stance. (Mastered)
• Examining Relationships: Use direct observation, personal reflection, and case discussions to examine the relationship among theories and practice.
• Evidence: Support ideas with evidence and structured arguments.
• Communication: Communicate ideas about topics and issues in clear, understandable ways.
• Mission, Vision and Purpose: Reflect on, and are able to articulate, their own sense of mission, vision, purpose as teachers/leaders.
• Analysis and Position Development: Analyze assigned readings and develop positions based upon new understandings.
• Demonstrate a disposition toward equity-based leadership and positive educational change. (Mastered)
• Exploring Controversy and Dissention: Willingness to explore controversial or dissenting ideas and theories.
• Equity in Leadership: Focus attention on equity issues and prioritize equity in leadership decision-making.
• Demonstrate collaborative leadership and collegiality. (Mastered)
• Engaging Multiple Perspectives: Willingness to engage multiple perspectives on issues and decision-making.
• Engaging Multiple Constituencies: Engagement with multiple constituencies in planning and decision-making.
• Attentive Listening: Careful, attentive listening to colleagues.

Program Goals:

Educ Leadershp Early Childhood Program Goals

• Students will understand a sampling of current theories of leadership; analyze dynamics of organizational and individual behavior (including their own) that influence effective leadership. (Practiced)
• Students are encouraged by instructors to incorporate their field experiences into all their coursework in order to construct new knowledge.
• Students will understand the interplay between personal and organizational factors that influence successful leadership; explore the challenges of leadership in a world where change is constant; and articulate the particular challenges faced by leaders in 21st century organizations. (Mastered)
• Students can reframe their coursework and readings through a real early childhood placement.
• Students will develop a nuanced understanding of the current early care and education system which includes knowledge about the policies, goals, funding, infrastructure, and politics related to the wide range of services serving children and their families. (Mastered)
• Students engage in lively discussions about their varied placements and issues of interest and concern.

Core Goals:

Critical Analysis

• Students will critically analyze information and ideas. (Practiced)
• Students will read a range of texts from various perspectives at the intersections of feminist of color theory, critical theory, spirituality, and political education and write reflection papers indicating their synthesis of how these ideas inform a praxis of liberatory education.
• Students will examine issues from multiple perspectives. (Practiced)
• Students will read a range of texts from various perspectives at the intersections of feminist of color theory, critical theory, spirituality, and political education and write reflection papers indicating their synthesis of how these ideas inform a praxis of liberatory education.
• Students will engage in an exploration of the relationship between past systems of knowledge and present scholarly and creative approaches within and across disciplines. (Practiced)
• Students will read a range of texts, past and present, from various perspectives at the intersections of feminist of color theory, critical theory, spirituality, and political education and write reflection papers indicating their synthesis of how these ideas inform a praxis of liberatory education.
• Students will consider how our understanding of significant questions and ideas is informed by the critical, scholarly, and creative approaches through which we approach those questions and ideas. (Practiced)
• Students will read a range of texts from various perspectives at the intersections of feminist of color theory, critical theory, spirituality, and political education and write reflection papers indicating their synthesis of how these ideas inform a praxis of liberatory education.
• Students will develop discernment, facility and ethical responsibility in using information. (Practiced)
• Students will read a range of texts from various perspectives at the intersections of feminist of color theory, critical theory, spirituality, and political education and write reflection papers indicating their synthesis of how these ideas inform a praxis of liberatory education.
• Students will engage as active participants in the College's intellectual community. (Practiced)
• Students will read a range of texts from various perspectives at the intersections of feminist of color theory, critical theory, spirituality, and political education and write reflection papers indicating their synthesis of how these ideas inform a praxis of liberatory education.

Create, Innovate & Experiment

• Students will extend their creative strengths and skills. (Practiced)
• Students will synthesize what they have learned at the intersections of feminist of color theory, critical theory, spirituality, and political education to devise a theory of change towards liberatory education.
• Students will design or produce work that demonstrates independent thinking, originality, and inventiveness. (Practiced)
• Students will synthesize what they have learned at the intersections of feminist of color theory, critical theory, spirituality, and political education to devise a theory of change towards liberatory education.
• Students will produce innovative solutions to real-world problems. (Practiced)
• Students will synthesize what they have learned at the intersections of feminist of color theory, critical theory, spirituality, and political education to devise a theory of change towards liberatory education.

Race, Gender & Power

• Students will demonstrate the ability to analyze race and gender as socially constructed, dynamic identity categories related to systems of power and privilege. (Practiced)
• Students will unpack the role of spirituality within the context of political education and how it informs challenges to individual, interpersonal, and institutional forms of oppression. They will create a power, spirituality, and political action autobiography and unpack these ideas through readings and the final theory of change project.
• Students will analyze the ways in which race and gender intersect with other identity categories including sexuality, class, ethnicity, religion, disability, age, citizenship and nationality. (Practiced)
• Students will unpack the role of spirituality within the context of political education and how it informs challenges to individual, interpersonal, and institutional forms of oppression. They will explore the intersectionality of feminist of color theories, critical theory, and spiritual texts and what they teach us about social change. They will create a power, spirituality, and political action autobiography and unpack these ideas through readings and the final theory of change project.
• Students will demonstrate familiarity with the ways that marginalized communities have resisted structures of power through social movements, civic engagement, artistic expression, and scholarship. (Practiced)
• Students will unpack the role of spirituality within the context of political education and how it informs challenges to individual, interpersonal, and institutional forms of oppression. They will explore the intersectionality of feminist of color theories, critical theory, and spiritual texts and what they teach us about social change. They will create a power, spirituality, and political action autobiography and unpack these ideas through readings and the final theory of change project.
• Students will be able to engage with the intellectual and theoretical contributions of marginalized communities, and contrast them with dominant perspectives. (Practiced)
• Students will unpack the role of spirituality within the context of political education and how it informs challenges to individual, interpersonal, and institutional forms of oppression. They will explore the intersectionality of feminist of color theories, critical theory, and spiritual texts and what they teach us about social change. They will create a power, spirituality, and political action autobiography and unpack these ideas through readings and the final theory of change project.
• Students will communicate effectively across differences with an understanding of their own social location. (Practiced)
• Students will unpack the role of spirituality within the context of political education and how it informs challenges to individual, interpersonal, and institutional forms of oppression. They will explore the intersectionality of feminist of color theories, critical theory, and spiritual texts and what they teach us about social change. They will create a power, spirituality, and political action autobiography and unpack these ideas through readings and the final theory of change presentations.

Program Goals:

Educational Leadership Program Goals

• Demonstrate deep content knowledge of the field including practice-based skills. (Practiced)
• Exposure to Role of Educators in Society: Be exposed to the role of teachers/educators in society.
• Familiarity with Major Theorists: Develop some familiarity with the work of major theorists in the content areas covered.
• Analysis: Exhibit an ability to analyze features, benefits and constraints of historical and current theory.
• Demonstrate critical analysis and the adoption of an inquiry stance. (Practiced)
• Examining Relationships: Use direct observation, personal reflection, and case discussions to examine the relationship among theories and practice.
• Evidence: Support ideas with evidence and structured arguments.
• Communication Communicate ideas about topics and issues in clear, understandable ways.
• Mission, Vision and Purpose: Reflect on, and are able to articulate, their own sense of mission, vision, purpose as teachers/leaders.
• Analysis and Position Development: Analyze assigned readings and develop positions based upon new understandings.
• Demonstrate a disposition toward equity-based leadership and positive educational change. (Practiced)
• Exploring Controversy and Dissention: Willingness to explore controversial or dissenting ideas and theories.
• Equity in Leadership: Focus attention on equity issues and prioritize equity in leadership decision-making.
• Demonstrate collaborative leadership and collegiality. (Practiced)
• Engaging Multiple Perspectives: Willingness to engage multiple perspectives on issues and decision-making.
• Engaging Multiple Constituencies: Engagement with multiple constituencies in planning and decision-making.
• Attentive Listening: Careful, attentive listening to colleagues.