Using multiple instructional strategies, including the principles of second language acquisition, to address student academic language ability levels and cultural and linguistic backgrounds.
Applying principles of differentiated instruction, including theories of language acquisition, stages of language, and academic language development, in the integration of subject matter across the content areas of reading, mathematical, scientific, and aesthetic reasoning.
Using standards-based assessment that is systematically analyzed using multiple formative, summative, and self-assessment strategies to monitor and improve instruction.
Implementing classroom/school centered instruction, including sheltered instruction that is connected to communities within the classroom and the school, and includes knowledge and skills for working with other.
Planning and/or adapting standards-based curricula that are personalized to the diverse needs of each student.
Aligning instruction to the learning standards and outcomes so all students know the learning targets and their progress toward meeting them.
Planning and/or adapting curricula that are standards driven so students develop understanding and problem-solving expertise in the content area(s) using reading, written and oral communication, and technology.
Preparing students to be responsible citizens for an environmentally sustainable, globally interconnected, and diverse society.
Planning and/or adapting learner centered curricula that engage students in a variety of culturally responsive, developmentally, and age appropriate strategies.
Using technology that is effectively integrated to create technologically proficient learners.
Informing, involving, and collaborating with families/neighborhoods, and communities in each student's educational process, including using information about student cultural identity, achievement and performance.
Developing reflective, collaborative, professional growth-centered practices through regularly evaluating the effects of his/her teaching through feedback and reflection.
Participating collaboratively and professionally in school activities and using appropriate and respectful verbal and written communication.
Demonstrating knowledge of professional, legal, and ethical responsibilities and policies.
GU Teacher Certification candidates are able to integrate service activities with academic skills and content that are delivered in their program coursework.
Teacher candidates are prepared in the tradition of Gonzaga University’s Catholic, Jesuit, Humanistic mission.
MIT teacher candidates evaluate educational research, apply research to their teaching and contributes to the body of research when applicable.
Secondary Teaching Learning Outcomes
Planning and/or adapting standards-based curricula that are personalized to the diverse needs of each student.
Participating collaboratively and professionally in school activities and using appropriate and respectful verbal and written communication.
Using standards-based assessment that that is systematically analyzed using multiple formative, summative, and self-assessment strategies to monitor and improve instruction.
Developing reflective, collaborative, professional growth-centered practices through regularly evaluating the effects of his/her teaching through feedback and reflection.
Teacher candidates will describe learning segment and explain how instruction is appropriate for students and the content they are teaching.
Teacher candidates will demonstrate how they supported and engaged student in learning.
Teacher candidates will analyze student’s learning, their understanding of their learning progress and use of language.
