Provost & Academic Vice President

Student Learning Outcomes

Elementary Education  (B.S.Ed.)

 

Elementary Education Option

Based on standards established by the Association of Childhood Education International (ACEI), upon completion of the Elementary Education option of this program, the student will be able to:

    1. know, understand, and use the major concepts, principles, theories, and research related to development of children and young adolescents to construct learning opportunities that support individual students’ development, acquisition of knowledge, and motivation
    2. demonstrate a high level of competence in use of English language arts; know, understand, and use concepts from reading, language, and child development to teach reading, writing, speaking, viewing, listening, and thinking skills and to help students successfully apply their developing skills to many different situations, materials, and ideas
    3. know, understand, and use fundamental concepts of physical, life, and earth/space sciences; design and implement age-appropriate inquiry lessons to teach science, to build student understanding for personal and social applications, and to convey the nature of science
    4. know, understand, and use the major concepts and procedures that define number and operations, algebra, geometry, measurement, and data analysis and probability; consistently engage problem solving, reasoning and proof, communication, connections, and representation
    5. know, understand, and use the major concepts and modes of inquiry from the social studies—the integrated study of history, geography, the social sciences, and other related areas—to promote elementary students’ abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world
    6. know, understand, and use—as appropriate to his or her own understanding and skills—the content, functions, and achievements of the performing arts (dance, music, theater) and the visual arts as primary media for communication, inquiry, and engagement among elementary students
    7. know, understand, and use the major concepts in the subject matter of health education to create opportunities for student development and practice of skills that contribute to good health
    8. know, understand, and use—as appropriate to his or her own understanding and skills—human movement and physical activity as central elements to foster active, healthy life styles and enhanced quality of life for elementary students
    9. plan and implement instruction based on knowledge of students, learning theory, connections across the curriculum, curricular goals, and community
    10. understand how elementary students differ in their development and approaches to learning, and create instructional opportunities that are adapted to diverse students
    11. understand and use a variety of teaching strategies that encourage elementary students’ development of critical thinking and problem solving
    12. use his or her knowledge and understanding of individual and group motivation and behavior among students at the K-6 level to foster active engagement in learning, self-motivation, and positive social interaction and to create supportive learning environments
    13. use his or her knowledge and understanding of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the elementary classroom
    14. know, understand, and use formal and informal assessment strategies to plan, evaluate, and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of each elementary student
    15. be aware of and reflect on his or her practice in light of research on teaching, professional ethics, and resources available for professional learning; continually evaluate the effects of his or her professional decisions and actions on students, families, and other professionals in the learning community and actively seek out opportunities to grow professionally
    16. know the importance of establishing and maintaining a positive collaborative relationship with families, school colleagues, and agencies in the larger community to promote the intellectual, social, emotional, and physical growth and well-being of children

In addition to the outcomes listed above, all professional educator licensure programs at Western Illinois University are designed to meet the 2013 Illinois Professional Teaching Standards (IAC 23, Part 25)  and are also aligned with the standards established by the Interstate New Teacher Assessment and Support Consortium.  These standards can be found at the links below:

https://www.isbe.net/Documents/IL_prof_teaching_stds.pdf

https://ccsso.org/sites/default/files/2017-12/2013_INTASC_Learning_Progressions_for_Teachers.pdf

 

Early Childhood Education Option

Based on standards established by the National Association for the Education of Young Children (NAEYC), upon completion of the Early Childhood Education option of this program, the student will be able to:

  1. know and understand young children’s characteristics and needs, birth – age 8
  2. know and understand the multiple influences on early development and learning
  3. use developmental knowledge to create healthy, respectful, supportive, and challenging learning environments for young children
  4. know about and understand diverse family and community characteristics
  5. support and engage families and communities through respectful, reciprocal relationships
  6. involve families and communities in young children’s development and learning
  7. understand the goals, benefits, and uses of assessment—including its use in development of appropriate goals, curriculum, and teaching strategies for young children
  8. know about and use observation, documentation, and other appropriate assessment tools and approaches, including the use of technology in documentation, assessment, and data collection
  9. understand and practice responsible assessment to promote positive outcomes for each child, including the use of assistive technology for children with disabilities
  10. know about assessment partnerships with families and with professional colleagues to build effective learning environments
  11. understand positive relationships and supportive interactions as the foundation of his or her work with young children
  12. know and understand effective strategies and tools for early education, including appropriate uses of technology
  13. use a broad repertoire of developmentally appropriate teaching/learning approaches
  14. reflect on his or her own practice to promote positive outcomes for each child
  15. understand content knowledge and resources in academic disciplines:  language and literacy; the arts—music, creative movement, dance, drama, visual arts; mathematics; science, physical activity, physical education, health and safety; and social studies
  16. know and use the central concepts, inquiry tools, and structures of content areas or academic disciplines
  17. use his or her own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate developmentally meaningful and challenging curriculum for each child
  18. identify and involve oneself with the early childhood field
  19. know about and uphold ethical standards and other early childhood professional guidelines
  20. engage in continuous, collaborative learning to inform practice; use technology effectively with young children, with peers, and as a professional resource
  21. integrate knowledgeable, reflective, and critical perspectives on early education
  22. engage in informed advocacy for young children and the early childhood profession

In addition to the outcomes listed above, all professional educator licensure programs at Western Illinois University are designed to meet the 2013 Illinois Professional Teaching Standards (IAC 23, Part 25)  and are also aligned with the standards established by the Interstate New Teacher Assessment and Support Consortium.  These standards can be found at the links below: 

https://www.isbe.net/Documents/IL_prof_teaching_stds.pdf 

https://ccsso.org/sites/default/files/2017-12/2013_INTASC_Learning_Progressions_for_Teachers.pdf