College of Education Student Learning Outcomes

Elementary Education Learning Outcomes

• Students will be able to apply the Department of Elementary and Secondary Education (DESE) content standards to the field of elementary education.
• Students will demonstrate proficiency in working with diverse students in elementary education settings.
• Students will be able to apply their content knowledge in elementary education to create student growth and learning in a meaningful and engaging manner.
• Students will use formative and summative assessment strategies to evaluate student learning.

Middle School Education Learning Outcomes

• MID candidates will describe the major concepts and principles related to young adolescent development.
• MID candidates will describe the major concepts and principles underlying foundations of middle level education.
• MID candidates will describe the major concepts and principles of middle level curriculum and assessment.
• MID candidates will describe the central concepts, tools of inquiry, standards, and structures of content in their teaching fields.
• MID candidates will describe the major concepts and principles relating to developmentally appropriate instructional strategies for middle level students.

Special Education/Cross Categorical Learning Outcomes

Ethical and Legal Professionalism
Graduates will adhere to ethical standards and legal requirements in special education while advocating for equitable outcomes for individuals with exceptionalities and their families, with sensitivity to social, cultural, and linguistic diversity.

Individualized and Inclusive Learning Design
Graduates will design and implement inclusive, developmentally appropriate, and culturally responsive learning environments that build upon the unique strengths and address the individualized needs of students with exceptionalities.

Content Knowledge and Specialized Curriculum Development
Graduates will apply their knowledge of academic content and specialized curricula to develop, adapt, and implement instructional strategies that ensure access to the general education curriculum and attainment of individualized learning goals.

Data-Based Decision Making through Assessment
Graduates will select, administer, and interpret formal and informal assessments to evaluate learning, behavior, and environmental factors, using data to inform eligibility determinations, monitor progress, and guide evidence-based instructional and behavioral practices.

Effective and Adaptive Instructional Practices
Graduates will implement explicit, systematic, and individualized instructional approaches—using whole group, small group, and flexible grouping formats—to promote active engagement, motivation, and self-regulation among learners with exceptionalities.

Social, Emotional, and Behavioral Supports
Graduates will foster safe, respectful, and productive learning environments by applying preventive and responsive practices, conducting functional behavioral assessments, and implementing interventions that support the social, emotional, and academic well-being of students with exceptionalities.

Collaborative Teamwork and Family Engagement
Graduates will demonstrate culturally responsive collaboration and communication skills to effectively engage families, paraprofessionals, school personnel, and community partners in planning, delivering, and coordinating services for individuals with exceptionalities.

Continuous Professional Growth
Graduates will engage in reflective practice, analyze student learning outcomes, and apply professional standards, research, and evidence-based practices to pursue ongoing professional growth and enhance instructional effectiveness.

Early Childhood and Family Development Learning Outcomes

• Students will describe the characteristics and influences on an individual’s development to create environments that are healthy, respectful, supportive and challenging.
• Students will describe the process to build effective family and community relationships.
• Students will describe effective ways to build program development to include but not limited to effective assessment strategies, goals, observations, partnerships and individual development.
• Students will advance cultural competence to enhance interactions with individuals across settings with an ultimate goal of working toward anti-bias practices on a global level. They will view diversity in its broadest context such as family structure, socioeconomic status, individual abilities, gender and sexual orientation.
• Students will demonstrate professionalism in their field of study by describing their content knowledge of their academic disciplines and provide ethical leadership to collaborate with colleagues to create, implement and evaluate their effective interactions with the community.

Educational Administration Learning Outcomes

Visionary Domain: The student will be able to foster a school culture by aligning its mission, vision, and core values with stakeholder engagement, data-driven decision-making, and a commitment to equity and cultural proficiency, ensuring that all students have access to quality education and inclusive opportunities.

Instructional Domain: The student will be able to effectively utilize research-based instructional practices and meaningful feedback to enhance teacher performance and student learning. They ensure equitable access to resources and support for all students, recognizing the value of individual strengths and diversity. By aligning curricula with standards, employing various assessment strategies, and analyzing data, they create tailored learning experiences that incorporate students' identities and lived experiences, while also fostering teacher capacity through adult learning principles.

Managerial Domain: The student will be able to ensure a safe and functional learning environment while promoting cultural proficiency in routines, policies, and practices. They recognize the impact of biases on decision-making, prioritize the recruitment of diverse personnel, and establish clear expectations and procedures. Additionally, they utilize observation and feedback to enhance staff performance, understand budgetary processes and resource allocation, and leverage social capital and institutional support to achieve school goals.

Relational Domain: The student will be able to analyze student demographics to assess diversity and its impact on teaching and learning, while understanding the legal implications of support strategies for student well-being. They prioritize building positive, ethical relationships with students, staff, families, and community stakeholders, recognizing the value of individual cultural backgrounds. By fostering a culture of support and respect among staff and promoting teacher leadership, they create an inclusive environment that enhances student learning and well-being.

Innovative Domain: The student will be able to prioritize continuous professional growth by recognizing best practices, engaging in diverse professional networks, and committing to reflection and ongoing learning. They value feedback for performance improvement, effectively manage time to focus on school priorities, and leverage new knowledge and technology to drive change. Additionally, they demonstrate flexibility in their approach and confront institutional biases that impact marginalized students, fostering an inclusive and equitable learning environment.

Educational Technology Learning Outcomes

Planning and Implementing Technology-Integrated Curricula: Graduates will plan, develop, communicate, implement, and evaluate technology-integrated curricula and strategic plans.

Effective Use of Educational Technology in Learning: Graduates will use educational technology effectively to assess learning, differentiate instruction, and provide rigorous, relevant, and engaging learning environments.

Managing Digital Tools in Technology-Rich Environments: Graduates will implement, maintain, and manage a variety of digital tools and resources for use in technology-rich learning environments.

Designing Technology-Enhanced Learning Programs: Graduates will design, develop, and implement technology-enhanced learning programs and curricula that model learning principles, and promote digital-age best practices in teaching, learning, and assessment.

Professional Expertise in Content, Pedagogy, and Technology: Graduates will demonstrate professional knowledge and skills in content, pedagogy, and educational technology.

Elementary Education Learning Outcomes

• Students will have effective working relationships with students, parents, school colleagues and community members.
• Students will be able to demonstrate distinguished abilities in working with students of all ethnicities, racial backgrounds and other diversities in elementary education at the graduate level.
• Students will describe effective ways to build program development to include but not limited to effective assessment strategies, goals, observations, partnerships and individual development.
• Students will describe and apply concepts and principles of elementary education curriculum and assessment.

Literacy Learning Outcomes

• Candidates will be able to apply the Department of Elementary and Secondary Education (DESE) content standards to the field of Literacy.
• Candidates will be able to apply the International Reading Association (IRA), Standards for Literacy Professionals (2010), to all aspects of their instructional practices.
• Candidates will be able to apply the Council for the Accreditation of Educator Preparation (CAEP) standards to the field of Literacy.
• Candidates will be able to demonstrate professional knowledge, dispositions, and skills in literacy pedagogy.
• Candidates will be able to demonstrate high proficiency in working with students of all ethnicities, racial backgrounds, and other diversities for those who struggle in literacy development.
• Candidates will be able to demonstrate high proficiency in using technology during instruction, as needed, to support student learning.
• Candidates will be able to demonstrate professional communication skills with students, colleagues, and families of students.

Special Education - Alternative Certification Track Learning Outcomes

Advanced Assessment and Data-Informed Practice
Graduates will design, implement, and evaluate valid and reliable assessment practices that minimize bias, support eligibility and instructional decisions, and inform continuous improvement of programs and services.

Curricular Expertise and Program Design
Graduates will apply advanced knowledge of general and specialized curricula, instructional technologies, and assistive tools to improve educational programs and ensure equitable access to challenging content for individuals with exceptionalities.

Program Development and Evaluation
Graduates will design, implement, and evaluate programs, services, and supports at classroom, school, and system levels, using knowledge of diversity, evidence-based practices, and relevant laws to advocate for improved outcomes.

Research and Scholarly Inquiry
Graduates will critically evaluate and conduct research to identify effective practices, contribute to the professional knowledge base, and foster environments that support continuous instructional improvement.

Leadership and Policy Advocacy
Graduates will demonstrate leadership by modeling ethical practice, fostering positive and productive professional environments, and advocating for policies, resources, and evidence-based practices that improve outcomes for individuals with exceptionalities.

Professional and Ethical Practice
Graduates will integrate foundational knowledge, legal and ethical standards, and emerging issues to guide practice, engage in lifelong learning, promote the advancement of the profession, and mentor new educators.

Collaboration and Stakeholder Engagement
Graduates will use culturally responsive and collaborative practices to engage families, colleagues, and community stakeholders in consensus-building, conflict resolution, and shared decision-making to improve services and outcomes.

Professional Growth and Capacity Building
Graduates will plan, deliver, and evaluate professional development, actively participate in professional learning communities, and contribute to the preparation, induction, and ongoing support of special education professionals.

Special Education - Autism Spectrum Disorder Emphasis Learning Outcomes

• Students will be able to apply the Council for Exceptional Children (CEC) standards to their field of study as demonstrated by successfully completing field-based practicum in a program for individuals diagnosed with Autism Spectrum Disorders (ASD).
• Students will demonstrate skills in individualized assessment, instructional planning, and data-based decision-making through satisfactory completion of ASD practicum/internship.
• Students will demonstrate competence on the Council for Exceptional Children (CEC) standards related to ASD by successful completion of a comprehensive examination designed to address these elements.
• Students will demonstrate competence on Applied Behavior Analysis through completion of a field-based, research project involving the application of ABA procedures to a behavior intervention in the classroom with students identified with ASD.

Special Education - Blindness and Low Vision Emphasis Learning Outcomes

The following student outcomes for the Blind Low Vision graduate program are aligned with the standards set forth by the Association for the Education and Rehabilitation of the Blind and Visually Impaired (AERBV) and the Missouri Blind Students' Rights to Independence, Training, and Education Act (BRITE Act). These proficiencies and identified student program outcomes are measured through course-based assessments of specific competencies set forth by these regulatory and accreditation provisions, observations of field experiences in a variety of settings, including early intervention home visits, and selective use of national tests such as the relevant Praxis and national Braille Competency examinations.

Ethical and Legal Professionalism in Visual Impairment
Graduates will adhere to ethical standards and legal requirements specific to visual impairment, including IDEA, Section 504, ADA, and the BRITE Act, while advocating for equitable access and inclusive opportunities for students with visual impairments and their families, with sensitivity to social, cultural, and linguistic diversity.

Individualized and Inclusive Learning Design for Students with Visual Impairments

Accommodations and Modifications
Graduates will integrate accommodations and modifications to address the individualized sensory and learning needs of students with blindness or low vision in accord with the BRITE Act and IDEA.

Specialized Strategies
Graduates will utilize specialized strategies to address individualized sensory and learning needs of students with blindness or low vision as outlined in accord with the BRITE Act and IDEA.

Implementation of Inclusive Practices
Graduates will design and implement inclusive, developmentally appropriate, and culturally responsive learning environments.

Content Knowledge, Braille Literacy, and Specialized Curriculum Development

Demonstration of Skills
Graduates will demonstrate proficiency in braille reading and writing (literary and Nemeth), assistive technology, and tactile graphics.

Application of Specialized Braille Curricula
Graduates will apply specialized braille curricula to ensure students’ access to the general education as well as the Expanded Core Curriculum (ECC) in accordance with the BRITE Act. Graduates will design lessons and select appropriate instructional strategies and understand concepts such as early intervention, braille assessment, braille curriculum, and braille technology in accord with the BRITE Act. Graduates will facilitate students’ transition into the workforce through job exploration, self-advocacy, workplace readiness and experience, and post-secondary training and education consideration.

Data-Based Decision Making through Assessment
Graduates will conduct and interpret Functional Vision Assessments (FVA), Learning Media Assessments (LMA), orientation and mobility evaluations, and other specialized evaluations, using data to determine eligibility, guide instructional planning, monitor progress, and recommend appropriate tools, materials, and services in accord with the BRITE Act.

Effective and Adaptive Instructional Practices in Visual Impairment
Graduates will implement explicit, systematic, and individualized instructional strategies in areas such as braille literacy, assistive technology, tactile graphics, and adapted math and science, promoting independence, active engagement, and self-advocacy among students with visual impairments.

Social, Emotional, and Environmental Supports for Students with Visual Impairments
Graduates will foster safe, respectful, and accessible learning environments, applying preventive and responsive strategies to address social-emotional learning, self-determination, orientation and mobility collaboration, and environmental modifications to support students’ academic and functional independence.

Collaborative Teamwork and Family Engagement
Graduates will demonstrate culturally responsive collaboration and communication skills to effectively engage families, paraprofessionals, school personnel, orientation and mobility specialists, rehabilitation services, and community partners in planning, delivering, and coordinating educational services.

Continuous Professional Growth in Visual Impairment
Graduates will engage in reflective practice, maintain professional competence in braille, assistive technology, and ECC-related instruction, analyze student outcomes, and apply professional standards, research, and evidence-based practices to enhance their effectiveness as TVIs.

Special Education - Comprehensive Intervention Specialist Learing Outcomes

Learner Development and Inclusive Environments
Graduates will demonstrate deep understanding of the characteristics of learners with exceptionalities and design supportive, inclusive, and culturally responsive environments that address academic, behavioral, and social-emotional needs across settings.

Assessment and Universal Screening
Graduates will administer and interpret a variety of assessments—including school-wide screenings—to evaluate learning, behavior, and environmental factors, using culturally and linguistically responsive practices to guide instructional and eligibility decisions.

Progress Monitoring and Data-Based Decision-Making
Graduates will collect, analyze, and interpret student progress data, applying a systematic problem-solving model to adjust interventions, determine effectiveness, and inform instructional planning at all tiers of support.

Curricular and Instructional Expertise
Graduates will adapt general education curricula and deliver specialized, evidence-based interventions across academic, behavioral, and functional domains, ensuring access to rigorous content aligned with individualized goals and MTSS tiers.

Intensification of Instruction and DBI
Graduates will apply data-based individualization (DBI) processes to design, adapt, and intensify interventions for students with persistent or complex needs, ensuring equitable access to effective supports.

Professional and Ethical Practice
Graduates will adhere to professional and ethical standards, apply relevant laws and policies (including IDEA), and demonstrate leadership in creating equitable systems of support while maintaining the highest standards of professional conduct.

Collaboration and Family Engagement
Graduates will collaborate with families, general and special educators, paraprofessionals, and other professionals to co-develop, implement, and evaluate intervention plans, fostering shared responsibility and culturally responsive engagement.

Implementation Fidelity and Professional Growth
Graduates will monitor and ensure fidelity of intervention implementation, reflect on student outcomes, and engage in ongoing professional learning to refine practice and sustain effective MTSS frameworks in schools.

Special Education - Deaf & Hard of Hearing Learning Outcomes

• Students will demonstrate competence as reflective scholar-practitioners using evidence-based instructional strategies, differentiated instruction, and inclusive learning environments through successful completion of field-based practicum or student teaching.   
• Students will demonstrate content knowledge competence by earning a passing score on the Special Education-Deaf and Hard of Hearing Praxis exam.
• Students will demonstrate proficiency in using visual language, achieving a conversational level of fluency, cultural awareness, and the ability to adapt their teaching approaches to meet the unique communication needs of deaf and hard of hearing students by designing and presenting a lesson plan based on inclusivity, creativity, and adherence to best practices for DHH learners.

Student Affairs in Higher Education Learning Outcomes

In accordance with standards established by the Council for Advancement of Standards in Higher Education (CAS), students will demonstrate competence in the areas below, which will be assessed through their successful completion of the Student Affairs in Higher Education curriculum, including curricular and co-curricular supervised practice experiences and a culminating assessment that exhibits these proficiencies defined by College Student Educators International (ACPA) and Student Affairs Administrators in Higher Education (NASPA).  

• Personal and Ethical Foundations (PPF)
  Students will be able to critically reflect on and evaluate their personal values and ethical principles, applying them to complex decision-making processes within the context of student affairs.  
• Values, Philosophy, and History (VPH)
  Students will be able to analyze and synthesize historical, philosophical, and value-based frameworks of higher education and student affairs, integrating these into innovative solutions for contemporary professional challenges. 
• Assessment, Evaluation, and Research (AER)
  Students will be able to design, conduct, and interpret assessment and research studies, utilizing data to generate insights and propose evidence-based improvements to policies and practices in higher education. 
• Law, Policy, and Governance (LPG)  
  Students will be able to critically evaluate and apply legal standards, institutional policies, and governance structures to develop strategies that ensure ethical compliance and promote institutional effectiveness.  
• Organizational and Human Resource (OHR)
  Students will be able to formulate and implement strategic plans for organizational development and human resource management, demonstrating leadership in areas such as staff development, budgeting, and operational efficiency.  
• Leadership (LEAD)  
  Students will be able to assess leadership theories and practices, applying them to effectively lead diverse teams and manage change within higher education institutions, while fostering collaboration and organizational success. 
• Social Justice and Inclusion (SJI)
  Students will be able to create, implement, and assess initiatives that promote social justice, equity, diversity, and inclusion, addressing systemic barriers and fostering inclusive campus environments.  
• Student Learning and Development (SLD)
  Students will be able to apply and evaluate student development theories to design programs and interventions that support holistic student growth, enhance learning outcomes, and contribute to academic success. 
• Technology (TECH)
  Students will be able to critically assess and implement emerging technologies to enhance student engagement, streamline institutional processes, and support the professional growth of both students and staff in student affairs.  
• Advising and Supporting (A/S)
  Students will be able to apply advanced advising and counseling techniques to support individual and group student needs, facilitating problem-solving and personal development in alignment with students’ educational goals.

Master of Arts in Teaching Learning Outcomes

• Application of Standards
  MAT candidates will effectively apply relevant educational standards, including the content standards set by the Missouri Department of Elementary and Secondary Education (DESE) as well as applicable national standards, to their teaching practices, ensuring alignment with both state and national requirements while addressing the diverse needs of their students.
• Pedagogical Knowledge and Skills
  MAT candidates will exhibit a comprehensive understanding of foundational concepts and principles of teaching, demonstrating the professional skills and dispositions necessary for effective pedagogy. They will effectively implement developmentally appropriate instructional strategies, ensuring that their approaches meet the needs of their students.
• Curriculum Development and Assessment
  MAT candidates will articulate and apply the essential concepts and practices involved in curriculum development as the design and use of assessments that promote student learning and success.
• Understanding and Apply Central Teaching Concepts
  MAT candidates will demonstrate knowledge of essential teaching concepts, tools of inquiry and effective instructional strategies .  They will apply these principals, standards, and frameworks relevant to their teaching disciplines. 
• Engage with and Support Diverse Learners
  MAT candidates will demonstrate advanced skills in creating an inclusive learning environment that meets and needs and is supportive of a diverse student population.
• Technology Integration to Enhance Teaching and Learning
  MAT candidates will be proficient in utilizing technology to support and enhance teaching, fostering an engaging and effective learning experience for students.
• Communication Skills
  MAT candidates will demonstrate strong communication skills in their interactions with studenst, colleagues, and the broader community promoting collaboration and positive professional relationships.

Teaching and Learning Learning Outcomes

• Students will analyze current practices in teaching and learning by challenging their assumptions through curriculum, class discussions, and research.
• Students will evaluate their schools and communities and the purposes of education to create a deeper understanding and practice of their profession.
• Students will apply the knowledge gained through coursework to their research projects to ensure growth and commitment to the education profession.
• Students will exhibit the reflective effective educator.

Leadership, Learning, and Education Change Learning Outcomes

Students will become educators who can critically assess and challenge existing educational practices and assumptions, fostering a culture of thoughtful and informed change.

Students will be encouraged to adopt a global view in their approach, understanding diverse educational contexts and incorporating international perspectives in problem-solving.

Students will be equipped with the knowledge and skills to implement inclusive and equitable practices in education, ensuring that diverse needs are met.

Students will use research as a tool to address practical problems in education, emphasizing the application of theory to real-world scenarios.

Students will become competent leaders capable of identifying and addressing issues in education, particularly in the realms of justice and equity.

Students will have a collaborative learning environment where they can grow together, sharing insights and experiences in a supportive cohort framework.

Students will develop graduates who are not only advocates for change, but also leaders in implementing and guiding that change within educational settings.

Students will receive academic and practical training in a high-quality, rigorous program that balances academic excellence with practical application, in line with CPED guidelines.

Students will be encouraged to continuously pursue knowledge and understanding, fostering intellectual curiosity among graduates.

Students will be able to tailor their learning to their specific career aspirations, ensuring they develop expertise in areas of personal and professional interest.

Students will become knowledgeable graduates in their field and dynamic leaders capable of initiating and sustaining meaningful educational change.

Educational Administration Learning Outcomes

Visionary Domain: The student will be able to develop and communicate a clear, measurable vision to stakeholders, utilizing data analysis to evaluate results and drive continuous district improvement.

Instructional Domain: The student will be able to engage and support staff in aligning curriculum to standards, utilizing diverse research-based practices, and implementing effective observation and feedback systems. Ensures the use of various assessments and multiple data sources to enhance student learning while promoting a culture of continuous professional development.

Managerial Domain: The student will be able to oversee district facilities and resources, establish routines to maximize learning time, and recruit, develop, and retain effective personnel. Communicate expectations and policies, provide intervention and support for improvement, and ensure effective management of both fiscal and non-fiscal resources to align with district goals.

Relational Domain: The student will be able to foster a supportive learning environment that meets individual students needs and advocates for their welfare. Build strong relationships with students, staff, board members, and the community, promoting a culture of respect. Develop leaders at all levels and engage in professional networks, demonstrating self-awareness and a commitment to continuous growth and improvement in educational practices.

Innovative Domain: The student will be able to actively seek feedback to enhance performance, maintain focus on high priorities, and develop well-reasoned beliefs informed by new knowledge. Demonstrate adaptability and effective management in response to change.

Special Education and Assessment Learning Outcomes

Mastery in Assessment Theory and Practice
Graduates will demonstrate advanced understanding of psychometric principles—including reliability, validity, and standardization—and apply this knowledge to select, administer, and interpret both formal and informal assessments across academic, cognitive, behavioral, and language domains to construct comprehensive learner profiles.

Expert Diagnostic Reporting and Recommendations
Graduates will produce thorough, accurate evaluation reports, effectively analyze error patterns, integrate assistive technology when appropriate, and recommend evidence-based accommodations and interventions tailored to individual learner strengths and needs.

Equity and Inclusivity in Assessment Processes
Graduates will identify and mitigate cultural, linguistic, or representational bias in assessment procedures, and critically evaluate these aspects to ensure fair and accurate diagnostic outcomes for diverse learners.

Holistic Program Planning and Service Design
Graduates will synthesize multiple sources of assessment data, consider learner characteristics, and formulate diagnostic-based recommendations that inform implementation of appropriate programs, services, and supports that align with individual needs.

Research-Informed Diagnostic Practices
Graduates will evaluate and apply current research and best practices in assessment methodologies, using theoretical frameworks and empirical evidence to enhance and validate their diagnostic practices.

Leadership and Policy Influence in Assessment
Graduates will critically interpret laws, policies, emerging issues, and theoretical models related to special education assessment, and demonstrate leadership by designing and evaluating assessment practices at the classroom, school, or systemic level.

Ethical, Confidential, and Professional Conduct
Graduates will uphold professional ethical standards and confidentiality, maintain current knowledge through professional development, clearly inform stakeholders of evaluation purposes and timelines, and report findings accurately and timely.

Collaborative Consultation and Data Interpretation
Graduates will collaborate with educators and multidisciplinary team members to determine assessment needs, interpret results, and support data-informed instructional and intervention planning at both individual and system levels

Specialist in Education, Teacher Leadership Learning Outcomes

• Students will investigate current practices in teaching and learning through curriculum, class discussions, and research.
• Students will investigate their schools and communities to create a deeper discernment of the educator as a professional.
• Students will investigate the purpose of education within their school and communities and apply their findings within their classrooms.
• Students will apply the knowledge gained through coursework to their research projects to ensure growth and commitment to the education profession.

Autism Spectrum Disorders Certificate Learning Outcomes

Students will demonstrate skills in individualized assessment, instructional planning, and data-based decision-making in their field of study through satisfactory completion of a field-based practicum or internship.

Students will demonstrate competence in Applied Behavior Analysis through completion of a field-based, research project involving the application of ABA procedures to a behavior intervention in the classroom with students identified with ASD.

Educational Technology Certificate Learning Outcomes

Students will plan, develop, communicate, implement, and evaluate technology-infused strategic plans.

Students will maintain and manage a variety of digital tools and resources for use in technology-rich learning environment.

Students will design, develop, and implement technology-rich learning program that model principles of learning and promote digital age best practices in teaching, learning and assessment.

Students will demonstrate field experience in a working environment where educational technology services and programs are used or developed.

Orientation and Mobility Certificate Learning Outcomes

Students will demonstrate skills in orientation & mobility [based on Academy for Certification of Vision Rehabilitation & Education Professionals (ACVREP) standards], instructional planning, and on-site individualized decision-making in O&M for persons with blindness/low vision through satisfactory completion of a field-based internship supervised by an approved Cooperating COMS.

Special Education Director Certificate Learning Outcomes

Students will demonstrate competence on the Department of Elementary and Secondary Education (DESE) content standards by earning a satisfactory score on the EAD Building-Level Administrator Content Exam, attaining certification as a Building Principal, and completing course requirements for Special Education Director in a satisfactory manner.

Students will be able to apply the Council for the Accreditation of Educator Preparation (CAEP) standards to their field of study as demonstrated by successfully completing field-based internship in Special Education Director and receiving a satisfactory score on their capstone research project.