Educational Leadership Program Standards and Outcomes:

1. Facilitate the development, implementation, and monitoring of a shared vision of learning, involving all stakeholders.
2. Shape, nurture, and sustain a school culture and instructional program based on student learning and professional growth.
3. Ensure effective management of operations and resources for safe, efficient, and effective learning environment.
4. Collaborate with family and community members to mobilize community resources to respond to diverse community interests and needs.
5. Act with integrity and fairness in an ethical manner.
6. Understand, respond to, and influence the larger political, social, economic, legal, and cultural context.

All Early Childhood:

Student outcomes for the four early childhood programs are based on the Standards for Alaska’s Teachers. Outcomes are also based on the professional preparation standards of the National Association for the Education of Young Children (NAEYC).
The students will demonstrate the following outcomes: 

• Create a healthy, respectful, supportive, and challenging learning environment based on knowledge of child development.
• Create respectful, reciprocal relationships that support and empower families, and involve all families in their children’s development and learning.
• Use systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence children’s development and learning.
• Design effective approaches to teaching and learning, implement and evaluate experiences that promote positive development and learning for all children.
• Incorporate knowledge of content areas to create appropriate experiences for young children.
• Use ethical guidelines and other professional standards related to early childhood practice.
• Demonstrate knowledgeable, reflective, and critical perspectives on professional practice, making informed decisions that integrate knowledge from a variety of sources.

Elementary Education

Candidates who complete this program:

• Construct learning opportunities that support K-6 students’
development, acquisition of knowledge, and motivation.
• Design and implement curriculum that supports K-6 students’
learning of language arts, science, mathematics, social studies, the
arts, health, and physical education.
• Plan and implement instruction based on knowledge of K-6
students, learning, theory, curriculum, and community.
• Create appropriate instructional opportunities to address diversity.
• Use teaching strategies that encourage development of critical
thinking and problem solving.
• Foster active engagement in learning and create supportive learning
environments.
• Use effective communication strategies to foster inquiry and
support interaction among K-6 students.
• Use formal and informal assessments to inform and improve
instructional practice.
• Reflect on practice and engage in professional growth activities.
  
• Establish positive collaborative
 relationships with families, colleagues, and the community.

Master of Arts in Teaching

Candidates who complete this program:

• Can describe their philosophy of education and demonstrate its relationship to their practice.
• Understand how students learn and develop and apply that knowledge in their practice.
• Teach students with respect for their individual and cultural characteristics.
• Know their content area and how to teach it.
• Facilitate, monitor, and assess student learning.
• Create and maintain a learning environment in which all students are actively engaged and contributing members.
• Work as a partner with parents, families, and the community.
• Participate in and contribute to the teaching profession.

Graduate Certificate, Language Education

The student outcomes for this concentration are based on the Teachers of English to Speakers of Other Languages (TESOL) and the National Council for Accreditation of Teacher Education (NCATE) Standards for P-12 Teacher Education Programs. Students who complete the Graduate Certificate in Language Education will:

• Demonstrate understanding of language as a system and demonstrate a high level of competence in helping language learners acquire and use the new language in speaking, reading, and writing for social and academic purposes.
• Understand and apply concepts, theories, research, and practice to facilitate the acquisition of a primary and a new language in and out of classroom settings.
• Know, understand and use the major concepts, principles, theories, and research related to the nature and role of culture in language development and academic achievement that support an individual student's learning and apply this knowledge to improve teaching and learning.
• Know, understand, and use knowledge of how cultural groups and students' cultural identities affect language learning and school achievement.
• Know, understand, and apply concepts from research and best practice to plan instruction in a supportive learning environment for language learners.
• Understand various issues of measurement (e.g., equity, cultural and linguistic bias; political, social, and psychological factors) in assessment, IQ, and special education testing; the importance of standards; and the difference between language proficiency and other types of assessment.
• Serve as a professional advocate and resource for language learners and the community.

Master of Education Teaching and Learning

Student outcomes for the M.Ed. in Teaching and Learning are informed by the American Association of Colleges for Teacher Education (AACTE) core principles, the NBPTS five core propositions, the eight Standards for Alaska Teachers and the Alaska Culturally Responsive Teaching Standards. Students who complete this program will present a comprehensive portfolio that documents their growth in the following areas:

• Deepening subject matter knowledge for teaching
• Understanding and using research to inform practice, strengthen skills and foster dispositions toward becoming change agents within the professional context
• Developing leadership and facilitation skills
• Extending and refining personal and professional resources
• Translating theoretical ideas and concepts into culturally responsive practice.

Master’s Degree in Special Education

Student Outcomes:
Student outcomes for the program are based on the professional standards of the Council for Exceptional Children (CEC) . Students who complete this program will be able to:

• Utilize a variety of assessments to identify specific areas of student strengths and weaknesses and use the results to guide instruction.
• Individualize instruction to meet the specific needs of students with disabilities in inclusive settings.
• Support and promote inclusiveness and equity for students with diverse cultural and ethnic backgrounds.
• Apply the legal and ethical principles associated with special education.
• Promote a positive social environment for all students, particularly those with significant emotional and/or behavioral disorders.
• Develop and maintain an atmosphere of collaboration with teachers, parents, administrators, and paraprofessionals.
• Critically analyze and apply principles of research.
• Demonstrate literacy regarding theoretical perspectives associated with human development and learning.

Counseling Graduate Certificate

Student Outcomes:
The outcomes for the program are based on the National Board of Certified Counselors standards. Students who complete this program will be able to:

• Articulate a personalized meaning of the professional and ethical issues in the counseling field.
• Demonstrate mastery in the counseling field content areas of:
• Research including program evaluation
• Appraisal of the individual
• Social and cultural foundations
• Human growth and development
• Group work
• Career development through the lifespan
• Helping relationships

This graduate certificate provides structured support to those seeking continuing education for maintaining current certifications or obtaining additional credentials through the Alaska Board for Professional Counselors  and/or the National Board of Certified Counselors. It is designed to supplement each candidate's existing experience and academic preparation and the degree to which each candidate achieves the program outcomes.  Therefore, specific required courses are not listed since individual graduate studies plans may vary considerably based on prior coursework of each candidate.  A faculty advisor will use the academic preparation requirements set forth by the licensing boards to guide the coursework selections included in graduation planning.

Special Education Initial Certification Program

Student outcomes for the Special Education Graduate Certificate program are based on the professional standards of the Council of Exceptional Children (CEC). Students who complete this program will be able to:

• Utilize a variety of assessments to identify specific areas of student strengths and weaknesses and use the results to guide instruction.
• Individualize instruction to meet the specific needs of students with disabilities in inclusive settings.
• Support and promote inclusiveness and equity for students with diverse cultural and ethnic backgrounds.
• Apply the legal and ethical principles associated with special education.
• Promote a positive social environment for all students, particularly those with significant emotional and/or behavioral disorders.
• Develop and maintain an atmosphere of collaboration with teachers, parents, administrators, and paraprofessionals.
• Critically analyze and apply principles of research.
• Demonstrate literacy regarding theoretical perspectives associated with human development and learning.

Masters of Education in Early Childhood Special Education

Student Outcomes:
Student outcomes for the program are based on the professional standards of the Council of Exceptional Children (CEC). Students who complete this program will be able to:

• Apply legal and ethical policies that affect young children with developmental delays and disabilities, families, and programs for young children.
• Use intervention strategies with young children having developmental delays and disabilities and their families that affirm and respect family, cultural, and linguistic diversity.
• Develop and apply instructional practices based on knowledge of the child, family, community, and the curriculum.
• Design, implement, and evaluate environments to assure developmental and functional appropriateness.
• Assess the development and learning of young children with developmental delays and disabilities and use that information to direct intervention.
•  Critically analyze and apply principles of research in the area of early childhood special education.

Master of Education in Counselor Education

Student Outcomes:

• Communicate essential knowledge and understandings of the profession of counseling including an ability to integrate knowledge into personally meaningful frameworks.
• Apply practical knowledge that is developmentally appropriate to individuals and groups.
• Utilize assessment, research, and technology to support and improve counseling practices.
• Show characteristics relating to effective counseling practice.
• Create positive therapeutic environments for all clients.
• Engage in work that meets ethical standards and legal mandates in the field of counseling.

Special Education Endorsement Concentration, Graduate Certificate

Student Outcomes
Student outcomes for the Special Education Graduate Certificate program are based on the professional standards of the Council of Exceptional Children (CEC). Students who complete this program will be able to:

• Utilize a variety of assessments to identify specific areas of student strengths and weaknesses and use the results to guide instruction.
• Individualize instruction to meet the specific needs of students with disabilities in inclusive settings.
• Support and promote inclusiveness and equity for students with diverse cultural and ethnic backgrounds.
• Apply the legal and ethical principles associated with special education.
• Promote a positive social environment for all students, particularly those with significant emotional and/or behavioral disorders.
• Develop and maintain an atmosphere of collaboration with teachers, parents, administrators, and paraprofessionals.
• Critically analyze and apply principles of research.
• Demonstrate literacy regarding theoretical perspectives associated with human development and learning.