Students who complete PSU graduate degree programs will achieve the following learning outcomes:
Arts, Leadership, and Learning
- Demonstrate scholarship in the arts through cultivating understandings of the holistic nature of artistic communication, creative process, and aesthetic engagement.
- Demonstrate relationships with professionals in the field who represent diversity of perspective, culture and context.
- Apply action-based arts leadership strategies through the design, facilitation, assessment and implementation of arts advocacy projects in educational systems.
- Demonstrate the importance of the arts and learning in multicultural and multilingual settings.
- Demonstrate the leadership skills necessary to design, advocate and implement successful art projects that have an impact on the community.
- Demonstrate understanding of qualitative and applied research methods.
Curriculum and Instruction
- Articulate a personal teaching and learning philosophy based on research-based practices and experience.
- Understand issues of diversity in relation to teaching and learning.
- Identify peer reviewed resources of research for reviewing and understanding best practices.
- Demonstrate mastery of curriculum and instruction concepts through service.
- Understands theories of child and adolescent development and principles of learning.
- Model reflective practice through journaling and other methods.
- Evaluates, creates, and implements appropriate forms of assessment to improve learning.
- Provides evidence of leadership in specialization component.
- Provides evidence of professionalism with specialization component.
- Provides evidence of scholarship and application within specialization component.
- Advocate in oral, visual, kinesthetic and written form the value of the arts in education and society.
- Demonstrate a variety of arts-based skills and techniques.
- Demonstrate a sensitivity and awareness of the multicultural content of the arts, both contemporary and historical.
- Demonstrate the ability to design, create, assess and implement an integrated arts lesson, unit or project that maps to the Common Core Standards.
- Ability to collaborate with others to enhance community and create successful integrated arts lessons, presentations and projects.
- Demonstrate ability to research and apply information in the arts.
Understand theories of child and adolescent development and principles of learning.
- Have the ability, as a member of the educational team to develop the Individualized Education Plan/Individualized Family Support Plan and to identify, design and promote individualized supports, strategies, accommodations and modifications that meet children’s educational needs.
- Understand and demonstrate knowledge of federal and state laws and local policies that pertain to individuals with disabilities.
- Have the ability to identify and utilize evidence-based practices to maximize student learning outcomes for students with disabilities.
- Understand and demonstrate knowledge of how significant variations in development impact learning.
- Have the ability to identify and use appropriate instructional methods curriculum and technologies that support children with disabilities: a-access information, b-communication skills, c-interact with peers, adults and their environment, d-demonstrate learning.
- Demonstrate competency in collaboration, advocacy, coordination of family and school educational efforts and case management.
- Have the ability, incollaboration within a team, including partents to facilitate the development of social, behavioral and academic skills in students and work in partnerships with families to promote their full participation in the educational process.
- Understand and collaboratively solve ethical and legal dilemmas that arise in the ducation of students with disabilities.
- Design, emplement and evaluate a variety of strategies including positive behavioral supports and interventions.
- Have the ability to administer, as a member of the educational team, appropriate assessments to: a-determine eligibility for special education, b-develop the Individualized Education Plan/Individualized Family Support Plan, c-plan instruction, d-evaluate porgress, e-review and revise porgrams and f-communicate educational results to others.
- Display conduct characteristic of developing professionals.
- Have knowledge of differential characteristics of individuals with various types and natures of disabilities, as well as the implications for the development and implementation of programs and services.
- Have the ability to organize and help groups accomplish objectives and bring about change as well as collaborate and engage in shared decision making with building and agency administrators to support appropriate programs for students with disabilities.
- Have the ability to lead effective planning, implementation and review of improvement processes.
- Have knowledge of systems and organizations and their management theories.
- Have the ability tyo manage personnel practies including recruitment, selection, performance evaluation and improvement plans.
- Have knowledge of current issues, principles of adult learning and models of effective professional development in educational settings; and the ability to design and implement professional developmet opportunities at district, building and individual levels to improve resuls for students with disabilities.
- Have the ability to plan, develop and monitor budgets, audit fiscal reports and procure reimbursement from any state or federal sources which are available.
- Have the ability to make decisions which reflects a thorough knowledge of current federal law and regulations and state law and rules for students with disabilities as well as the ability to locate, use and cite New Hampshire laws and rules pertaining to the operation of schools.
- Have the knowledge of a wide array of curriculum and intructional practices designed for students with disabilities to promote the development of critical knowledge and skills and the ability to develop and implement service-delivery programs based on effective practices which address the range of students with disabilities.
- Will understand theories of child and adolescent development and principles of learning.
- Have knowledge of principles ofassessment of students with disabilities including valid evaluation tools and their use in eligibility determination, development of individualized education plans and monitoring student progress.
- Display conduct characteristic of developing professionals.