Student Learning Outcomes

Writing:

  • Revise and edit their writing through successive drafts to clarify and deepen meaning.
  • Create a writing community in their classrooms or other settings.
  • Understand writing as a process of discovery. They will generate and develop ideas, plan, draft, revise, give and receive feedback on their writing and bring it to a final form.
  • Reflect on all they have learned as writers in relation to their teaching lives and their teaching of writing.

Inquiry:

  • Read deeply and critically in multiple sources related to the teaching of writing and to examine their practice in the light of what they learn.
  • Appreciate the role professional reading plays in informing practice.
  • Develop an original argument on a topic of interest related to the teaching of writing.
  • Develop a deep understanding of equity in relation to the teaching of writing.

Practice:

  • Develop a repertoire of teaching practices for supporting students as they generate ideas, develop and plan pieces of writing, draft and revise their writing, respond to each other’s work and edit, proofread and prepare their work for wider audiences.
  • Assist students with writing in digital formats and contexts.
  • Identify underlying assumptions in a teaching practice.
  • Develop a mindset that values inquiry over set answers.
  • Respectfully challenge colleagues’ ideas and receive and consider challenges to their own ideas.

Research:

  • Explain the differences between qualitative and quantitative research.
  • Explain the background and purpose of teacher research.
  • Form the habit of written reflection on daily teaching events.
  • Find and Frame a Research Question.
  • Perform a Review of Literature.
  • Be familiar with Strategies for Data Collection.
  • Formulate a Research Design.
  • Be familiar with Strategies for Data Analysis.
  • Explain some of the tensions which can arise in teacher research and discuss how they might be resolved.
  • Explain how teacher research might fit into a wider context of school reform.
  • Present the results of teacher research in a professional community.

Capstone:

  • Plan programming which enables participants to participate actively in writing activities, reflect on what they have learned, and develop implications for their classrooms.
  • Understand and evaluate needs of participants in these professional development activities and design programming in response to those needs.
  • Demonstrate and reflect on one’s growth in confidence and competence in carrying out professional duties.
  • Reflect on personal challenges for the type of work carried out during the practicum.
  • Analyze relevant literature and evaluate it in relation to the practicum experience.
  • Revise professional development programming based on the responses of participants.