Student Outcomes

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.

Integrated Arts

  • 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.

Special Education

  • 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, in collaboration within a team, including parents 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 education of students with disabilities.
  • Design, implement 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 progress, e-review and revise programs 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 to manage personnel practices 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 development opportunities at district, building and individual levels to improve results 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 instructional 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 of assessment 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.

NH Elementary (K-8) Teaching Certification

  • Understand theories of children’s growth and development and use this understanding as a foundation for all decisions related to assessment, instruction and curriculum and as an informant in all communications about children with other educators and/or families and caregivers.
  • Be able to design engaging content-rich curriculum for the teaching of understanding, knowledge and skills, exquisitely aligning assessments with learning goals, so that each child’s progress on each goal is evident and can inform future instruction.
  • Be able to intuitively differentiate both instruction and assessment in the classroom so that all children can learn; and recognize that the supports and/or accommodations implemented must support children across all areas of development including the social-emotional realm.
  • Establish a reflective practice (aligned with teacher certification standards) that self-corrects, builds capacity and upholds integrity in the area of professionalism and is based on the notion that learning is telling and teaching is listening.
  • Understand the importance of a positive environment for learning and be able to develop an inclusive and culturally-sensitive classroom community that is safe, healthy and productive for every child without exception.
  • Within the content areas of language arts, social studies, mathematics, sciences, health and wellness, arts and information technology the teacher candidate understands essential concepts, knows key information and is able to perform foundational skills, as well as partner with children, families and caregivers to develop new understandings, knowledge and skills.
  • Understand the ways in which knowledge in the field of elementary education is generated and able to contribute  to the professional knowledge base by designing and implementing action research in a classroom setting.

MEd Elementary Education (non-certification)

  • Understand the diversity of self, schools and society; and the effects of this diversity on the acts of teaching and learning.
  • Renew or establish a philosophical and ethical educational position which aligns and integrates professional values into the whole of one’s self.
  • Understand the tenets of research, for the purpose of utilizing evidence-based professional practices, and designing research projects to study innovative ideas.
  • Develop an expert level understanding of curriculum , assessment and instruction, and the current issues related to each in the field.
  • Know and understand the most current research in the field about how people learn.
  • Design and implement a field-based project that reflects all of the program goals and contributes positively to the world.

Education Technology Integrator

  • Facilitate and inspire student learning and creativity by:  Use of knowledge of digital tools and technology applications to facilitate experiences that advance student learning, creativity and innovation in both face-to-face and virtual environments: Collaborate with other educators within the school and district to promote creative thinking and inventiveness using digital tools to engage students in real-world problem solving and learning:  Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding:  Model collaborative knowledge construction to create more engaging learning experiences.
  • Design and develop digital age learning experiences and assessments by:  Design and implement digitally-based learning experiences with multiple and varied formative and summative assessments:  Manage digital portfolio processes and procedures as specified in Minimum Standards for School Approval, Ed 306.42, Information and Communication Technologies Programs:  Collaborate with other educators within the school and district to incorporate contemporary digital tools and resources to maximize content learning in context:  Model the use of adaptive technologies and other digital resources to personalize and differentiate learning activities for every student.
  • Model digital age work and learning by:  Manage and integrate all available and emerging digital tools within the school community:  Provide instruction in and promote the use of digital tools for teaching, collaboration and communication with students, parents, peers and community members:  Illustrate how state and national standards are implemented within the curriculum.
  • Promote and model digital citizenship and responsibility by:  Demonstrate a comprehensive understanding of safe, ethical and legal practices related to digital information and technology, including, but not limited to respect for copyright and intellectual property and practices relating to the appropriate documentation of sources:  Provide instruction and modeling to the school community regarding digital etiquette and responsible social interactions related to the use of technology and information;  Promote and use digital tools and assistive technologies that provide equitable access for all school community members:  Facilitate access to digital-age resources which promote cross-cultural awareness and connections.
  • Engage in professional growth and leadership by:  Promote and demonstrate effective use of digital tools and resources:  Evaluate, adapt and reflect on emerging tools and trends by participating in local and global learning communities and by reviewing current research and professional literature:  Demonstrate the role of digital media literacies to best equip young people to succeed in a globally interconnected, multicultural world:  Participate in developing policies, procedures and budgets concerning digital resources:  Provide collaborative leadership to colleagues at all position levels.

MEd Integrated Arts

  • 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 the 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.

Library Media

  • Collaborate with other educators to create a mission statement and develop long-range program goals; perform library management operations, including, but not limited to 1. Budgeting, 2. Staffing, 3. Scheduling and 4. Managing and maintaining resources.  Assess the strengths and weaknesses of the library media program.  Participate in local, state and national education and technology initiatives to ensure integration of current research findings and best practices into the library media program.
  • Develop and implement policies and procedures to acquire, process, organize, disseminate, maintain and continually assess collections of information resources, essential equipment and latest technologies.
  • Develop policies and activities consistent with 1. school, district, state and national standards, 2. relevant laws and legislation, 3. privacy rights, 4. equity of access and 5. tenets of intellectual freedom, copyright and digital citizenship.
  • Create and implement a collection development policy that demonstrates knowledge of principles related to selection, acquisition, organization and evaluation.  Select current, relevant and balanced resources for the diverse needs of the school community that support the curriculum and provide leisure reading materials.
  • Employ existing and emerging technologies to access, evaluate and disseminate information including, but not limited to the internet and electronic databases.  Collaborate with educators to plan, implement and assess units of study that integrate multimedia, research and information literacy into classroom instruction.
  • Encourage and engage students in reading, viewing and listening for understanding and enjoyment.  Promote quality literature and authors reflecting a variety of cultures and themes.
  • The program shall provide for a supervised off-campus practicum which provides experience at both the elementary and secondary levels.

 Online Teaching and Learning

  • Articulate a personal teaching and learning philosophy based on research-based practices and experience.
  • Understand issues of diversity in relation to adult learning.
  • Identify peer reviewed resources of research for reviewing and understanding best practices.
  • Demonstrate mastery of online teaching and learning concepts through serving as an online facilitator with a master instructor.
  • Create effective instructional units using current Web 2.0 tools.
  • Create effective web-based learning modules.
  • Design learning activities which promote active learning and critical thinking.
  • Create an online unit to be used in a face-to-face class,
  • Use problem-based learning as an educational tool.
  • Model ethical behavior using web-based resources.
  • Create and implement strategic assessment strategies.

Teacher Leadership

  • 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 Teacher Leadership concepts through an in-depth and documented service project.
  • Understands theories of child and adolescent development and principles of learning.
  • Model reflective practice through journals and other methods.
  • Evaluate, create and implement appropriate forms of assessment to improve learning.
  • Identify and outline the Action Research Process.
  • Articulate the importance of Teacher Leadership.
  • Identify and define methods of applying leadership skills.
  • Model the use of identifying various stakeholders valuable in the change process.
  • Utilize change methodologies to involve stakeholders in the change process.
  • Describe and develop personal learning networks.
  • Create and implement professional development opportunities through professional learning networks.
  • Advocate and create opportunities for educators to understand the various avenues toward professional development.

Educational Leadership

  • Demonstrate an ability to collaboratively facilitate the development of a shared vision of learning in order to promote continual and sustainable school improvement.
  • Use data to drive decision making, identify educational goals and assess organizational effectiveness.
  • Develop a school culture and instructional program characterized by high expectations for students.
  • Create and evaluate a comprehensive, rigorous and coherent curricular and instructional school program.
  • Develop and supervise the instructional practice and leadership potential of school staff.
  • Support teaching and learning within a school environment to promote effective and appropriate technologies.
  • Manage the school organization, operation and resources through monitoring and evaluating the appropriate systems.
  • Efficiently use human, fiscal and technological resources through monitoring and evaluating the appropriate systems.
  • Collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources on behalf of the school by collecting and analyzing information pertinent to improvement of the school’s educational environment.
  • Promote an understanding and appreciation of the diverse cultural, social and intellectual resources within the school community.
  • Build and sustain positive school relationships with families, caregivers and community partners to facilitate a dynamic, high-achieving learning environment for all students.
  • Act with integrity, fairness and in an ethical manner to ensure a school system of accountability for every student’s academic and social success.
  • Model principles of self-awareness, reflective practice and transparency.
  • Uphold the values of democracy, equity and diversity within the school to ensure that individual student needs inform all aspects of schooling.
  • Evaluate the potential moral and legal consequences of decision making.
  • Advocate within the community and educational environment for students, families and caregivers.
  • Act to influence local, district, state and national decisions that affect student learning.
  • Anticipate and assess emerging trends and initiatives in order to adapt school-based leadership strategies.

Reading & Writing

Foundational Knowledge

  • Interpret, demonstrate a critical stance toward, and inform other educators about the scholarship and major theories of reading and writing processes and development to understand the needs of all readers in diverse contexts; Analyze classroom environment quality for fostering individual motivation to read and write (e.g., access to print, choice, challenge and interests).
  • Interpret, summarize, and inform others about historically shared knowledge (e.g., instructional strategies and theories) that addresses the needs of all readers.
  • Model and communicate the importance of fair-mindedness, empathy and ethical behavior when teaching students and working with other professionals.
Curriculum and Instruction
  • Demonstrate an understanding of the research and literature that undergirds the reading and writing curriculum and instruction for all pre-K-12 students; Develop, implement, and adapt curriculum, materials and in-depth instruction to meet specific needs of all students including English language learners and those who struggle with reading and writing.
  • Work with teachers and other personnel in developing a literacy curriculum that has vertical and horizontal alignment across pre-K-12.
  • Demonstrate knowledge of and a critical stance toward a wide variety of quality traditional print, digital, and online resource in an accessible classroom library and materials collection that meets the specific needs and abilities of all learners.
Assessment and Evaluation
  • Demonstrate an understanding of the literature, research, and purposes related to assessments and their uses and misuses.
  • Administer, interpret, and analyze appropriate assessments and data for students, especially those who struggle with reading and writing; Lead school-wide or larger scale analyses to select assessment tools that provide a systemic framework for assessing the reading, writing, and language growth of all students.
  • Use multiple data sources to analyze individual readers’ performance and to plan instruction and intervention.
  • Lead teachers in analyzing and using individual, classroom, grade-level, or school-wide assessment data to make instructional decisions; Plan and evaluate professional development initiatives using assessment data.
  • Analyze and report assessment results to a variety of appropriate  audiences for relevant implications, instructional purposes, and accountability.
Diversity
  • Demonstrate an understanding of the ways in which diversity influences the reading and writing development of all students, especially those who struggle with reading and writing to; Assist teachers in developing reading and writing instruction that is responsive to diversity.
  • Provide and support classroom teachers in providing differentiated instruction and instructional materials, including traditional print, digital, and online resources, that capitalize on diversity; Collaborate with others to build strong home-to-school and school-to-home literacy connections; Provide support and leadership to educators, parents and guardians, students, and other members of the school community in valuing the contributions of diverse people and traditions to literacy learning.
  • Provide students with linguistic, academic, and cultural experiences that link their communities with the school; Advocate for change in societal and institutional structures that are inherently biased or prejudiced against certain groups; Collaborate with teachers, parents and guardians, and administrators to implement policies and instructional practices that promote equity and draw connections between home and community literacy and school literacy.
Creating a Literate Environment
  • Arrange instructional areas to provide easy access to books and other instructional materials for a variety of individual, small-group, and whole-class activities and support teachers in doing the same; Modify the arrangements to accommodate students’ changing needs.
  • Create and support teachers in creating, supportive social environments for all students, especially those who struggle with reading and writing.
  • Understand the role of routines, and implement effective routines for creating and maintaining positive learning environments for reading and writing instruction using traditional print, digital, and online resources; Support teachers in doing the same for all readers especially for those who struggle with the reading and writing.
  • Use evidence-based grouping practices to meet the needs of all students, especially those who struggle with reading and writing; Support teachers in doing the same for all students.
Professional Development
  • Use literature and research findings about adult learning, organizational change, professional development, and school culture in working with teachers and other professionals; Use knowledge of students, teachers, and research to build effective professional development programs.
  • Articulate the research base related to the connections among teacher dispositions, student learning, and the involvement of parents, guardians, and the community; Promote the value of reading and writing in and out of the school; Join and participate in professional literacy organizations, symposia, conferences, and workshops; Demonstrate effective interpersonal, communication, and leadership skills; Demonstrate effective use of technology for improving student learning.
  • Collaborate in leading, and evaluating professional development activities for individuals  and groups of teachers; Support teachers in their efforts to use technology in literacy assessment and instruction.
  • Demonstrate an understanding in local, state, and national policies that affect reading and writing instruction; Write or assist in writing proposals that enable schools to obtain additional funding to support literacy efforts; Promote effective communication and collaboration among stakeholders including parents and guardians, teachers, administrators, policymakers, and community members; Advocate with various groups for needed organizational and instructional changes to promote effective literacy instruction.

Contact Us

Department of Educational Leadership, Learning and Curriculum

Rounds Hall
Mon-Thu, 8 a.m.-4:30 p.m.
Fri, 8 a.m.-4 p.m.

Phone: (603) 535-2121
Email: dahealey@plymouth.edu
(Deborah Healey, Administrative Assistant)
Fax: (603) 535-2572

Mailing Address
17 High Street
MSC 38
Plymouth, NH 03264-1595