Inclusive Early Childhood Education Building


School of Education
Bachelor of Arts in Inclusive Early Childhood Education

Student Learning Outcomes Assessment
Four themes, consistent with the institutional standards, and specialized professional standards, guide the statements that describe the institution and unit’s expectation of candidates and graduates.  These themes and learner outcomes were developed by the unit and other stakeholders responsible for the preparation of candidates in the professional unit.

The professional as reflective:

  • engages in opportunities for professional growth.
  • uses strengths and weaknesses as learning tools to modify and make appropriate adjustments to instruction.
  • is willing to give and accept constructive criticism.
  • evaluates the effects of choices and decisions on students and others.

The professional as an enable of student learning:
  • respects and values all learners.
  • plans and organizes student activities and experiences for full participation of all learners.
  • selects and uses teaching strategies that respond to students' individual needs and learning styles.
  • has an in-depth understanding of subject matter content, pedagogical content knowledge as well as professional knowledge and skills.
  • constructs learning environments that are learner-centered, and that encourage positive social interaction, collaborative engagement and self-motivation.
  • demonstrates a sensitivity for diversity.
  • understands how children learn and develop.
  • uses knowledge of how children learn to plan for instruction and assessment.
  • selects, develops, and uses formal and informal assessment strategies to evaluate student learning, strengthen instruction and inform decision making.

The professional as an active learner:
  • engages students in critical thinking and problem solving opportunities.
  • demonstrates an awareness of research and research-based best practices and uses this to inform instruction and adjust teaching to fit the needs of all children.
  • appreciates context and relevance of teaching and learning experiences. 
  • uses knowledge of effective verbal, non-verbal and media communication strategies to promote learning.

The professional as a leader:
  • shows initiative and self-motivation in leadership.
  • establishes cooperative partnerships with school colleagues, parents, and the community to support student learning.
  • demonstrates caring dispositions toward all students.

Performance Data

Bachelor of Arts degree AY 2013-2014 AY 2014-2015 AY 2015-2016
Licensure Pass Rates 75%    
Course Evaluation   X  
Exit Data GPA (Overall) X X  X
Exit Survey Unit Operation   X  X
Exit Survey Unit Themes/Student Learning Outcomes   X  X
Exit Survey Clinical Practice     X

Bachelor of Arts in Inclusive Early Childhood Education AY 2013-2014
AY 2014-2015
AY 2015-2016
Entry Data GPA (Content Areas-Communication, English, Mathematics, Science & Overall) X    
Family and Community Relations X Fall & Spring  X
Field Experience Summative Evaluation Record   X  X
Dispositions (Exit)   X  X
Lesson Plan (Cluster &/ Content Area-Language Arts, Mathematics, Science, Social Studies)   X  X
Student Teaching Competency Evaluation Fall & Spring X X
Exit Data GPA (Overall) X X X
Portfolio     X