Office of Assessment, Accreditation, and Academic Program Planning

UNCG Student Learning Outcomes

Teacher Education (MEd)


The mission of professional education at UNCG is to prepare and support the professional development of caring, collaborative, and competent educators who work in diverse settings. This mission is carried out in an environment that nurtures the active engagement of all participants, values individual and cultural diversity and recognizes the importance of a strong knowledge base, reflection, and integration of theory and practice. UNCG’s professional education programs are guided by shared commitments to:

  • equity and excellence in teaching, research, and service
  • integrity and ethical deliberation in working with students, their families, and university, school and community colleagues
  • construction of a professional knowledge base through collaboration and collegiality
  • dissemination of professional knowledge, skills and dispositions through the preparation and continuing professional development of teachers, principals and other school personnel

We believe that caring, collaborative and competent professionals possess a strong knowledge base comprised of five types of knowledge:

  • content knowledge
  • professional knowledge and skills
  • pedagogical content knowledge
  • socio-cultural knowledge
  • critical and reflective knowledge and skills

Professional education programs at UNCG emphasize dispositions that drive application of the knowledge base and we believe that we must model and monitor these dispositions as conscientiously as we provide opportunities for building the knowledge base. Candidates should display behaviors that are:

  • Ethical
  • Responsible
  • Reflective
  • Receptive
  • Collaborative
  • Committed
  • Respectful
  • Equitable
  • Advocacy

Learning Outcomes

Standard I: Teachers Demonstrate Leadership
Teachers lead in their classrooms, school and in the teaching profession, advocate for schools and students, and demonstrate high ethical standards.

Standard II: Teachers Establish a Respectful Environment for a Diverse Population of Students
Teachers provide an environment in which each child has a positive, nurturing relationship with caring adults, embrace diversity in the school community and in the world, and treat students as individuals. Teachers adapt their teaching for the benefit of students with special needs and work collaboratively with the families and significant adults in the lives of their students.

Standard III: Teachers Know the Content They Teach
Teachers align their instruction with the North Carolina Standard Course of Study (NCSCoS), know the content appropriate to their teaching specialty, recognize the interconnectedness of content areas/disciplines, and make instruction relevant to students.

Standard IV: Teachers Facilitate Learning for their Students
Teachers know the ways in which learning takes place, plan for appropriate instruction, use a variety of instructional methods, integrate and utilize technology, help students develop critical-thinking/problem-solving skills, help students work in teams to develop leadership qualities, communicate effectively, and use a variety of assessment methods.

Standard V: Teachers Reflect on Their Practice
Teachers analyze student learning, link professional growth to their professional goals, and function effectively in a complex, dynamic environment.

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