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:

  • reflective
  • ethical
  • self-efficacious
  • receptive to feedback
  • inclusive
  • engaged in and committed to professional practice
  • dedicated to life-long learning
  • affirming of diversity
  • professionally responsible
  • collaborative

Learning Outcomes

Breadth of Knowledge
Teaching candidates will demonstrate a breadth of knowledge in their specialized area. For this evidence, candidates must provide their university transcript. Candidate’s transcript will document at least 24 semester hours of coursework relevant to the specialty area from a regionally accredited college or university with a grade of C or better [OR satisfactory Praxis II scores in the licensure area].

In-depth Content Knowledge
Teaching candidates will demonstrate in-depth understanding of a designated content area through applying said knowledge in an in-depth inquiry project. Elementary education majors complete the in-depth inquire project during the Science Methods course that includes a review of the literature and data collection. Middle grades majors complete a capstone project (separate 1-hour courses) in each of their concentrations.

Pedagogical Knowledge and Skills/Planning
Teaching candidates will demonstrate ability in both short and long term planning by designing an interdisciplinary unit plan and reflection. The Unit Plan and reflection demonstrate the candidate’s ability to use research- verified approaches to instructional design, with attention to the North Carolina Standard Course of Study, 21st century knowledge and skills, individual and group differences, formative and summative assessments, and the interdisciplinary nature of knowledge and learning.

Elementary education majors complete the unit plan during the Advanced Methods course taken prior to student teaching.

Middle grades education majors complete the unit plan/reflection in a Seminar class.

Pedagogical Knowledge and Skills/Clinical
Teaching candidates will apply proficient professional teaching knowledge and skills in a clinical setting.

Impact on Student Learning
Candidates will successfully, positively impact student achievement, as evidenced through an original teaching /assessment project with a diverse group of students, for a period of time/series of lessons that provide the opportunity for substantive instruction and data collection (typically four consecutive weeks), contain multiple assessment measures/approaches, be based upon the use of research-verified instructional practices, and focus on 21st century skills and knowledge. In most cases, this project will include aggregated data for at least one group (typically a class) and in-depth data for at least three individual students or three subgroups.

Elementary education majors will complete this project during their Math Methods class.

Middle grades education majors will complete the project while student teaching.

Leadership, Advocacy and Professional Practice
Teaching candidates will apply their professional leadership skills by implementing an original, collaborative leadership project based on the PDS school improvement plan during their senior year. The project will address collaboration, leadership for school improvement, engaging in professional development and community/family involvement.

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