Education Department Mission Statement and Learning Outcomes

Mission Statement

The mission of the Education Programs at Saint Michael’s College is to contribute to the advancement of culture through education, with an emphasis on creativity, curiosity, contemplation, collaboration, reflection and social justice.

Learning Outcomes

Students pursuing any of the Education licensure majors at Saint Michael’s College work towards the learning outcomes listed below; these outcomes are assessed in the Vermont Licensure Portfolio completed during Senior Seminar by two independent readers. The content knowledge base for each licensure major (elementary, secondary, art) is addressed by the students in Standards 4 & 5.

Our graduates are passionate and curious scholars

They skillfully use their research and analytical skills to investigate educational issues and identify the most promising developmentally based practices to support student learning. They aim to inspire similar levels of engagement, critical thinking, and curiosity in their students.

Our graduates are creative and integrative educators

They are adept at both discipline-based and interdisciplinary teaching methods, using emerging technologies, social interaction, and imagination to support students’ achievement of rigorous academic standards. Understanding the connection between intellectual and emotional-social growth, they help their students gain self-knowledge and assume responsibility for their own learning.

Our graduates are reflective and contemplative practitioners

They thoughtfully implement curriculum and assessments, drawing from a solid theoretical base to guide instruction and leadership decisions. They balance action with reflection to stay centered and purposeful in active environments, offering a role model for their students.

Our graduates are change agents committed to social justice and sustainability

They provide their students with personalized learning opportunities in an environment that promotes cultural responsiveness, critical consciousness, and equity for all. They facilitate projects that engage their students in finding solutions to community-based problems and global issues.

Our graduates are collaborative and knowledgeable instructional leaders

They are equipped with the understandings, skills, and dispositions needed to participate in and lead learning communities. They anticipate and navigate professional, cultural, and technological shifts, modeling for their students and colleagues what it means to be flexible life-long learners.

Vermont Licensure Portfolio Standards

Part One Theme: The Learner and Learning

Standard 1: Learner Development – The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

Standard 2: Learning Differences – The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

Standard 3: Learning Environments – The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.

Part Two Theme: Content Knowledge and Instructional Practice

Standard 4: Content Knowledge and Pedagogical Content Knowledge – The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) they teach and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of content.

Standard 5: Application of Content for Transferable Skills – The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

Standard 6: Assessment – The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learning progress, and to guide the teacher’s and learner’s decision making.

Standard 7: Planning for Instruction – The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

Standard 8: Instructional Strategies – The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

Part Three Theme: Professional Responsibility

Standard 9: Professional Learning and Ethical Practice – The teacher engages in ongoing professional learning and uses evidence to continually evaluate [their] practice, particularly the effects of [their] choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

Standard 10: Leadership and Collaboration – The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth and to advance the profession.