Early Childhood Education (Associate’s Degree)

• Course content in the degree program will provide students with competencies, skills, and abilities based on the expected outcomes on the CDA Assessment, a standardized evaluation conducted by the Child Development Credential Council.
• Students will model good nutrition and health habits to children. The portfolio required for this course provides documentation of the student's ability to perform each targeted competency.  
• Students will learn to provide an enjoyable environment which encourages learning.  The portfolio required for this course provides documentation of the student's ability to perform each targeted competency.  
• Students will learn how to provide a safe environment for infants and children.  The portfolio required for this course provides documentation of the student's ability to perform each targeted competency.  
• Students will provide opportunities for large and small activities and sensory development for infants and children.  The portfolio required for this course provides documentation of the student's ability to perform each targeted competency.  
• Students will provide a healthy environment that fosters cognitive development.  The portfolio required for this course provides documentation of the student's ability to perform each targeted competency.  
• Students learn to encourage language development in children.  The portfolio required for this course provides documentation of the student's ability to perform each targeted competency.

• Students will encourage creativity in children.  The portfolio required for this course provides documentation of the student's ability to perform each targeted competency.  
• Students will learn how to provide opportunities for children to learn self-help skills.  The portfolio required for this course provides documentation of the student's ability to perform each targeted competency.  
• Students are able to demonstrate interest in personal growth and professional development.  The portfolio required for this course provides documentation of the student's ability to perform each targeted competency.  
• Students will learn how to encourage families to use or learn how to access community resources.  The portfolio required for this course provides documentation of the student's ability to perform each targeted competency.  
• Instructional quality will be improved in the web courses by implementing a professional development program for adjunct faculty designed to provide instructional strategies relevant to distant delivery of coursework.   
• Additional practica will be integrated into each course to enhance the opportunities for students to demonstrate competencies and instructional capabilities.  

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Early Childhood Education (Bachelor’s Degree)

• The teacher candidate understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches, can create learning experiences that make these aspects of subject matter meaningful for students, and can link the discipline(s) to other subjects.
• The teacher pre-candidate and/or candidate plans curriculum appropriate to the students, to the content, and to course objectives.
• The teacher candidate plans instruction based upon human growth and development, learning theory, and the needs of students.

• The teacher candidate exhibits human relationship skills, which support the development of human potential.
• The teacher candidate works collaboratively with school colleagues, parents, guardians, and the community to support students learning and well being.

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Middle Childhood/Early Adolescence Education (Bachelor’s Degree)

• NMSA Standard 1: Young Adolescent Development Middle level teacher candidates understand the major concepts, principles, theories, and research related to young adolescent development, and they provide opportunities that support student development and learning.
• NMSA Standard 6: Middle Level teacher candidates understand the major concepts, principles, theories, standards, and research related to working collaboratively with family and community members, and they use the knowledge to maximize the learning of all young adolescents.

• NMSA Standard 6: Middle Level teacher candidates understand the major concepts, principles, theories, standards, and research related to working collaboratively with family and community members, and they use the knowledge to maximize the learning of all young adolescents.

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Secondary Education (Bachelor’s Degree)

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Instructional Technology (Master’s Degree)

• Candidates demonstrate the knowledge, skills, and dispositions to design conditions for learning by applying principles of instructional systems design, message design, instructional strategies, and learner characteristics.
• Candidates demonstrate the knowledge, skills, and dispositions to develop instructional materials and experiences using print, audiovisual, computer-based, and integrated technologies.
• Candidates demonstrate the knowledge, skills, and dispositions to use processes and resources for learning by applying principles and theories of media utilization, diffusion, implementation, and policy-making.
• Candidates demonstrate knowledge, skills, and dispositions to plan, organize, coordinate, and supervise instructional technology by applying principles of project, resource, delivery system, and information management.
• Candidates demonstrate knowledge, skills, and dispositions to plan, organize, coordinate, and supervise instructional technology by applying principles of project, resource, delivery system, and information management.

• Candidates demonstrate knowledge, skills, and dispositions to evaluate the adequacy of instruction and learning by applying principles of problem analysis, criterion-referenced measurement, formative and summative evaluation, and long-range planning.
• Spring 2006 practicum students will develop showcase portfolios reflecting the AASL standards for school library media specialists. This will be submitted online thru Taskstream.com. (No Longer Assessed)
• Graduates of the school library media program perform in a professional manner when faced with a materials challenge. (No Longer Assessed)
• Graduates of the ITED program will demonstrate professionalism by attending professional conferences. (No Longer Assessed)

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Elementary Education (Master’s Degree)

• Develop Special Education option under MED in Elementary Education.
• Develop syllabi for each course.

• Develop rotation of classes in program.

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Secondary Education (Master’s Degree)

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Instructional Improvement (Master’s Degree)

• Graduates will be able to develop an appropriate Individual Education Plan for a student with mental retardation or learning disabilities given appropriate data for one child.  The IEP must conform to legal and best-practice provisions of the Arkansas Procedural Requirements and Program Standards for Special Education.  
• Graduates will be able to teach expository, demonstration, inquiry, and individualized lessons with appropriate accommodations for students with retardation in micro-teaching sessions.   
• Graduates will be able to write a diagnostic plan for a student with a reading difficulty, given data for that child.

• Graduates will be able to construct a curriculum unit for at least two weeks of classroom instruction that includes provisions for needs assessments, goals, objectives, selection of content, organization of content, selection and organization of learning experiences, pilot testing, and evaluation.
• Graduates will demonstrate ability to select, conduct, and finalize an action study on a topic of relevance given some faculty assistance.

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