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Assessment at Fort Lewis College
Teacher Education Learning Outcomes
Teacher candidates demonstrate mastery of and pedagogical expertise in the content they teach.
The elementary teacher candidate is an expert in literacy and mathematics and is knowledgeable in all other content that he or she teaches (e.g., science, social studies, arts, physical education, or world languages). The secondary teacher candidate has knowledge of literacy and mathematics and is an expert in his or her content endorsement area(s).
Teacher candidates provide instruction that is aligned with the Colorado Academic Standards; their District's organized plan of instruction; and the individual needs of their students.
Teacher candidates demonstrate knowledge of student literacy development in reading, writing, speaking and listening.
Teacher candidates demonstrate knowledge of mathematics and understand how to promote student development in numbers and operations, algebra, geometry and measurement, and data analysis and probability.
Teacher candidates demonstrate knowledge of the content, central concepts, tools of inquiry, appropriate evidence-based instructional practices and specialized character of the disciplines being taught.
Teacher candidates develop lessons that reflect the interconnectedness of content areas/disciplines.
Teacher candidates make instruction and content relevant to students and take actions to connect students’ background and contextual knowledge with new information being taught.
Teachers candidates establish a safe, inclusive and respectful learning environment for a diverse population of students.
Teacher candidates foster a predictable learning environment in the classroom in which each student has a positive, nurturing relationship with caring adults and peers.
Teacher candidates demonstrate a commitment to and respect for diversity.
Teacher candidates engage students as individuals with unique interests and strengths.
Teacher candidates adapt their teaching for the benefit of all students, including those with special needs, across a range of ability levels.
Teacher candidates provide proactive, clear and constructive feedback to families about student progress and work collaboratively with the families and significant adults in the lives of their students.
Teacher candidates create a learning environment characterized by acceptable student behavior, efficient use of time, and appropriate intervention strategies.
Teacher candidates plan and deliver effective instruction and create an environment that facilitates learning for their students.
Teacher candidates demonstrate knowledge of current developmental science, the ways in which learning takes place, and the appropriate levels of intellectual, social, and emotional development of their students.
Teacher candidates plan and consistently deliver instruction that draws on results of student assessments, is aligned to academic standards, and advances students’ level of content knowledge and skills.
Teacher candidates demonstrate a rich knowledge of current research on effective instructional practices to meet the developmental and academic needs of their students.
Teacher candidates thoughtfully integrate and utilize appropriate available technology in their instruction to maximize student learning.
Teacher candidates establish and communicate high expectations for all students and plan instruction that helps students develop critical-thinking and problem solving skills.
Teacher candidates provide students with opportunities to work in teams and develop leadership qualities.
Teacher candidates communicate effectively, making learning objectives clear and providing appropriate models of language.
Teacher candidates use appropriate methods to assess what each student has learned, including formal and informal assessments, and use results to plan further instruction.
Teacher candidates reflect on their practice.
Teacher candidates demonstrate that they analyze student learning, development, and growth and apply what they learn to improve their practice.
Teacher candidates link professional growth to their professional goals.
Teacher candidates are able to respond to a complex, dynamic environment.
Teacher candidates demonstrate leadership.
Teacher candidates demonstrate leadership in their schools.
Teacher candidates contribute knowledge and skills to educational practices and the teaching profession.
Teacher candidates advocate for schools and students, partnering with students, families and communities as appropriate.
Teacher candidates demonstrate high ethical standards.