Application Essay This essay is specifically designed to further your reflective practice on the impact you have had working with youth and children, as well as to help you establish measurable learni

Candidate Learning Outcomes

and

Equity and Access Indicators

Guided by our commitment to diverse and underserved student populations, our faculty strongly believes in the power of educat ion to improve

opportunity and quality of life for every person. Touro College Educator Preparation Programs seek to prepare divers e, highly qualified teachers,

counselors, and school leaders who are lifelong learners, leaders, and knowledge developers dedicated to inspiring the same q ualities in all of their

students.

Our curriculum is grounding in the concept of Leading and Learning from Praxis: Serving with Compassion . As such, we intentionally attend to the

intersections of theory, research on, and evidence of effective teaching and learning. Serving with compassion, we uphold the values of equity and

access.

Candidates and Graduates of our programs meet the following Candidate Learning Outcomes , Equity and Access Indicators, and Professional Educator

Disposition Indicators developed by the Touro GSE faculty :

Reflexive

Praxis

Learner

Centeredness

Discipline

Knowledge and

Skills

Professional

Commitment to

Action

Data Literacy

and Research

Touro GSE

Candidate

Learning

Outcomes

(CLO)

Standard RP1: Are aware of and reflect on their practice in light of educational research, professional ethics and resources available for professional learning. Standard RP2: Continually and deliberately evaluate the effect of their professional decisions and actions on students, their families, and professionals in the learning community and actively seek out opportunities to grow professionally. Standard RP3: Demonstrate informed flexibility by applying the skills of reflection -in- action to intentionally respond to unplanned incidents and modify and/or adapt instr uctional, assessment, and management practices accordingly.

Standard LC1: Create contexts for learning that are driven by evidence - based principles of diversity and equity. Standard LC2: Understand developmental differences and learning needs of diverse individuals to promote learning, wellbeing, and self - advocacy.

Standard DKS 1: Demonstrate and apply knowledge of major concepts, procedures, connections, and applications across discipline domains. Standard DKS 2: Demonstrate essential strategies to teach and communicate discipline knowledge and skills to all individuals. Standard DKS 3: Demonstrate how to connect concepts and use various strategies to engage individuals and promote critical thinking and creativity.

Standard PCA 1: Demonstrate attitudes, knowledge, skills, and professional ethics and principles that contribute to academic success and well -being of all individuals. Standard PCA 2: Collaborate with students, peers, families, and community to support innovation and individual’s suc cess that promote lifelong learning and advance the profession.

Standard DLR 1: Evaluate, plan, select, and implement appropriate formative and summative assessments (including those that are technology - based) that are fair, valid, and reliable to monitor i ndividuals’ understanding, behavior, and progress. Standard DLR 2: Evaluate data and evidence -based practice (including research) to develop and implement appropriate professional practice to advance individuals’ progress. Standard DLR 3: Understand and design essential processes for program evaluation (e.g. IEP, curriculum, professional development).

EQUITY & CULTURALLY RESPONSIVE "Equitable and culturally responsive practitioners value students’ cultural and linguistic resources and view this knowledge as capital to build upon rather

than as a barrier to learning, use this capital (i.e., personal experiences and interests) as the basis for instructional con nections to facilitate student learning and development, and apply interactive, col laborative methods, strategies, and ways of interacting that support students’ cultural, linguistic, and racial experiences and integrat e the methods with evidence -based practices (Gay,2010; Nieto, et al., 2008; Ladson - Billings, 2009; Harlin & Souto -Manning, 2009; Hersi & Watkinson, 2012; Santamaria, 2009).

Equity & Access

Indicators

EA RP1. Examine and are aware of how one's biases, privilege, identity, and socio -cultural experiences influence teaching and learning. EA RP2. Reflect on educational systems and practices to ensure access to a fair and equitable learning environment.

EA LC1. Comprehend h ow learning is influenced by individual experience, gender, talents, and prior learning, as well as language, culture, family, and community values. EA LC2. Model and reinforce respectful behavior so learne rs develop positive views of themselves and their futures. EA LC3. Uphold the belief that all individuals can learn and bring valuable resources from their personal lives to the learning process.

EA DKS1. Link content knowledge, experience, and diversity with instructional strategies that enhance learner achievement. EA DKS2. During clinical experience, demonstrate positive learning environments and equitable learning outcomes for a wide variety of learners, including those placed - at-risk and from underre presented communities.

EA PCA1. Integrate theory and practice as related to diversity and global perspectives. EA PCA2. Empower a diverse support system (e.g., parents, community stakeholders, and caregivers ) to become involved in the learner's education. EA PCA3. Advocate for educational equity and justice through research, policy, and practice.

EA DLR1. Demonstrate understanding of ethical and equitable use of data. EA DLR2. Develop and use multiple forms of assessments, including authentic assessments, that are culturally responsive. EA DLR3. Knowledgeable of ethical, moral, and culturally responsive research methods and practices.