Domains
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Instructional Design - Graduates will be able to create developmentally-appropriate instruction for diverse learners in alignment with state and national standards using a variety of methods, materials, and resources. (InTASC 1, 2, 4, 5, 7, 8)
- Create developmentally appropriate instruction that takes into account individual learners’ strengths, interests, differences, and needs, using instructional strategies that promote students’ learning and individual development, acquisition of knowledge, and motivation. [ACEI 1.0; ILA-S 2.3; InTASC 1(b), 1(d), 1(h), 1(i), 2(a), 2(b), 2(f), 2(g), 2(h), 2(l), 2(m), 2(n); MC2, MC3]
- Design and modify instruction applying the major concepts, principles, theories, and research related to the cognitive, linguistic, social emotional, and physical development of children and young adolescents that supports the role of language and culture in learning, and readiness for learning across performance areas. [ACEI 1.0; ILA-S 5.1; InTASC 1(a), 1(e), 1(f), 1(g), 2(c), 2(d), 2(e), 2(g), 2(i), 2(j), 2(k), 2(o); MC2, MC3, MC5]
- Create instructional opportunities that are adapted to diverse students, based on an understanding of how elementary students differ in their development and approaches to learning. [ACEI 3.2; ILA-S 2.3; InTASC 7(b), 7(d), 7(j),7(q), 8(a), 8(j), 8(k), 8(p); ISTE-T 2c; 4d; MC2, MC3, MC5]
- Plan and implement instruction based on knowledge of students, learning theory, connections across the curriculum, curricular goals, and community. [ACEI 3.1; ILA-S 2.1, 4.1; InTASC 7(a), 7(c), 7(g), 7(h), 7(i); MC2, MC4]
- Incorporate English language arts concepts on reading, language and child development to design, deliver and evaluate instruction on reading, writing, speaking, viewing, listening, and thinking skills, and to help students successfully apply their developing skills to many different situations, materials, and ideas. [ACEI 2.1; ILA-S 5.2; InTASC 4(b), 4(d); ISTE-T 1a; MC1, MC2]
- Design and implement instruction on the major concepts and procedures that define number and operations, algebra, geometry, measurement, and data analysis and probability, incorporating problem solving, reasoning and proof, communication, connections, and representation. [ACEI 2.3; InTASC 4(c), 5(d), 5(f), 5(g), 5(i); MC1]
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Instructional Strategies and Assessment - Graduates will be able to implement, assess, and modify effective instructional practices in order to develop students’ abilities to their fullest potential. (InTASC 6, 7, 8, 9)
- Use formal and informal assessment strategies to plan, evaluate and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development for students’ individual needs and employ technological resources to engage students and support assessment practices. [ACEI 4.0; InTASC 6(a), 6(b), 6(e), 6(g), 6(i), 6(j), 6(k), 6(p), 6(u); ISTE-E 7b; MC1, MC2, MC5]
- Identify techniques to establish a learning environment that maintains learners’ attention by actively engaging students in managing resources of time and space, and fostering respectful ways of communication and safe interactions through the inclusion of expectations, values, and routines. [InTASC 3(k), 3(d), 3(e), 3(f), 3(h), 3(i), 3(j), 3(k), 3(l), 3(q), 7(n); ISTE-T 1c, 2b; MC1, MC2, MC4]
- Use a variety of teaching strategies and technologies that encourage elementary students’ development of critical thinking and problem solving. [ACEI 3.3; InTASC 7(k), 8(e), 8(f), 8(l), 8(r); ISTE-E 5b, 6c; MC2]
- Create opportunities for active inquiry, collaboration, and supportive interaction in the elementary classroom, based on knowledge of effective verbal, nonverbal, and media communication techniques. [ACEI 3.5; InTASC 8(g), 8(i), 8(h), 8(m); ISTE-T 1b,1d; MC1, MC2]
- Use understanding of development and individual differences to respond to the needs of individuals with exceptionalities. [CEC 1.2, ICSI.1.K3, ICSI.1.K4, ICSI.1.K7, ICSI.1.K12, ICSI.1.K13, IGC.1.K4, IGC.1.S1; InTASC 1(a), 1(b), 1(d), 1(e), 1(f), 1(h), 1(j), 2(a), 2(b), 2(g), 2(h), 2(l); TPE 3.2, 4.2; MC1, MC2, MC3, MC5]
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Culture, Language and Communication - Graduates will be able to effectively communicate with students, families, colleagues and other professionals with consideration of diversity in culture and language.
- Explain how diversity is a part of families, cultures, and schools, and that complex human issues can interact with the delivery of special education services. [CEC 6.3, ICSI.6.K2, ICSI.6.K5, ICSI.6.K6, ICSI.6.K7, ICSI.6.K10, ICSI.6.S3, ICSI.6.S3, IGC.6.K5; InTASC 2(d); AAQEP 1c; MC1, MC3, MC4, MC5]
- Explain how language, culture, and family background influence the learning of individuals with exceptionalities. [CEC 1.1, ICSI.1.K4, ICSI.1.K5, ICSI.1.K6, ICSI.1.K7, ICSI.1.K12, ICSI.1.K13, ICSI.2.K8, ICSI.4.S6, ICSI.5.S6, ICSI.6.S6; InTASC 1(e), 2(d), 2(j), 2(k), 2(m); TPE 4.1; AAQEP 1c; MC3, MC5]
- Leverage communication techniques and channels to effectively influence a contemporary workforce.
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Management, Collaboration and Leadership - Graduates will be able to build and manage collaborative relationships with families, professionals, and agencies to enhance the global community through servant leadership. (InTASC 1, 8, 10)
- Use collaboration to promote the well-being of individuals with exceptionalities across a wide range of settings and collaborators. [CEC 7.3, ICSI.7.K1, ICSI.7.S3, ICSI.7.S6, IGC.7.K4; InTASC 10(b), 10(j); ISTE-E 4c, 4d; TPE 4.6, 6.4; MC1, MC2, MC3, MC4, MC5]
- Establish and maintain positive collaborative relationships with families, school colleagues, other professionals, and agencies in the larger community to promote the intellectual, social, emotional, physical growth and well-being of children. [ACEI 5.3, 5.4; InTASC 1(c), 1(k), 1(j), 10(a), 10(b), 10(d), 10(e), 10(f), 10(i), 10(j), 10(k), 10(n), 10(o), 10(q), 10(r); ISTE-E 4c, 4d; AAQEP 1e, 2a; MC1, MC5]
- Collaboratively plan short and long range goals utilizing professionals with specialized expertise to meet individual student needs and enhance learning. [ACEI 3.2; InTASC 7(e), 7(f), 7(o), 7(p); MC2, MC4]
- Evaluate change management strategies and their impact on organizational outcomes.
- Demonstrate appropriate research strategies for acquiring information necessary to meet specific business needs.
- Examine the role of servant leadership in positively influencing organizational outcomes.
- Integrate principles of servant leadership with essential management practices and describe how servant leadership influences individual, group, and organizational behavior.
- Determine how organizations formulate marketing strategies and tactics using market and consumer data.
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Personal Development and Ethics - Graduates will be able to comply with standard practices and ethical conduct from a Christian worldview while maintaining the dignity of the profession when interacting with students, parents, community members, professional colleagues, and school personnel. (InTASC 9, 10)
- Continually evaluate the effects of professional decisions and actions on students, families and other professionals in the learning community and actively seek out opportunities to grow professionally and align practices with laws related to educational equity. [ACEI 5.1; InTASC 9(a), 9(b), 9(c), 9(d), 9(e), 9(j), 9(k); ISTE-T 4b, 4d, 5a, 5c; MC2, MC3, MC5]
- Reflect on practice in light of research on teaching, professional ethics, and resources available for professional learning in order to improve student learning. [ACEI 5.0; InTASC 9(l), 9(o); MC2, MC4]
- Analyze how one's personal values and perspective of servant leadership can influence individual and group behavior.
- Apply sound financial principles and practices to the management of one’s personal finances.
Disclosure Categories Related to Professional Licensure
Bachelor of Science in Educational Studies
for residents of AL, AK, AS, AZ, AR, CA, CO, CT, DE, DC, FL, GA, GU, HI, ID, IL, IN, IA, KS, KY, LA, ME, MD, MA, MI, MN, MS, MO, MT, NE, NV, NH, NJ, NM, NY, NC, ND, MP, OH, OK, OR, PA, PR, RI, SC, SD, TN, TX, UT, VT, VI, VA, WA, WV, WI, WY,
Alabama
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Alaska
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
American Samoa
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Arizona
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Arkansas
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
California
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Colorado
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Connecticut
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Delaware
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
District of Columbia
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Florida
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Georgia
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Guam, US Territory
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Hawaii
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Idaho
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Illinois
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Indiana
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Iowa
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Kansas
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Kentucky
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Louisiana
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Maine
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Maryland
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Massachusetts
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Michigan
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Minnesota
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Mississippi
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Missouri
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Montana
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Nebraska
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Nevada
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
New Hampshire
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
New Jersey
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
New Mexico
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
New York
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
North Carolina
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
North Dakota
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Northern Mariana Islands
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Ohio
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Oklahoma
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Oregon
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Pennsylvania
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Puerto Rico
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Rhode Island
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
South Carolina
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
South Dakota
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Tennessee
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Texas
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Utah
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Vermont
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Virgin Islands
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Virginia
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Washington
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
West Virginia
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Wisconsin
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.
Wyoming
Not Intended for Licensure
This program is not intended to lead to licensure or certification in Arizona or any other US state or territory.