Domains
-
Development, Learning, and Motivation - Candidates design and implement developmentally appropriate learning experiences and inclusive learning environments that enable each learner to meet high standards, are based on how students grow and develop, and recognize that patterns of learning and development vary individually within and across cognitive, linguistic, social, emotional, and physical areas.(InTASC 1, 2, 3)
- Apply knowledge of students' developmental level, prior experiences, interests, and culture to design appropriate and engaging instruction. [MC2, MC5]
- Establish and maintain clear expectations for inclusive physical and digital learning environments that promote positive, safe relationships, high expectations, and equity for all students. [MC1]
- Collaborate with learners, families, communities, colleagues, and other professionals to establish a positive and supportive learning environment and promote learner growth and development. [MC1, MC4]
- Identify culturally responsive instructional strategies to motivate, engage, and meet the specific learning needs of students. [MC3]
- Create real-world connections that motivate students, promote cross-curricular skills and inquiry, and extend learning locally and globally. [MC2, MC5]
- 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. [MC2]
-
Curriculum Content - Candidates apply the central concepts, tools of inquiry, and structures of the disciplines they teach to engage students in critical thinking, creativity and collaborative problem-solving, making the content accessible and meaningful to assure mastery. (InTASC 4, 5)
- Identify strategies and tools that encourage learners to creatively identify, question, and analyze ideas from diverse perspectives. [MC2, MC3]
- Apply knowledge of content area standards and learning progressions to develop cross-disciplinary and real-world learning experiences. [MC2, MC5]
- Collaborate with colleagues to effectively develop rigorous learning experiences that promote creativity, critical analysis, and multiple perspectives. [MC1]
- Adapt curriculum to be culturally responsive and fit the learning needs of all students, including students with diverse cultural backgrounds, English language learners, and students with exceptionalities. [MC3, MC]
- Develop digital literacy by using technology to support learning and as tools of inquiry to engage students. [MC2]
- Create opportunities for students to collaboratively practice academic language and literacy across subject areas. [MC1]
-
Instruction - Candidates plan and implement instruction using a variety of instructional strategies that support every student in meeting rigorous learning goals by drawing upon knowledge of content areas, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. (InTASC 7, 8)
- Identify the strengths and needs of individuals when planning instruction and appropriate sequencing of learning that will lead to students meeting short and long-term goals. [MC2]
- Design engaging learning experiences that are based on assessment data and appropriate for meeting student needs, goals, and curriculum and content-area standards. [MC2]
- Collaborate with all stakeholders when designing instruction that meets specific learner needs and engages students in meaningful tasks. [MC1, MC2]
- Design instruction that purposefully engages learners in creative and critical thinking and applying interdisciplinary skills across content areas. [MC2]
- Identify learning theories and evidence-based instructional strategies, resources, and technology to effectively engage learners and meet diverse learning needs. [MC2, MC5]
- Expand students' ability to collaborate and communicate through multiple modes and forms of communication. [MC2]
- Design learning experiences that engage students in collaborative and self-directed learning in virtual and in-person environments. [MC1]
-
Assessment - Candidates understand and use multiple methods of assessment to engage learners in their growth, monitor learner progress, and guide the teacher's and learner's decision-making. (InTASC 6)
- Identify a variety of assessments and their purposes in supporting and demonstrating learning.
- Design standards-based assessments that are differentiated to meet all learner needs. [MC5]
- Analyze a variety of data to monitor learner needs, reflect on student learning, and guide future instruction. [MC2]
- Provide descriptive and timely feedback using a variety of methods to assist students and families in understanding student progress. [MC4]
- Identify strategies to support learners in reflecting on progress, setting goals for learning, and identifying quality work. [MC1, MC4]
- Determine ethical and equitable assessment practices for the classroom including when technology is used to support assessment. [MC5]
-
Professionalism - Candidates engage in ongoing professional learning and use evidence to continually evaluate and improve their practice, as well as seek 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. (InTASC 9, 10)
- Reflect on personal values and biases and how they may affect teaching and learning. [MC3, MC4]
- Reflect on teaching practices using a variety of data, including current research, to inform instruction and improve student learning. [MC2, MC4]
- Collaborate effectively with learner, families, colleagues, and members of the community to support learner development, achievement, and well-being. [MC2]
- Advocate for students, families, schools, and the community to strengthen the learning environment, promote student success, and demonstrate leadership. [MC4]
- Demonstrate high expectations of the profession including communication, technology, codes of ethics, professional standards practice, and relevant law and policy. [MC3, MC5]
- Establish professional learning goals and engage in meaningful experiences within the professional learning community, including professional development. [MC4]
Faculty
Our faculty are committed to bringing their abundant knowledge, enthusiasm, and experience to GCU and its students every day.
Program FacultyDisclosure Categories Related to Professional Licensure
Master of Education in Elementary Education (Does Not Lead to Initial Teacher Licensure)
for residents of AL, AK, AS, AZ, AR, CA, CO, CT, DE, DC, FM, FL, GA, GU, HI, ID, IL, IN, IA, KS, KY, LA, ME, MH, MD, MA, MI, MN, MS, MO, MT, NE, NV, NH, NJ, NM, NY, NC, ND, MP, OH, OK, OR, PA, PR, PW, 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.
Federated States of Micronesia
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.
Marshall 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.
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.
Republic of Palau
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.