The Learner and Learning -
Graduates of Grand Canyon University’s Master of Education in Secondary Education program will be able to 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)

• Teacher candidates create developmentally appropriate instruction that takes into account individual learners’ strengths, interests, and needs and that enables each learner to advance and accelerate his/her learning.
• Teacher candidates design instruction to address each student’s diverse learning strengths and needs, and create opportunities for students to demonstrate their learning in different ways.
• Teacher candidates bring multiple perspectives to the discussion of content, including attention to learners’ personal, family, and community experiences and cultural norms.
• Teacher candidates collaborate with learners, families, and colleagues to build a safe, positive learning climate of openness, mutual respect, support, and inquiry.
• Teacher candidates manage the learning environment to actively and equitably engage learners by organizing, allocating, and coordinating the resources of time, space, and learners’ attention.

Application of Content -
Graduates of Grand Canyon University’s Master of Education in Secondary Education program will be able to apply the central concepts, tools of inquiry, and structures of the disciplines he/she teaches to engage students in critical thinking, creativity and collaborative problem-solving, making the content accessible and meaningful to assure mastery. (InTASC 4, 5)

• Teacher candidates apply content knowledge by engaging learners in diverse perspectives that question and challenge assumptions and approaches in order to master content and foster metacognition, innovation, and problem solving.
• Teacher candidates evaluate and modify instructional resources and curriculum materials for their comprehensiveness, accuracy for representing particular concepts in the discipline, and appropriateness for his/her learners.
• Teacher candidates create opportunities for students to learn, practice, and master academic language in their content.
• Teacher candidates facilitate learners’ collaborative use of current tools and resources to maximize content learning in varied contexts.
• Teacher candidates develop and implement supports for learner literacy development across content areas.

Instructional Practice -
Graduates of Grand Canyon University’s Master of Education in Secondary Education program will be able to plan and implement instruction using a variety of instructional strategies and multiple methods of assessments 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 6, 7, 8)

• Teacher candidates use formative and summative assessment that minimizes sources of bias to support, verify, and document learning.
• Teacher candidates plan for instruction based on formative and summative assessment data, prior learner knowledge, and learner interest.
• Teacher candidates effectively use assessment data to give feedback.
• Teacher candidates select and create learning experiences and assessments that are appropriate for curriculum goals and content standards, aligned to learning objectives and are relevant to learners.
• Teacher candidates use appropriate strategies, develop appropriate sequencing, and provide multiple ways to demonstrate knowledge and skill.
• Teacher candidates plan collaboratively with colleagues and other professionals who have specialized expertise (e.g., special educators, related service providers, language learning specialists, librarians, media specialists) to design and jointly deliver as appropriate effective learning experiences to meet unique learning needs.
• Teacher candidates guide learners in using a range of technology tools to access, interpret, evaluate, and apply information in content area.

Professional Responsibility -
Graduates of Grand Canyon University’s Master of Education in Secondary Education program will be able to 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)

• Teacher candidates engage in ongoing learning opportunities to develop knowledge and skills in order to provide all learners with engaging curriculum and learning experiences within the context of local and state standards.
• Teacher candidates reflect on their personal biases and access resources to deepen their own understanding of cultural, ethnic, gender, and learning differences to promote ethical practice, build stronger relationships and create more relevant learning experiences.
• Working collaboratively with school colleagues, teacher candidates build ongoing connections with community resources to enhance student learning and well-being.
• Teacher candidates take on leadership roles to advocate for meeting the needs of learners, strengthening the learning environment, and enacting system change.
• Uphold the expectations of the profession including codes of ethics, professional standards of practice, learner dispositions, and relevant law and policy. [MC2]