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)

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

• Apply content knowledge by engaging students in diverse perspectives that question and challenge assumptions and approaches in order to master content and foster metacognition, innovation, and problem solving.
• Evaluate and modify instructional resources and curriculum materials for their comprehensiveness, accuracy for representing particular concepts in the discipline, and appropriateness for his or her students.
• Create opportunities for students to learn, practice, and master academic language in their content.
• Facilitate students’ collaborative use of current tools and resources to maximize content learning in varied contexts.
• Develop and implement supports for 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)

• Use formative and summative assessment that minimizes sources of bias to support, verify, and document learning.
• Plan for instruction based on formative and summative assessment data, prior student knowledge, and student interest.
• Effectively use assessment data to give feedback.
• Select and create learning experiences and assessments that are appropriate for curriculum goals and content standards, aligned to learning objectives and are relevant to students.
• Use appropriate strategies, develop appropriate sequencing, and provide multiple ways to demonstrate knowledge and skill.
• 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.
• Guide students 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)

• Engage in ongoing learning opportunities to develop knowledge and skills in order to provide all students with engaging curriculum and learning experiences within the context of local and state standards.
• 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.
• Take on leadership roles to advocate for meeting the needs of students, strengthening the learning environment, and enacting system change.
• Uphold the expectations of the profession including codes of ethics, professional standards of practice, and relevant law and policy.