Adolescence Education

Science

Program Learning Outcomes for Adolescence Science, MAT


Candidates who successfully complete all required components of the MAT Adolescence Science
program at SUNY New Paltz will:


Content Knowledge: Enhance content area through synthesizing scientific conceptual
understandings with pedagogical practice and implementation.


Planning: Be able to plan lessons in science that are NYSP-12SLS standards-based, are clear and
organized, rely upon a variety of appropriate pedagogical practices, include appropriate
technologies, and differentiate instruction that provides opportunities to promote appreciation
of diversity, tolerance, and inclusion in safe, democratic, and equitable learning environments.


Assessment and P-12 Learning: Be able to choose, design, and implement authentic and
appropriate formative and summative assessments to evaluate student learning, consider
assessment data when making instructional decisions, and identify effective or problematic
teaching moments as they are occurring in order to facilitate student growth in specified
content, cognitive skills, and/or social skills.


Pedagogical Practice: Demonstrate the ability to maximize student learning by incorporating
content with pedagogical knowledge, utilizing appropriate and effective technology, and implementing a variety of developmentally and contextually appropriate evidence-based instructional strategies to make learning meaningful and relevant for students while teaching.


Dispositions: Exhibit the knowledge, skills, and dispositions necessary to practice an ethically
informed and self-reflective philosophy, participate effectively in institutional change, and
develop respectful relationships with students, families, communities and colleagues.


Critical Thinking: Identify, analyze, and evaluate different methods of planning, assessing, and
teaching in order to develop well-reasoned arguments that support pedagogical decisions, and
transfer these skills to students through the development of higher order thinking lesson
development.


Information Management: Use technology and basic research techniques in order to locate,
evaluate, and synthesize best-practices concepts in content knowledge, planning, assessment,
and pedagogical practice.

 

 

Program Learning Outcomes for Adolescence Science, MSEd


Candidates who successfully complete all required components of the Adolescence Science program at
SUNY New Paltz will:


Content Knowledge: Enhance content area through synthesizing scientific conceptual
understandings with pedagogical practice and implementation.


Planning: Be able to plan lessons in science that are NYSP-12SLS standards-based, are clear and
organized, rely upon a variety of appropriate pedagogical practices, include appropriate
technologies, and differentiate instruction that provides opportunities to promote appreciation
of diversity, tolerance, and inclusion in safe, democratic, and equitable learning environments.


Assessment and P-12 Learning: Be able to choose, design, and implement authentic and
appropriate formative and summative assessments to evaluate student learning, consider
assessment data when making instructional decisions, and identify effective or problematic
teaching moments as they are occurring in order to facilitate student growth in specified
content, cognitive skills, and/or social skills.


Pedagogical Practice: Demonstrate the ability to maximize student learning by incorporating
content with pedagogical knowledge, utilizing appropriate and effective technology, and
implementing a variety of developmentally and contextually appropriate evidence-based
instructional strategies to make learning meaningful and relevant for students while teaching.


Dispositions: Exhibit the knowledge, skills, and dispositions necessary to practice an ethically
informed and self-reflective philosophy, participate effectively in institutional change, and
develop respectful relationships with students, families, communities and colleagues.


Critical Thinking: Identify, analyze, and evaluate different methods of planning, assessing, and
teaching in order to develop well-reasoned arguments that support pedagogical decisions, and
transfer these skills to students through the development of higher order thinking lesson
development.


Information Management: Use technology and basic research techniques in order to locate,
evaluate, and synthesize best-practices concepts in content knowledge, planning, assessment,
and pedagogical practice.