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Counseling (MS)


  1. Orientation and Ethical Practice: Identify as a professional counselor in their interactions with clients, the public, peers, and other professionals.
  2. Orientation and Ethical Practice: Apply ethical standards of professional counseling in their practice.
  3. Social and Cultural Diversity: Demonstrate knowledge of individual and cultural differences.
  4. Social and Cultural Diversity: Demonstrate awareness of how cultural background and life experiences shape views of others.
  5. Human Growth and Development: Apply knowledge of biological, psychological, social, and cultural factors that affect human development.
  6. Career Development: Apply career development theory in their practice of counseling
  7. Career Development: Utilize labor market data to assist individuals in post-secondary and career decision making
  8. Counseling and Helping Relationships: Demonstrate essential interviewing and counseling skills
  9. Counseling and Helping Relationships: Develop or articulate case conceptualizations and identify barriers to individuals achieving their goals
  10. Group Counseling: Articulate knowledge of when a group counseling strategy would be effective and how to appropriately select participants and strategies.
  11. Group Counseling: Demonstrate ability to apply culturally relevant and ethical strategies to design and facilitate groups.
  12. Assessment and Testing: Demonstrate an understanding of when and how to select and use the appropriate assessment and testing strategies with individuals from different populations.
  13. Research and Program Evaluation: Articulate knowledge of ethically and culturally appropriate research process
  14. Research and Program Evaluation: Demonstrate ability to critically evaluate data and use it to inform counseling practice.
  15. School Foundations: Demonstrate knowledge of developing and assessing comprehensive counseling programs.
  16. School Contextual Dimensions: Demonstrate knowledge of legislation, government policy, legal and ethical issues as related to school counseling.
  17. School Contextual Dimensions: Demonstrate knowledge in consultation, crisis management, college and career readiness and risk assessment.
  18. School Practice: Demonstrate skills in using intervention for academic achievement, college and career readiness peer interventions.
  19. School Practice: Engage in data-informed decision-making.
  20. CMH Foundations: Demonstrate knowledge of case conceptualization and treatment planning.
  21. CMH Contextual Dimensions: Demonstrate knowledge of the etiology, nomenclature, treatment, referral, and prevention of mental and emotional disorders.
  22. CMH Contextual Dimensions: Apply a diagnostic process including use of differential diagnosis and current classification systems.
  23. CMH Practice: Demonstrate ability to conduct an intake interview, relevant history (biopsychosocial, mental health, substance abuse), and assessment for treatment planning and counseling.
  24. CRC Foundations: Demonstrate knowledge of the etiology of disability and the different models through which services are provided.
  25. CRC Contextual Dimensions: Demonstrate knowledge of the biological, psychosocial, social, and cultural factors affecting people with disabilities and the services they receive.
  26. CRC Practice: Demonstrate ability to represent people with disabilities through continuing education and membership in organizations that represent the interests and rights of people with disabilities.
  27. Professionalism: e.g., on time, attire fitting to setting, honesty/integrity
  28. Respect for individual differences: acceptance and respect for differences
  29. Active participation: offer information open to alternative perspectives, engage in class (not on devices)
  30. Responsible and Reflective: coming to class prepared, time and effort in individual and group assignments, informed contributions
  31. Interpersonal Skills: Collaboration and respect for others
  32. Open to feedback: willing to hear an acknowledge and act on

Educational Administration (MS/EdS)


  1. An education leader promotes the success of every student by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by all stakeholders.
    1. Collaboratively develop and implement a shared vision and mission
    2. Collect and use data to identify goals, assess organizational effectiveness, and promote organizational learning
    3. Create and implement plans to achieve goals
    4. Promote continuous and sustainable improvement
    5. Monitors and evaluate progress and revise plans
  2. An education leader promotes the success of every student by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.
    1. Nurture and sustain a culture of collaboration, trust, learning, and high expectations
    2. Create a comprehensive, rigorous, and coherent curricular program
    3. Create a personalized and motivating learning environment for students
    4. Supervise instruction
    5. Develop assessment and accountability systems to monitor student progress
    6. Develop the instructional and leadership capacity of staff
    7. Maximize time spent on quality instruction
    8. Promote the use of the most effective and appropriate technologies to support teaching and learning
    9. Monitor and evaluate the impact of the instructional program
  3. An education leader promotes the success of every student by ensuring management of the organization, operation, and resources for a safe, efficient, and effective learning environment.
    1. Monitor and evaluate the management and operational systems
    2. Obtain, allocate, align, and efficiently utilize human, fiscal, and technological resources
    3. Promote and protect the welfare and safety of students and staff
    4. Develop the capacity for distributed leadership
    5. Ensure teacher and organizational time is focused to support quality instruction and student learning
  4. An education leader promotes the success of every student by collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources.
    1. Collect and analyze data and information pertinent to the educational environment
    2. Promote understanding, appreciation, and use of the community’s diverse cultural, social, and intellectual resources
    3. Build and sustain positive relationships with families and caregivers
    4. Build and sustain productive relationships with community partners
  5. An education leader promotes the success of every student by acting with integrity, fairness, and in an ethical manner.
    1. Ensure a system of accountability for every student’s academic and social success
    2. Model principles of self-awareness, reflective practice, transparency, and ethical behavior
    3. Safeguard the values of democracy, equity, and diversity
    4. Consider and evaluate the potential moral and legal consequences of decision-making
    5. Promote social justice and ensure that individual student needs inform all aspects of schooling
  6. An education leader promotes the success of every student by understanding, responding to, and influencing the political, social, economic, legal, and cultural context.
    1. Advocate for children, families, and caregivers
    2. Act to influence local, district, state, and national decisions affecting student learning
    3. Assess, analyze, and anticipate emerging trends and initiatives in order to adapt leadership strategies

Educational Leadership (PhD/EdD)


  1. Advanced Knowledge: SOE doctoral students will have and be able to apply advanced knowledge in content areas as defined by the doctoral program director and committee, dissertation chairs, faculty mentors, and course instructors.
  2. Methods: SOE doctoral students will have and be able to apply skills in both quantitative and qualitative methods for research, assessment, measurement, and evaluation as well as using these skills for critical review of published research. 
  3. Research: SOE doctoral students will conduct research that is an original contribution to knowledge respective of their professional discipline, including as appropriate both independent and collaborative research, and in conformity with all standards for responsible and ethical conduct of research.
  4. Critical Thinking: SOE doctoral students will have and be able to apply critical thinking skills to conceptualize, analyze, synthesize, and/or evaluate information as a guide to beliefs, decisions, and action.
  5. Communication: SOE doctoral students will have and be able to apply skills in scholarly communication, including oral, text, and digital formats.
  6. Professionalism: SOE doctoral students will know and be able to demonstrate behaviors consistent with the highest standards of academic professionalism, including the legal, ethical, and collegial dimensions and the responsibilities warranted to a variety of stakeholders. 

Elementary and Secondary Education (BS/MST/MAT)

  1. The Learner and learning: The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
  2. The Learner and learning: The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
  3. The Learner and learning: The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.
  4. Content: The teacher understands the central concepts, tools of inquiry, and structures of the disciplines he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.
  5. Content: The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.\
  6. Instructional Practice: The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
  7. Instructional Practice: The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
  8. Instructional Practice: The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
  9. Professional Responsibility: The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
  10. Professional Responsibility: The teacher seeks 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.

Leadership Development (MSLD) (MS)


  1. Adaptability: The ability to demonstrate resilience and agility under changing conditions in the environment.
  2. Critical Thinking/Decision-Making: The ability to analyze a problem and reach a timely and defensible decision. Involves seeking information, analyzing the options, proposing possible solutions, and making a decision.
  3. Integrity and Ethics: The ability to recognize and resolve ethical dilemmas, prioritize ethical values, courageously implement ethical solutions, and promote a culture of integrity and authenticity.
  4. Developing Self: The ability to manage one’s impact on others by practicing self-awareness, self-management, and by demonstrating continuous learning.
  5. Building Teams: The ability to create and support synergistic teams maximizing psychological safety, trust, openness, and collaboration.
  6. Developing Others: The ability to help “others reach their potential.” Involves coaching, providing feedback, and sharing expertise
  7. Effective Communications: Receiving and transmitting information to others effectively and holistically. Involves the expression and understanding of ideas, thoughts and feelings in oral and written forms, within small or large groups, and using appropriate technology.
  8. Inspiring and Involving Others: The ability to recognize contributions and foster an engaging environment.
  9. Intercultural and Global Intelligence: Ability to respect, work effectively with people from varying backgrounds and perspectives. Includes cultural sensitivity, cultural adaptability, and respect for others.
  10. Relationship Building: The ability to relate to others in a warm and inviting manner. Includes collaborating, networking, influencing, inspiring, and interacting positively with others.
  11. Capitalizing on Conflict: Recognizing, analyzing, and maximizing the benefit of differences of opinion in the workplace. Involves openness, honesty, and the ability to have critical conversations.
  12. Innovation and Future Thinking: The ability to anticipate trends and consider possibilities. This competency includes fostering an environment of innovation, risk, experimentation, and comfort with failure.
  13. Leading Change: Comfort with and ability to lead change processes within the organization including but not limited to initiatives related to culture change or
  14. Strategic Vision: The ability to see a problem systemically and holistically, envision an exciting future state, and invite others to reach it.
  15. Research and Data Analytics: The ability to collect and analyze data from various sources to support leadership decisions and to critically read and apply the content of credible research.

Leadership Development (MSLD), Talent Development Track (MS)


  1. Managing the learning function: “Providing leadership in developing human capital to execute the organization’s strategy; planning, organizing, monitoring, and adjusting activities associated with the administration of workplace learning and performance.”
  2. Analyzing needs and proposing solutions: “Identifying and understanding business issues and client needs, problems, and opportunities; comparing data from different sources to draw conclusions; using effective approaches for choosing a course of action or developing appropriate solutions; taking action that is consistent with available facts, constraints, and probable consequences.”
  3. Evaluating learning impact: Measuring the impact of learning interventions.
  4. Learning technologies: “Knowledge of the unique solutions and challenges that new technology will bring to the organization and understanding of how talent management will be affected by a technologically enhanced business environment”
    1. Knowledge of how social media can be used for learning
    2. Fluency with social learning tools
    3. Knowledge of techniques for overcoming objections against using social media
  5. Improving human performance: Applying a systematic process of discovering and analyzing human performance gaps; planning for future improvements in human performance; designing and developing cost-effective and ethically justifiable solutions to close performance gaps; partnering with the customer when identifying the opportunity and the solution; implementing the solution; monitoring the change; evaluating the results.”
  6. Designing learning: Developing learning solutions that are consistent with identified needs and follow sound instructional design practices and adult learning principles.
  7. Delivering learning: “Delivering learning solutions (for example, courses, guided experience) in a manner that both engages the learner and produces desired outcomes; managing and responding to learner needs; ensuring that the learning solution is made available or delivered in a timely and effective manner”

Literacy (MSE/EdS)


  1. Foundational Knowledge: Candidates understand the theoretical and evidence-based foundations of reading and writing processes and instruction.
  2. Curriculum and Instruction: Candidates use instructional approaches, materials, and an integrated, comprehensive, balanced curriculum to support student learning in reading and writing.
  3. Assessment and Evaluation: Candidates use a variety of assessment tools and practices to plan and evaluate effective reading and writing instruction.
  4. Diversity: Candidates create and engage their students in literacy practices that develop awareness, understanding, respect, and a valuing of differences in our society.
  5. Literate Environment: Candidates create a literate environment that fosters reading and writing by integrating foundational knowledge, instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments.
  6. Professional Learning and Leadership: Candidates recognize the importance of, demonstrate, and facilitate professional learning and leadership as a career-long effort and responsibility.

Special Education (MSE)


  1. Assessment: Special education specialists use valid and reliable assessment practices to minimize bias
    1. Special education specialists minimize bias in assessment
    2. Special education specialists design and implement assessments to evaluate the effectiveness of practices and programs.
  2. Curricular Content Knowledge: Special education specialists use their knowledge of general and specialized curricula to improve programs, supports, and services at classroom, school, community, and system levels.
    1. Special education specialists align educational standards to provide access to challenging curriculum to meet the needs of individuals with exceptionalities.
    2. Special educators continuously broaden and deepen their professional knowledge and expand their expertise with instructional technologies, curriculum standards, effective teaching strategies, and assistive technologies to support access to and learning of challenging content.
    3. Special education specialists use understanding of diversity and individual learning differences to inform the selection, development, and implementation of comprehensive curricula for individuals with exceptionalities.
  3. Programs, Services, and Outcomes: Special education specialists facilitate the continuous improvement of general and special education programs, supports, and services at the classroom, school, and system levels for individuals with exceptionalities.
    1. Special education specialists design and implement evaluation activities to improve programs, supports, and services for individuals with exceptionalities.
    2. Special education specialists use understanding of cultural, social, and economic diversity and individual learner differences to inform the development and improvement of programs, supports, and services for individuals with exceptionalities.
    3. Special education specialists apply knowledge of theories, evidence-based practices, and relevant laws to advocate for programs, supports, and services for individuals with exceptionalities.
    4. Special education specialists use instructional and assistive technologies to improve programs, supports, and services for individuals with exceptionalities.
    5. Special education specialists evaluate progress toward achieving the vision, mission, and goals of programs, services, and supports for individuals with exceptionalities.
  4. Research and Inquiry: Special education specialists conduct, evaluate, and use inquiry to guide professional practice.
    1. Special education specialists evaluate research and inquiry to identify effective practices.
    2. Special education specialists use their knowledge of the professional literature to improve practices with individuals with exceptionalities and their families.
    3. Special education specialists foster an environment that is supportive of continuous instructional improvement and engage in the design and implementation of research and inquiry.
  5. Leadership and Policy: Special education specialists provide leadership to formulate goals, set and meet high professional expectations, advocate for effective policies and evidence-based practices, and create positive and productive work environments.
    1. Special education specialists model respect and ethical practice for all individuals and encourage challenging expectations for individuals with exceptionalities.
    2. Special education specialists support and use linguistically and culturally responsive practices.
    3. Special education specialists create and maintain collegial and productive work environments that respect and safeguard the rights of individuals with exceptionalities and their families.
    4. Special education specialists advocate for policies and practices that improve programs, services, and outcomes for individuals with exceptionalities.
    5. Special education specialists advocate for the allocation of appropriate resources for the preparation and professional development of all personnel who serve individuals with exceptionalities.
  6. Professional and Ethical Practice: Special education specialists use foundational knowledge of the field and professional ethical principles and practice standards to inform special education practice, engage in lifelong learning, advance the profession, and perform leadership responsibilities to promote the success of professional colleagues and individuals with exceptionalities.
    1. A comprehensive understanding of the history of special education, legal policies, ethical standards, and emerging issues informs special education specialist leadership.
    2. Special education specialists model high professional expectations and ethical practice, and create supportive environments that safeguard the legal rights and improve outcomes for individuals with exceptionalities and their families.
    3. Special education specialists model and promote respect for all individuals and facilitate ethical professional practice.
    4. Special education specialists actively participate in professional development and professional learning communities to increase professional knowledge and expertise.
    5. Special education specialists plan, present, and evaluate professional development focusing on effective and ethical practice at all organizational levels.
    6. Special education specialists actively facilitate and participate in the preparation and induction of prospective special educators.
    7. Special education specialists actively promote the advancement of the profession.
  7. Collaboration: Special education specialists collaborate with stakeholders to improve programs, services, and outcomes for individuals with exceptionalities and their families.
    1. Special education specialists use culturally responsive practices to enhance collaboration.
    2. Special education specialists use collaborative skills to improve programs, services, and outcomes for individuals with exceptionalities.
    3. Special education specialists collaborate to promote understanding, resolve conflicts, and build consensus for improving programs, services, and outcomes for individuals with exceptionalities.

STEM Education (MSE)


  1. Teachers will design and implement instruction and assessments that accurately reflect standards and/or reform documents (e.g. Common Core, NGSS).
  2. Teachers will create and implement inquiry- and/or problem-based learning activities.
  3. Teachers will effectively use student thinking (e.g. formative assessment) to guide STEM learning.
  4. Teachers will effectively use questions to guide STEM learning.
  5. Teachers will accurately evaluate their own STEM teaching.
  6. Teachers will explicitly and reflectively implement the natures of STEM in their instruction.

Teacher Effectiveness and Professional Development (MSE)


  1. Instruction/Instructional Design. Candidates use theoretical and evidence-based foundations of effective teaching strategies and models of instruction to support student learning and curiosity, to support social emotional competencies, and to encourage complex thinking.
  2. Classroom/Learning Environment. Candidates use theoretical and evidence-based approaches in classroom management to establish positive student-teacher and peer relationships within a community of support, and meet the social/emotional and academic needs of students.
  3. Assessment in Instruction and Learning. Candidates use a variety of assessment tools to improve student performance within a multiple tiered system of support that meets the needs of all students.
  4. Balanced Literacy. Candidates build a strong understanding of reading as a complex process that is directly connected to all content areas and learn how to help students become more proficient readers through differentiated instruction.
  5. Professional Learning and Leadership. Candidates recognize the importance of, demonstrate, and facilitate professional learning and leadership as a career-long effort and responsibility.
  6. Technology and Innovation. Candidates integrate technology and innovative learning habits to support instructional design and student creativity within learning.
  7. Evaluate components in structured learning experiences in order to make effective decisions in teaching and leading.
  8. Evaluate and adapt teaching strategies in response to the learner within differing educational contexts
  9. Articulate how frameworks impact the intention and implementation of teaching and leading decisions.
  10. Explain how identity influences perceptions and effects of teaching and leading.
  11. Synthesize theory with practice to initiate effective change through teaching and leading.
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