Graduate Certificate in Racial Equity & Educational Justice

The Learning Outcomes for all Graduate Education Programs are the tenets of our Education Department Mission. We, as teacher educators, educators, and leaders, commit to work toward creating equitable and just systems by dismantling inequitable and oppressive educational policies and structures, in that:

In addition, our graduate teacher licensure and endorsement programs are guided by the Vermont Core Teaching and Leadership Standards, which are based on the Interstate Teacher Assessment and Support Consortium (InTASC) Model Core Standards and Learning Progressions. There are 10 core teaching standards broken into three themes and 10 core leadership standards. These teaching and leadership standards are embedded in courses, field placements, and assessments throughout each graduate education licensure/endorsement program.

Students who successfully complete an initial licensure program (Art Education, Elementary Education; Middle Grades; Modern & Classical Languages - French, Latin, and/or Spanish; Multilingual Learner; Secondary Education; or Special Education) are assessed in four ways during the course of their programs: a 3.0 GPA or higher in their courses; an evaluation of meeting expectations on the Professional Skills and Dispositions Assessment; an evaluation of meeting proficiency in student teaching; and successfully passing the Vermont Licensure Portfolio.

Students who successfully complete an additional endorsement (Specialized Literacy Professional, Principal, Director of Curriculum, or Director of Special Education) program are assessed in four ways during the course of their program: a 3.0 GPA or higher in their courses; an evaluation of meeting expectations on the Professional Skills and Dispositions Assessment; successful completion of a practicum in their endorsement area; and meeting proficiency on their portfolio/culminating project.

Learning Outcomes for Initial Licensure Programs (Adopted from the Vermont Core Teaching Standards)

Learning Outcomes for Leadership Endorsement Programs (From the Vermont Core Leadership Standards)

The Learning Outcomes for all Graduate Education Programs are the tenets of our Education Department Mission. We, as teacher educators, educators, and leaders, commit to work toward creating equitable and just systems by dismantling inequitable and oppressive educational policies and structures, in that:

We are change agents committed to antiracism, equity, and educational justice.

We use culturally sustaining pedagogy to critically examine ourselves and promote educational justice. We support educators and school leaders to identify and disrupt white supremacy in school systems.

We are educators focused on creating sustainable communities and schools.

We are equipped with the understandings, skills, and dispositions needed to participate in and lead diverse learning communities. We see education as a process to engage learners in local and global challenges, promoting economic viability as well as environmental and community health.

We are passionate and curious scholars.

We skillfully use research and analytical skills to identify the most promising socially, culturally, and developmentally responsive practices to support equitable learning. We aim to inspire engagement, critical thinking, and curiosity in our learners. We practice empathy to create inclusive and dynamic learning communities.

We are creative, integrative, and holistic educators.

We are adept at both discipline-based and integrative teaching and learning, using emerging technologies, socially interactive pedagogies, and holistic approaches to support academic, social and emotional engagement. We construct curriculum, personalize learning opportunities, and support our learners to meet the diverse needs of an increasingly multiracial and multicultural society.

We are reflective and contemplative practitioners.

We examine ourselves, our histories, and our academic endeavors, studying and reflecting upon our own biases. Understanding the connection between intellectual and social-emotional growth, we empower learners to gain self-knowledge, assume responsibility for their own learning, and honor cultural identities. We model balancing action with reflection to stay centered and purposeful in our lives.

In addition, our graduate teacher licensure and endorsement programs are guided by the Vermont Core Teaching and Leadership Standards, which are based on the Interstate Teacher Assessment and Support Consortium (InTASC) Model Core Standards and Learning Progressions. There are 10 core teaching standards broken into three themes and 10 core leadership standards. These teaching and leadership standards are embedded in courses, field placements, and assessments throughout each graduate education licensure/endorsement program.

Students who successfully complete an initial licensure program (Art Education, Elementary Education; Middle Grades; Modern & Classical Languages - French, Latin, and/or Spanish; Multilingual Learner; Secondary Education; or Special Education) are assessed in four ways during the course of their programs: a 3.0 GPA or higher in their courses; an evaluation of meeting expectations on the Professional Skills and Dispositions Assessment; an evaluation of meeting proficiency in student teaching; and successfully passing the Vermont Licensure Portfolio.

Students who successfully complete an additional endorsement (Specialized Literacy Professional, Principal, Director of Curriculum, or Director of Special Education) program are assessed in four ways during the course of their program: a 3.0 GPA or higher in their courses; an evaluation of meeting expectations on the Professional Skills and Dispositions Assessment; successful completion of a practicum in their endorsement area; and meeting proficiency on their portfolio/culminating project.

Learning Outcomes for Initial Licensure Programs (Adopted from the Vermont Core Teaching Standards)

Part One Theme: The Learner and Learning

Our graduates demonstrate the ability to thoughtfully describe, critically analyze, and insightfully reflect upon their readiness to use an understanding of learning theory, learner development, and learner differences for the design of effective learning experiences in a variety of settings with diverse learners. They also generate ideas, questions, or proposals about the theme for their ongoing professional development.

Standard 1: Learner Development

Our graduates understand 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.

Standard 2: Learning Differences

Our graduates use understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

Standard 3: Learning Environments

Our graduates work with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.

Part Two Theme: Content Knowledge and Instructional Practice

Our graduates demonstrate the ability to thoughtfully describe, critically analyze, and insightfully reflect upon the use of content knowledge and assessment, planning, and instructional strategies to implement creative, rigorous, and engaging learning. They also generate ideas, questions, or proposals about the theme for their ongoing professional development.

Standard 4: Content Knowledge and Pedagogical Content Knowledge

Our graduates understand the central concepts, tools of inquiry, and structures of the discipline(s) they teach and create learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of content.

Standard 5: Application of Content for Transferable Skills

Our graduates understand 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.

Standard 6: Assessment

Our graduates understand and use multiple methods of assessment to engage learners in their own growth, to monitor learning progress, and to guide the teachers and learners decision making.

Standard 7: Planning for Instruction

Our graduates plan 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.

Standard 8: Instructional Strategies

Our graduates understand and use 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.

Part Three Theme: Professional Responsibility

Our graduates demonstrate the ability to thoughtfully describe, critically analyze, and insightfully reflect upon their readiness for professional responsibility. They also generate ideas, questions, or proposals about the theme for their ongoing professional development.

Standard 9: Professional Learning and Ethical Practice

Our graduates engage in ongoing professional learning and uses evidence to continually evaluate [their] practice, particularly the effects of [their] choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

Standard 10: Leadership and Collaboration

Our graduates 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.

Learning Outcomes for Leadership Endorsement Programs (From the Vermont Core Leadership Standards)

Standard 1: Mission, Vision, and Core Values

Effective educational leaders develop, advocate, and enact a shared mission, vision, and core values of high-quality education and academic success and well-being of each student.

Standard 2: Ethics and Professional Norms

Effective educational leaders act ethically and according to professional norms to promote each students academic success and well-being.

Standard 3: Equity and Cultural Responsiveness

Effective educational leaders strive for equity of educational opportunity and culturally responsive practices to promote each students academic success and well-being.

Standard 4: Curriculum, Instruction, and Assessment

Effective educational leaders develop and support intellectually rigorous and coherent systems of curriculum, instruction, and assessment to promote each students academic success and well-being.

Standard 5: Community of Care and Support for Students

Effective educational leaders cultivate an inclusive, caring, and supportive school community that promotes the academic success and well-being of each student.

Standard 6: Professional Capacity of School Personnel

Effective educational leaders develop the professional capacity and practice of school personnel to promote each students academic success and well-being.

Standard 7: Professional Community for Teachers and Staff

Effective educational leaders foster a professional community of teachers and other professional staff to promote each students academic success and well-being.

Standard 8: Meaningful Engagement of Families and Community

Effective educational leaders engage families and the community in meaningful, reciprocal, and mutually beneficial ways to promote each students academic success and well-being.

Standard 9: Operations and Management

Effective educational leaders manage school operations and resources to promote each students academic success and well-being.

Standard 10: School Improvement

Effective educational leaders act as agents of continuous improvement to promote each students academic success and well-being.