Learning Goals

  Principles of SUPER6 and Learning Goals

Below are the descriptive statements and objectives for each SUPER6 principle:

Principle 1: Subject Matter and Curriculum Aptitude

Teacher candidates know and understand the content area for which they are seeking New Jersey teacher certification.

Descriptive Statement for Subject Matter and Curriculum Aptitude

An in-depth understanding of content is quintessential for teacher candidates to have the power to positively impact learning and achievement for their learners. Teacher candidates must understand the structures and the history of the content they will teach and recognize that their content is complex and ever evolving. Effective teacher candidates demonstrate reflective understanding of content-specific practices, processes and vocabulary. They connect content and skills of their disciplines to the New Jersey Core Content Competencies. These teacher candidates make content meaningful, relevant and applicable to learners by making connections between the content that they teach and other content areas, and real life experiences.

Objectives for Principle 1: Subject Matter and Curriculum Aptitude

Upon completion of the UTEP, teacher candidates will demonstrate the following:

1.1  Ability to relate the lesson to mandates and guidance documents from agencies and professional organizations

1.2   Effective use of resources and curricular materials to accomplish learning

1.3  Ability to relate lesson to New Jersey Core Content Curriculum Standards and Common Core State Standards

1.4  Mastery of content-accuracy of subject matter presented

1.5  Use of appropriate representation of concepts while teaching

1.6  Ability to connect content of the lesson to fundamental concepts and prior knowledge

1.7  Aptitude to anticipate future learning and prepares for future concepts

1.8  Ability to bridge lesson content to concepts in upcoming lessons

1.9  Capability to respond to students question accurately

1.10 Skill with using tools of information literacy to foster the use of inquiry, collaboration, and supportive interaction

Principle 2: Understanding Your Learner

Teacher candidates understand the development of learners and value the diversity of the students they teach.

Descriptive Statement for Understanding Your Audience:

Targeted instruction to learner' needs, interests and prior knowledge is an essential quality to teaching. Teacher candidates understand the abilities and talents of their learners, and use that knowledge to determine appropriate learning activities and identify resources for learners that foster rich learning opportunities.

Objectives for Principle 2: Understanding Your Learner

Upon completion of the UTEP, teacher candidates will demonstrate the following:

2.1 Ability to differentiate instruction for the diverse leaner population according to content, process, and/or products

2.2 Capability to provide opportunities that support learner's intellectual, social, emotional, and physical development

2.3 Knowledge of learner and their lives in carrying out instruction that builds on learner's strengths while meeting their needs

2.4 Ability to utilizes developmentally appropriate learning experiences making the subject matter accessible to learners

2.5 Adaptation of instruction to accommodate the special learning of the diverse learner

Principle 3: Pedagogical Content Knowledge

Teacher candidates plan and deliver effective instruction that advances the scholarship of each individual learner.

Descriptive Statement for Pedagogical Content Knowledge

Teacher candidates have high expectations for all learners and implement strategies to advance each learner. They continually reflect on learner outcomes to make appropriate decisions resulting in increased success for all learners. They use effective questioning strategies to stimulate thinking. Effective teacher candidates integrate various learning tools, including technology, to make content comprehensible to learners.

Objectives for Principle 3: Pedagogical Content Knowledge

Upon completion of the UTEP, teacher candidates will demonstrate the following:

3.1 Ability to employ appropriate instructional methods to accomplish learning goals

3.2 Ability to empower students to effectively attain desired outcomes through technology and other resources

3.3 Capability to encourage learners to pursue their own interests and inquires

3.4 Aptitude to create learning experiences that makes subject matter meaningful and engaging for learners

3.5 Ability to employ a variety of developmentally appropriate strategies to promote development of skills, critical thinking, and problem solving

3.6 Aptitude to assist students individually or as a member of a group to access, evaluate, synthesize, and use information effectively to accomplish a specific purpose

3.7 Capability to promote achievement of lesson objectives 

3.8 Ability to effectively handle questioning on content

3.9 Aptitude with modeling effective communication strategies and questioning techniques in conveying ideas and stimulating critical thinking and asking questions that require higher order thinking

3.10 Ability to empower learners to access, evaluate, synthesize, and use information effectively to attain desired outcomes

Principle 4: Evaluation of Achievement

Teacher candidates understand and use varied assessments to inform instruction, evaluate and ensure student learning.

Descriptive Statement for Evaluation of Achievement

Effective teacher candidates use multiple assessments to discover the potential of each of their learners. They plan and adjust instruction and evaluate student learning. Teacher candidates have sufficient knowledge and skills in understanding a variety of assessment tools and are able to use that data to plan effectively for all learners. Teacher candidates use formal and informal assessment data. Teacher candidates encourage learners to critically examine their own work.  Teacher candidates provide learners with formative assessment results and provide them with strategies to improve their learning.

Objectives for Principle 4: Evaluation of Achievement

Upon completion of the UTEP, teacher candidates will demonstrate the following:

4.1 Ability to use a variety of formal and informal assessment strategies that are diagnostic, formative, and summative

4.2 Ability to use formative evaluation tools to provide constructive feedback to learners

4.3 Capability to accurately document and report learner's data

4.4 Ability to provide learners with multiple avenues to demonstrate success in learning

4.5 Effective use of summative assessment

Principle 5: Readiness for Establishing and Maintaining Effective Learning Environments

Teacher candidates create learning environments that promote high levels of learning and achievement for all learners.

Descriptive Statement for Readiness for Establishing and Maintaining Effective Learning Environments

Teacher candidates synchronize a learning environment that maximizes each learner's potential to master the content and skills being taught. They create a reflective learning environment for learners. Teacher candidates recognize that learners gain knowledge from a variety of formal and informal settings. They create a learning environment where all learners feel safe, valued, and enjoy a sense of belonging.

Objectives for Principle 5: Readiness for Establishing and Maintaining Effective Learning Environments

Upon completion of the UTEP, teacher candidates will demonstrate the following:

5.1 Ability to create a classroom where students are encouraged to assume responsibility for the behaviors in class and to engage positively in the learning process

5.2 Ability to organize and manage the learning environment

5.3 Ability to communicate effectively

5.4 Effective organization and use of space, equipment, and materials

5.5 Ability to create a positive and a safe learning climate

5.6 Ability to encourage positive social interaction

5.7 Ability to promote self-motivation, self-respect, and pride in one's work

5.8 Effective use of verbal, nonverbal, and written communications techniques

Principle 6: Educational Professionalism

Teacher candidates understand the responsibility for their professional growth, performance, and involvement as an individual and as a member of a learning community.

Descriptive Statement for Educational Professionalism

Teacher candidates are professionals who recognize that they are in a position to influence the future of their learners. It is imperative that teacher candidates practice the highest standards of responsibility, honesty, and fairness.

Objectives for Principle 6: Educational Professionalism

Upon completion of the UTEP, teacher candidates will demonstrate the following:

6.1 High level of overall professional demeanor

6.2 Ability to engage in reflective practices

6.3 Ability to organize and utilize instructional learning time

6.4 Ability to manage students' behavior to enhance learning and maintain appropriate standard of behavior

6.5 Use of effective verbal, nonverbal, and written communications techniques

6.6 Appropriate attire, language, and attitude

6.7 Respect of others; is on time and prepared to work

6.8 Willingness to profit from feedback and suggestions for improvement

6.9 Evidence of professional commitment and enthusiasm