"Education is not the learning of facts, but the training of the mind to think." -Albert Einstein

Indices and Standards



 SUNY Cortland 13 Learning Outcomes for Teacher Education

  • Learning Outcomes:

    1: Demonstrate a solid foundation in the arts and sciences.

    2: Possess in-depth knowledge of the subject area taught.

    3: Demonstrate good moral character.

    4: Understand how students learn and develop.

    5: Manage classroom structures in a variety of ways that promote safe learning environment.

    6: Know and apply various disciplinary models to manage student behavior.

    7: Apply a variety of teaching strategies to develop a positive teaching/learning environment where all students are encouraged to achieve their highest potential.

    8: Integrate curriculum among disciplines, and balance historical and contemporary research, theory and practice.

    9: Use multiple and authentic forms of assessment to analyze teaching and student learning and to plan curriculum and instruction to meet the needs of individual students.

    10: Promote parental involvement and collaborate effectively with other staff, community, higher education, and other agencies as well as parents and other caregivers for the benefit of students.

    11: Demonstrate sufficient technology skills and the ability to integrate technology into classroom teaching and learning.

    12: Foster respect for individual's abilities and disabilities and an understanding and appreciation of ethnicity, culture, language, gender, age, class and sexual orientation.

    13: Continue to develop professionally as reflective practitioners who are committed to on-going scholarly inquiry.

  •          The Recommendations: Fifteen Elements of Effective Adolescent Literacy Programs

    1. Direct, explicit instruction, which is instruction in the strategies and processes that proficient readers use to understand what they read, including summarizing, keeping track of one's own understanding, and a host of other practices.

    2. Effective instructional principles embedded in the content, including language arts teachers using content-area texts and content-area teachers providing instruction and practice in reading and writing skills specific to their subject area.

    3. Motivation and self-directed learning, which includes building motivation to read and learn and providing students with the instruction and supports needed for independent learning tasks they will face after graduation.

    4. Text-based collaborative learning, which involves students interacting with one another around a variety of issues.

    5. Strategic tutoring, which provides students with intense individualized reading, writing, and content instruction as needed.

    6. Diverse texts, which are texts at a variety of difficulty levels and on a variety of topics.

    7. Intensive writing, including instruction connected to the kinds of writing tasks students will have to perform well in high school and beyond.

    8. A technology component, which includes technology as a tool for and a topic of literacy instruction.

    9. Ongoing formative assessment of students, which is informal, often daily assessment of how students are progressing under current instructional practices.

    10. Extended time for literacy, which includes approximately two to four hours of literacy instruction and practice that takes place in language arts and content-area classes.

    11. Professional development that is both long term and ongoing.

    12. Ongoing summative assessment of students and programs, which is more formal and provides data that are reported for accountability and research purposes.

    13. Teacher teams, which are interdisciplinary teams that meet regularly to discuss students and align instruction.

    14. Leadership, which can come from principals and teachers, who have a solid understanding of how to teach reading and writing to the full array of students present in schools.

    15. A comprehensive and coordinated literacy program, which is interdisciplinary and interdepartmental and may even coordinate with out-of-school organizations and the local community.



    Critical Literacy  

    • Critical literacy involves an active, challenging approach to reading and textual practices. It involves the analysis and critique of the relationships among texts, language, power, social groups and social practices. It shows us ways of looking at written, visual, spoken, multimedia and performance texts to question and challenge the attitudes, values and beliefs that lie beneath the surface.
    • Critical literacy is important because in today's society, we need to be able to make meaning from the variety of sources that confront us everyday, as well as from written and spoken texts.



    Important Websites

  • New York State Education Department