University of Southern Indiana

Program Objectives and Student Outcomes

Teacher Education

The mission of the University of Southern Indiana Teacher Education Department is to prepare reflective practitioners who know and understand the communities in which they work, their students, and their subject areas and who utilize research-based pedagogical practices that promote well-being in diverse and global settings.

The vision of the University of Southern Indiana Teacher Education Department is to empower innovative leaders in their schools, their professions, and their communities.

Derived from the Interstate Teacher Assessment and Support Consortium (InTASC) model core teaching standards, undergraduate program goals include realizing outcomes associated with the following four categories:  Learner and Learning, Content and Content Pedagogical Knowledge, Instructional Practices, and Professional Responsibilities.

Undergraduate Program outcomes include the following.

The Learner and Learning

  1. Candidates will design and implement learning experiences demonstrating an understanding of how learners grow and develop.
  2. Candidates will enable each learner to meet high standards demonstrating an understanding of individual differences and diverse culture.
  3. Candidates will create learning environments that encourage positive social interaction and active engagement in learning.

Content Knowledge

  1. Candidates understand the central concepts, tools of inquiry, and structures of the discipline he/she teaches.
  2. Candidates create learning experiences that make the discipline accessible and meaningful for learners.
  3. Candidates engage learners in critical thinking, creativity, and collaborative problem solving related to real world issues.

Instructional Processes

  1. Candidates use multiple methods of assessment to monitor learner progress and to guide instructional decision-making.
  2. Candidates plan instruction that supports every student in meeting rigorous learning goals drawing upon knowledge of content, curriculum, pedagogy, and knowledge of learners and the community context.
  3. Candidates use a variety of research-based instructional strategies appropriate for the content and the learner.

Professional Responsibilities

  1. Candidates engage in ongoing professional learning.
  2. Candidates evaluate and reflect on his/her practice and adapt practice to meet the needs of learners.
  3. Candidates collaborate with colleagues, parents, and other stakeholders.
  4. Candidates seek appropriate leadership roles and opportunities.

Contact Dr. Jill Raisor


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