Siena Heights University
portfolio developed using the eight (8) learning outcomes of the Graduate Education Program; or, if a Special
Education major, the nine (9) special education program outcomes.
Organization of the Reflective Professional Portfolio of Continuous Progress
One requirement for graduation from the Graduate Education Program is completion and presentation of a
“Reflective Professional Portfolio of Continuous Progress” documenting how the graduate student is highly
qualified to teach a given subject area and/or grade level. In general, the portfolio is completed in electronic
format for ease of portability, revision, and dissemination. It is evaluated based on the Graduate Education
Program Learning Outcomes, or the Special Education program outcomes.
Learning Outcomes
Graduate Education Program
The Education Program Learning Outcomes reflect the desired knowledge, understandings, skills, and
dispositions of students who complete the education program at Siena Heights University. Consistent with a view
of teaching as an art and science, the program highlights the following outcomes with the realization that valuable,
but unanticipated, outcomes will also emerge. These are overall outcomes; no single course necessarily
addresses every outcome. Students at the graduate and undergraduate levels demonstrate these outcomes in
ways consistent with their varied levels of academic coursework, teacher candidate/certification status, and work
experiences.
The education student demonstrates:
Mission
1. Qualities consistent with the mission of the university to assist students in becoming more competent,
purposeful, and ethical.
2. The qualities of a reflective practitioner and a commitment to lifelong learning
Theory into Practice
1. The ability to analyze situations in classrooms and other educational settings, in light of current
educational research
2. The ability to apply principles of best practice and use technology in pre-K-12 classrooms
Politics, Ethics, and Professionalism
1. An understanding of the political nature of educational institutions
2. An understanding of the demands that are placed on educators
3. The personal integrity, professionalism, and ethical behavior essential to the role of a teacher
External Social Forces
1. An understanding of the influence of major social forces on the lives of pre-K – 12 students
2. Partnership with families, specialists, and the larger community
3. Preparation and willingness to address and accommodate the education needs of students
4. An awareness of the social and emotional aspects of teaching and learning
Diversity, Culture, and Climate
1. An understanding of the diverse social and cultural factors that influence, challenge, and provide
opportunities for enriching the teaching/learning process
2. The ability to identify characteristics of the educational community and how these characteristics impact
the teaching/learning climate
Teaching/Learning Styles
1. An understanding of the impact of multiple intelligences and teaching/learning styles on the
teaching/learning process
2. The ability to identify personal strengths and limitations
3. The ability to incorporate alternatives to preferred teaching/learning style in curriculum and instruction
Undergraduate and Graduate Catalog 2016-2018
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