• Create and support communities that are bases for sustainable change
• Develop the habits of mind and competencies to lead complex organizations, shaped by global forces
• Develop the abilities to sustain their own leadership growth
• Utilize the full range of emerging technologies to reach across generations and communicate effectively as well as engage others in meaningful change
• Exemplify the curiosity, inquiry skills, and scholarly competencies need to investigate an idea and transform it into meaningful action

• Demonstrate mastery of subject material, including prior, current, and emerging research and theories in the student’s area of specialization as well as significant issues and topics in the field of education, broadly-construed. This mastery includes: interpreting relevant literature and relating to critical questions in education, both local and global; synthesizing existing research and constructing literature-based arguments; identifying, describing, and justifying relevant “gaps” in the literature.
• Demonstrate the ability to conduct scholarly inquiry in a responsible and ethical manner.
• Produce and defend original research that contributes to the body of knowledge in the student’s area of specialization.
• Disseminate this research, either through peer-reviewed conferences or publications.
• Become an academic leader in the student’s area of specialization through the development of new ideas, theories and best practices grounded in global and local contexts.
• Develop pedagogical skills appropriate for the higher education classroom through applied experiences.
• Contribute to the greater good of an organization through professional service.

• Formulate adult learning, training and development and HRD strategies that develop and retain people in organizations.
• Design and implement workplace learning, change, and performance interventions to achieve employee and organizational goals.
• Develop effective consulting, coaching, and mentoring skills to sustain learning, performance, and change in the workplace.
• Lead strategic change initiatives and manage learning and development initiatives in any organizational setting..
• Evaluate training, learning, and other HRD programs and interventions to determine their quality, value, and effectiveness.

• Demonstrate an ability to  design, organize, analyze, and interpret behavioral assessment data.
• Demonstrate  an understanding of the BACB Professional and Ethical Compliance Code  for Behavior Analysts.
• Construct behavioral interventions based on assessment results and the best available scientific evidence that addresses diversity, social validity and maximizes environmental supports.
• Design and use systems for measuring and monitoring effectiveness of behavioral programming and evaluate and design effective training and performance management systems.
• Demonstrate an understanding and ability to  use  collaborative consultative practices to effectively carry out an indirect service delivery model.
• Practice within one’s limits of professional competence in applied behavior analysis, and obtain consultation, supervision, and training, or make referrals as necessary.

• Apply knowledge and skills gained from the program of study to the achievement of goals in a worksite environment, especially including, educational, corporate, military.
• Assess personal ethical values, recognize ethical issues in a variety of settings, and consider and assess the consequences of alternative actions.
• Delineate and accept diversity in global research, values, cultures, and other relevant issues.
• Delineate and demonstrate the principles of visionary and creative leadership.
• Demonstrate the skills and knowledge to access, evaluate and use information effectively, competently, and creatively.
• Establish goals and monitor progress toward them by demonstrating an awareness of the personal, environmental and task-specific factors that affect attainment of the goals.
• Make appropriate use of technologies to communicate, collaborate, solve problems, make decisions, and conduct research, as well as foster creativity and life- long learning.
• Use quantitative and qualitative analysis, and scientific reasoning to analyze, and synthesize; to identify and solve real world problems and discover new ideas. 

• Lead schools collaboratively to solve complex problems in a framework of national and state leadership standards
• Mentor and coach teachers in effective instructional and assessment decision-making
• Model shared leadership and decision-making strategies
• Promote restorative and social justice practices
• Understand, respond to, and influence the larger political, financial, technological, and legal context
• Reflect on practice to new action and change

• Demonstrate leadership competencies, (1) Active Listening, (2) Speaking and Writing, (3) Team Building, and (4) Conflict Resolution
• Lead schools collaboratively to solve complex problems in a framework of national and state leadership standards
• Mentor and coach teachers in effective instructional and assessment decision-making
• Model shared leadership and decision-making strategies
• Partner with districts, schools, and principals to mentor new leaders
• Promote restorative and social justice practices
• Reflect on practice to new action and change
• Understand, respond to, and influence the larger political, financial, technological, and legal context. 

• Demonstrate the ability to establish, implement and lead programs that create collaborative partnerships with stakeholders (including educational team members, family members, community agencies and students) in the development, implementation and assessment of individualized educational programs and goals.
• Demonstrate the ability to establish, implement and lead programs that support educational programs that use multiple, reliable and valid methods to assess student strengths and needs and make instructional decisions based on assessment data.
• Model shared leadership and decision-making strategies
• Promote restorative and social justice practices
• Reflect on practice to new action and change

• Demonstrate leadership competencies, (1) Active Listening, (2) Speaking and Writing, (3) Team Building, and (4) Conflict Resolution
• Demonstrate the ability to establish, implement and lead programs that create collaborative partnerships with stakeholders (including educational team members, family members, community agencies and students) in the development, implementation and assessment of individualized educational programs and goals.
• Lead schools collaboratively to solve complex problems in a framework of national and state leadership standards 
• Mentor and coach teachers in effective instructional and assessment decision-making
• Model shared leadership and decision-making strategies
• Promote restorative and social justice practices
• Reflect on practice to new action and change
• Understand, respond to, and influence the larger political, financial, technological, and legal context.

• Serve effectively as change agents and leaders at different levels of the US education system and/or the education systems of other nations
• Apply targeted learning in a variety of educational topics to enhance their development as educational professionals

• Articulate the connection between their professional roles and policymaking that occurs at the federal, state, and local levels in the US. 
• Create and evaluate education policy arguments.
• Describe how the US educational system and education policies compares to that of certain other countries, and how globalization is related to US education.
• Develop high-quality written products in multiple formats typically utilized by education policy professionals..
• Explain the educational policymaking process and structure in the US and how the education system is related to other aspects of American life, such as the economy.
• Explain the relationship between US education policy and equity and social justice issues.
• Identify ways in which they can play an effective role in the US educational policymaking at any level, as a professional and/or as a citizen.
• Identify, and examine through a policy lens, critical issues in US education, and be able to communicate effectively about policy inputs, outcomes and solutions to them.

• Evaluate, and critique international, comparative, and educational research and theory
• Analyze how policies are implemented  and advocate for innovative educational policy solutions in diverse, multi-cultural settings
• Synthesize global research and data to communicate effectively and transform educational institutions
• Understanding of diverse cultures and intercultural and global competencies to engage with global issues and work effectively in cross-cultural settings
• Apply an understanding of the role of education in solving global problems to promote social justice 

• Breadth and Depth of Higher Education Knowledge: Identify, evaluate, and address critical and immerging issues in higher education by utilizing knowledge, research and skills within the field of higher education.;
• Social Justice, Equity, and Global Inclusiveness: Recognize and explain the value of the diversity, multiculturalism, and the global context for critical issues in higher education.
• Ethical and Collaborative Leadership: Apply ethical and collaborative leadership skills to higher education issues as a reflective and self-directed learner, team member, and active citizen .
• Experiential Learning and Professional Practice:  Understand the value of integrating work and learning with reflection, using the Co-op experience, e-portfolio and capstone activities.  Develop an understanding of higher education career paths and how to develop oneself and others in these careers. Experiential Learning and Civic Engagement: Demonstrate an understanding of higher education career paths and development, and create and sustain a healthy, engaged, public life in higher education and our communities
• Experiential Learning and Civic Engagement: Demonstrate an understanding of higher education career paths and development, and create and sustain a healthy, engaged, public life in higher education and our communities.

• Formulate adult learning, training, and development and HRD strategies that develop and retain the best people in organizations
• Design and implement workplace learning, change, and performance interventions to achieve employee and organizational goals
• Develop effective consulting, coaching, and mentoring skills to sustain learning, performance, and change in the workplace 
• Lead strategic change initiatives and manage learning and development initiatives in any organizational setting
• Evaluate training, learning, and other HRD programs and interventions to determine their quality, value, and effectiveness
• Demonstrate leadership that promotes diversity, inclusion, equity, and ethical decision-making in the workplace, community, and global contexts

• Apply instructional design principles, methods, and digital media for high quality learning formats that align with 21st Century and NET Standards for a variety of learning environments throughout the lifespan.
• Design, implement, market, and assess online learning and e-learning strategies for effective and transformative distance, hybrid, and face to face learning at all educational and training levels.
• Develop digital performance support tools and formats for just-in-time learning and support throughout the workflow.
• Develop knowledge and skills in educational technology research activities, methods, and action research projects.
• Integrate professional non-credit learning experiences into the portfolio of lifelong learning experiences throughout a career for learners while seeking ongoing professional growth and development to improve practice.
• Assess and evaluate emerging digital technologies, e.g., assistive technologies, mobile applications, simulations, and online assessment tools
• Design and integrate appropriate strategies for learners with disabilities creating accessible and equitable environments for learning.
• Design, develop, adopt, and integrate innovative learning environments, including game-based learning strategies, techniques, and approaches in designing effective and innovative learning environments.
• Use technologies to communicate, collaborate, solve problems, make decisions, and conduct research, as well as foster creativity and life-long learning, making particular use of learning analytics methods and process to inform action.
• Lead educational, development, and other organizations through the application of learning technology in current educational trends, educational interventions, and global contexts.
• Integrate technology based tools for effective and transformative teaching and learning, creating safe, positive and productive online and elearning environments that supports and facilitates learning for all learners.
• Demonstrate a thorough understanding of developmentally appropriate lifespan learning based on the learning sciences.
• Expand the understanding of formative and summative assessments and their collective use for designing learning experiences.
• Use appropriate means of ongoing technology-based and traditional assessment, and utilize data to demonstrate learner growth and make appropriate modifications to the curriculum.
• Assess, design and implement various social media tools for the promotion of learning for learning throughout the lifespan.
• Become an academic leader in technology leadership through the development of new ideas, theories and best practices grounded in global and local contexts.
• Demonstrate competency with the legal requirements as well as ethical and professional standards that govern the use and implementation of Learning Technologies

• Use various forms of media and asynchronous and synchronous to develop conceptual knowledge of scientific or mathematical content knowledge and then articulate that development and its impact on teaching
• Model scientific, mathematical and engineering practices that reflect true engagement with the content itself including in everyday applications.
• Engage with research-based pedagogical strategies to craft and critique the use of these methods in classroom settings.
• Expand the understanding of formative and summative assessments and their collective use for lesson and curriculum design.

• Use multiple reliable and valid methods to assess student strengths and needs and make instructional recommendations based on assessment data.
• Demonstrate collaborative partnerships with stakeholders (including educational team members, family members and students) in the development, implementation and assessment of individualized educational plans and goals.
• Create and support inclusive learning environments where all learners are welcomed, challenged and held to high expectations.
• Demonstrate competency with the legal requirements as well as ethical and professional standards that undergird the practice of Special Education.
• Exhibit competence in selecting and executing evidence-based behavioral, instructional, and technology strategies to address the diverse needs of students with disabilities.

• Make sound decisions based on the professional code of conduct .
• Demonstrate leadership in the classroom, school community and profession that is focused on positive and innovative change.
• Seek ongoing professional growth and development in the field to improve practice.
• Demonstrate a growth mindset and take responsibility for student learning and academic growth.

Diversity

• Demonstrate an understanding of the changing role of the educator in an increasingly diverse society.
• Use culturally responsive pedagogy to create equitable learning experiences for all students.
• Use critical self-reflection to understand one’s own identity in the context of a classroom of diverse learners.
• Create an inclusive classroom environment with high expectations for all learners.

Reflective Practice

• Demonstrate the ability to self-reflect on his or her professional practice.
• Use data and classroom based evidence to inform and improve professional practice.

Pedagogical Content Knowledge

• Demonstrate strong content knowledge in all subject areas that meet PIE content requirements.
• Deliver effective instruction using high leverage teaching practices.
• Use appropriate means of ongoing assessment, and utilize data to demonstrate student growth and make appropriate modifications to the curriculum.
• Integrate tools of technology in teaching and learning.
• Construct a well-written, research-based, engaging lesson plan.

Classroom Climate

• Create a safe, positive and productive classroom climate environment that supports and facilitates learning for all students. 
• Build a sense of community in one's classroom based on developmentally appropriate pro-social skills and shared sense of ownership.
• Create a collaborative classroom climate where students work cooperatively to generate knowledge.

Developmentally Appropriate Practice

• Demonstrate a thorough understanding of child and/or adolescent development and the learning sciences.
• Uses differentiated instruction to meet the diverse learning needs of one’s students.
• Use developmentally informed teaching practices.