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Application EssayThis essay is specifically designed to further your reflective practice on the impact you have had working with youth and children, as well as to help you establish measurable learning and professional development goals for your growth within the program. In addition, you will begin to anchor your self-examination within the language of the Touro College Candidate Learning Outcomes (CLOs).Your essay should be limited to no more than 500 words double spaced, typed (two pages). It is to be completed in two parts: Looking Backwards: Reflective Practice and Looking Forward: Goal Setting. You must construct your work in a narrative format but can cite relevant educational literature to support your work.Looking Backwards: Reflective PracticeExamine your prior experiences working with youth and children and their impact on your professional practice (in your classroom(s) or other educational setting(s)). Consider the grade/functional levels and the content/disciplines for which you designed and implemented instruction. Consider the learning outcomes that resulted, the challenges you faced, and your core beliefs about teaching and learning. Afterwards, address the following questions:• Name and describe impacts you have had on P-12 students’ learning.• Discuss ways in which you have used feedback from your instructors orsupervisors to improve your practice.• Identify a minimum of two Touro GSE Candidate Learning Outcomes (CLOs) that you view as your strongest attributes and discuss why. Identify the specific outcomes and corresponding elements by name.• Discuss any areas of concern you might have regarding the development of your ability to meet the needs of diverse learners and explain why.Looking Forward: Goal SettingFor this section you will construct two (2) professional goals, anchored by your Looking Backwards: Reflective Practice exercise. Your goals should address areas of growth that you wish to develop early in your program. Each goal should be measurable with a clear outcome (e.g., To move from a primarily lecture style of course instruction to the use of interactive learning in mathematics; To establish ongoing communication with parents/guardians for an 80% homework completion rate in my class; Strengthen my 1 of 2classroom management skills for a decrease in time off task during whole group instruction).Once you have established clear, measurable goals, enumerate each:1. 2.Next, explain how each is aligned with a particular Touro Candidate Learning Outcome.Finishing upBe sure to review and edit your work, checking for clarity, grammatical errors, and thoroughness. It is important that you address each area of the Looking Backwards Looking Forward Essay for admission and that your writing is free of errors. Your submission will be used later in your program to help guide your professional development. You will need to keep a copy of your submission for future use during coursework, should you be admitted.
Application Essay This essay is specifically designed to further your reflective practice on the impact you have had working with youth and children, as well as to help you establish measurable learni
1 of 2 Touro College Graduate School of Education Application Essay This essay is specificall y designed to further your reflective practice on the impact you have had working with youth and children, as well as to help you establish measurable learning and professional development goals for your grow th within the program . In addition, you will begin to anchor your self-examination within the language of the Touro College Candidate Learning Outcomes (CLOs). Your essay should be limited to no more than 500 words double spaced , typed (two pages) . It is to be completed in two parts: Looki ng Backwards: Reflective Practice and Looking Forward: Goa l Setting. You must construct your work in a narrative format but can cite releva nt educational literature to support your work. Lookin g Backwards: Reflective Practice Examine your prior e xperiences working with youth and children and their impact on your professional practice (in your classroom(s) or other educational setting(s) ). Consider the grade/functional levels and the content/disciplines for which you designed and implemented instruction. Consider the learning outcomes that resulted, the challenge s you face d, and your core beliefs about teaching and learning. Afterwa rds, address the following questions: • Name and describe impacts you have had on P – 12 students’ learning . • Discuss ways in which you hav e used feedback from your instructors or supervisors to improve your practice. • Identify a minimum of t wo Touro GSE Candidate Learning Outcomes (CLOs) that you view as your strongest attributes and discuss why . Identify the specific outcomes an d corresponding elements by name. • Discuss any areas of concern you might have regarding the development of your ability to meet the needs of diverse learners and explain why. Looking Forward: Goal Setting For this section you will construct two ( 2 ) professional goals, anchored by your Looking Backwards: Reflective Practice exercise. Your goals should address areas of growth that you wish to develop early in your program . Each goal should be measurable with a clear outcome (e.g., To move from a primarily lecture style of course instruction to the use of interactive learning in mathematics; To establish ongoing communication with parents/guardians for a n 80% homework completion rate in my class; Strengthen my 2 of 2 classroom management skills for a de crease in time off task during whole group instruction). Once you have established clear, measurable goals, enumera te each: 1. 2. Next, explain how each is aligned with a particular Touro Candidate Learning Outcome . Finishing up Be sure to review and edit your work, checking for clarity, grammatical errors, and thoroughness. It is important that you address each area of the Looking Backwards Looking Forward Essay for admission and that your writing is free of errors. Your submission will be used later in your program to help guide your professional development. You will need to keep a copy of your submission for future use during coursework, should you be admitted. Approved 23 July 2021
Application Essay This essay is specifically designed to further your reflective practice on the impact you have had working with youth and children, as well as to help you establish measurable learni
320 W. 31st Street | New York, NY 100 01 | 212.463.0400 | gse.touro.edu | @tourogse | #myTouroGSE 1 Candidate Learning Outcomes and Equity and Access Indicators Guided by our commitment to diverse and underserved student populations, our faculty strongly believes in the power of educat ion to improve opportunity and quality of life for every person. Touro College Educator Preparation Programs seek to prepare divers e, highly qualified teachers, counselors, and school leaders who are lifelong learners, leaders, and knowledge developers dedicated to inspiring the same q ualities in all of their students. Our curriculum is grounding in the concept of Leading and Learning from Praxis: Serving with Compassion . As such, we intentionally attend to the intersections of theory, research on, and evidence of effective teaching and learning. Serving with compassion, we uphold the values of equity and access. Candidates and Graduates of our programs meet the following Candidate Learning Outcomes , Equity and Access Indicators, and Professional Educator Disposition Indicators developed by the Touro GSE faculty : 320 W. 31st Street | New York, NY 100 01 | 212.463.0400 | gse.touro.edu | @tourogse | #myTouroGSE 2 Reflexive Praxis Learner Centeredness Discipline Knowledge and Skills Professional Commitment to Action Data Literacy and Research Touro GSE Candidate Learning Outcomes (CLO) Standard RP1: Are aware of and reflect on their practice in light of educational research, professional ethics and resources available for professional learning. Standard RP2: Continually and deliberately evaluate the effect of their professional decisions and actions on students, their families, and professionals in the learning community and actively seek out opportunities to grow professionally. Standard RP3: Demonstrate informed flexibility by applying the skills of reflection -in- action to intentionally respond to unplanned incidents and modify and/or adapt instr uctional, assessment, and management practices accordingly. Standard LC1: Create contexts for learning that are driven by evidence – based principles of diversity and equity. Standard LC2: Understand developmental differences and learning needs of diverse individuals to promote learning, wellbeing, and self – advocacy. Standard DKS 1: Demonstrate and apply knowledge of major concepts, procedures, connections, and applications across discipline domains. Standard DKS 2: Demonstrate essential strategies to teach and communicate discipline knowledge and skills to all individuals. Standard DKS 3: Demonstrate how to connect concepts and use various strategies to engage individuals and promote critical thinking and creativity. Standard PCA 1: Demonstrate attitudes, knowledge, skills, and professional ethics and principles that contribute to academic success and well -being of all individuals. Standard PCA 2: Collaborate with students, peers, families, and community to support innovation and individual’s suc cess that promote lifelong learning and advance the profession. Standard DLR 1: Evaluate, plan, select, and implement appropriate formative and summative assessments (including those that are technology – based) that are fair, valid, and reliable to monitor i ndividuals’ understanding, behavior, and progress. Standard DLR 2: Evaluate data and evidence -based practice (including research) to develop and implement appropriate professional practice to advance individuals’ progress. Standard DLR 3: Understand and design essential processes for program evaluation (e.g. IEP, curriculum, professional development). 320 W. 31st Street | New York, NY 100 01 | 212.463.0400 | gse.touro.edu | @tourogse | #myTouroGSE 3 EQUITY & CULTURALLY RESPONSIVE “Equitable and culturally responsive practitioners value students’ cultural and linguistic resources and view this knowledge as capital to build upon rather than as a barrier to learning, use this capital (i.e., personal experiences and interests) as the basis for instructional con nections to facilitate student learning and development, and apply interactive, col laborative methods, strategies, and ways of interacting that support students’ cultural, linguistic, and racial experiences and integrat e the methods with evidence -based practices (Gay,2010; Nieto, et al., 2008; Ladson – Billings, 2009; Harlin & Souto -Manning, 2009; Hersi & Watkinson, 2012; Santamaria, 2009). Equity & Access Indicators EA RP1. Examine and are aware of how one’s biases, privilege, identity, and socio -cultural experiences influence teaching and learning. EA RP2. Reflect on educational systems and practices to ensure access to a fair and equitable learning environment. EA LC1. Comprehend h ow learning is influenced by individual experience, gender, talents, and prior learning, as well as language, culture, family, and community values. EA LC2. Model and reinforce respectful behavior so learne rs develop positive views of themselves and their futures. EA LC3. Uphold the belief that all individuals can learn and bring valuable resources from their personal lives to the learning process. EA DKS1. Link content knowledge, experience, and diversity with instructional strategies that enhance learner achievement. EA DKS2. During clinical experience, demonstrate positive learning environments and equitable learning outcomes for a wide variety of learners, including those placed – at-risk and from underre presented communities. EA PCA1. Integrate theory and practice as related to diversity and global perspectives. EA PCA2. Empower a diverse support system (e.g., parents, community stakeholders, and caregivers ) to become involved in the learner’s education. EA PCA3. Advocate for educational equity and justice through research, policy, and practice. EA DLR1. Demonstrate understanding of ethical and equitable use of data. EA DLR2. Develop and use multiple forms of assessments, including authentic assessments, that are culturally responsive. EA DLR3. Knowledgeable of ethical, moral, and culturally responsive research methods and practices.

  
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