Description
PART ONE – Looking Backwards: Reflective Practice
Examine 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 or supervisors 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.
PART TWO – 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 an 80% homework
completion rate in my class; Strengthen my classroom 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 (Candidate learning outcome is attached)
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Applicant Personal Statement
Online Application System – Supplemental Documents
Touro College Graduate School of Education
Applicant Personal Statement
Instructions:
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 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. 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.
PART ONE – Looking Backwards: Reflective Practice
Examine 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 or supervisors 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.
PART TWO – 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 an 80% homework
completion rate in my class; Strengthen my classroom 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
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Applicant Personal Statement
Online Application System – Supplemental Documents
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.
Click or tap here to enter text.
2 of 3
Applicant Personal Statement
Online Application System – Supplemental Documents
3 of 3
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 education to improve
opportunity and quality of life for every person. Touro College Educator Preparation Programs seek to prepare diverse, highly qualified teachers,
counselors, and school leaders who are lifelong learners, leaders, and knowledge developers dedicated to inspiring the same qualities 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:
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320 W. 31st Street | New York, NY 10001 | 212.463.0400 | gse.touro.edu | @tourogse | #myTouroGSE
Touro GSE
Candidate
Learning
Outcomes
(CLO)
Reflexive
Praxis
Learner
Centeredness
Discipline
Knowledge and
Skills
Professional
Commitment to
Action
Data Literacy
and Research
Standard RP1:
Are aware of and
reflect on their
practice in light of
educational
research,
professional ethics
and resources
available for
professional
learning.
Standard LC1:
Create contexts for learning
that are driven by evidencebased principles of diversity
and equity.
Standard DKS1:
Demonstrate and apply
knowledge of major
concepts, procedures,
connections, and
applications across
discipline domains.
Standard PCA1:
Demonstrate attitudes,
knowledge, skills, and
professional ethics and
principles that contribute
to academic success and
well-being of all individuals.
Standard DKS2:
Demonstrate essential
strategies to teach and
communicate discipline
knowledge and skills to
all individuals.
Standard PCA2:
Collaborate with students,
peers, families, and
community to support
innovation and individual’s
success that promote
lifelong learning and
advance the profession.
Standard DLR1:
Evaluate, plan, select,
and implement
appropriate
formative and
summative
assessments
(including those that
are technologybased) that are fair,
valid, and reliable to
monitor individuals’
understanding,
behavior, and
progress.
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 LC2:
Understand developmental
differences and learning
needs of diverse individuals
to promote learning,
wellbeing, and selfadvocacy.
Standard DKS3:
Demonstrate how to
connect concepts and
use various strategies to
engage individuals and
promote critical thinking
and creativity.
Standard RP3:
Demonstrate
informed flexibility
by applying the skills
of reflection-inaction to
intentionally
respond to
unplanned incidents
and modify and/or
adapt instructional,
assessment, and
management
practices
accordingly.
Standard DLR2:
Evaluate data and
evidence-based
practice (including
research) to develop
and implement
appropriate
professional practice
to advance
individuals’ progress.
Standard DLR3:
Understand and
design essential
processes for
program evaluation
(e.g. IEP, curriculum,
professional
development).
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320 W. 31st Street | New York, NY 10001 | 212.463.0400 | gse.touro.edu | @tourogse | #myTouroGSE
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 connections to facilitate student learning and development, and apply interactive, collaborative
methods, strategies, and ways of interacting that support students’ cultural, linguistic, and racial experiences and integrate the methods with evidence-based practices (Gay,2010; Nieto, et al., 2008; LadsonBillings, 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 how
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
learners 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 placedat-risk and from
underrepresented
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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320 W. 31st Street | New York, NY 10001 | 212.463.0400 | gse.touro.edu | @tourogse | #myTouroGSE
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