Framing Statement
I believe that I have mostly accomplished the learning outcomes for my major in education. I say “mostly” because of the first learning outcome, which references the eleven Maine Common Core Teaching Standards. Individually, I believe I have met these standards individually and in conjunction, though not holistically, which is the goal of my student teaching in the spring. Otherwise, I believe I have effectively and professionally met the education learning outcomes. Below, I tie in my English concentration while I examine these outcomes. To me, these outcomes reflect my ability to work and act professionally. I have practiced them throughout my courses at UNE, in both my major and non-major courses. Particularly in my internship course, where I interned at The Telling Room, I believe I exhibit all learning outcomes as I guide kids through the writing process. I continue to reflect on the learning outcomes of my major as I move towards graduation, as they continually guide my work.
Learning Outcomes
At the completion of their bachelor’s degree, students will be able to:
Learning Outcome One: Students will demonstrate an understanding and mastery of the eleven Maine Common Core Teaching Standards.
Examples:
The list above links to the artifacts from many of my education classes across my time at UNE. Each artifact relates to one of the Common Core Teaching Standards, highlighting my demonstration of this learning outcome. While I do not have enough artifacts to cover each teaching standard, my time in my practicum achieves this. These are just a few examples of my work in rigorous coursework and hands-on experiences to meet this outcome.
Many of these artifacts stem from a combination of the respective literature from the course and in-practice experiences of those concepts and ideas. Meaning a host of the English learning outcomes were likewise involved. For example, the oral presentation of original work is exhibited by in-classroom lessons and presentations. Similarly, by familiarizing myself with the relevant literature, I demonstrate an ability to comprehend and reshape relevant and factual content into classroom deliverables.
Learning Outcome Two: Students will showcase professionalism through accountability and engagement.
Example: Telling Room Internship
The link above leads to my internship evidence. In the spring semester of 2025, I interned at The Telling Room in Portland, Maine. Throughout these “journals,” I exhibit professionalism and strong engagement in my work site. Each post is my account of working at The Telling Room, providing updates on my youth and company engagement and performance every two weeks. I believe this evidence is indicative of this learning outcome due to my effective and professional devotion to these responsibilities.
I believe this learning outcome is closely related to both the ability to communicate effectively, and my contribution to literature and writing. The communication piece is exhibited through my engagement at this site, but the literary contributions come from the students themselves. Throughout my time at The Telling Room, I aided students with their writing pieces, many of which now appear in published anthologies by the organization. By helping these students achieve authorship, I effectively contributed to literary conversations over my time at The Telling Room.
Learning Outcome Three: Students will display effective communication skills in both written and oral formats.
Example: Artist Book WRT 212
Attached above is the link to my artist book from a short fiction writing course. This video highlights both my verbal and written communication and storytelling skills, therefore reflecting my completion of this learning outcome. At the same time, this project showcases the creativity in my work, which I aim to incorporate in everything I do. The project asked students to write a short story utilizing the typical conventions of genre and form, and then morphing that text into an artists book. Effective communication is shown through the adaptation and presentation of my original story and remodeling into an artistic book.
When it comes to the English outcomes, this piece evidently exhibits my understanding of writing as a recursive process. With multiple drafts and an alternative format, I articulate my original work through this oral presentation. Similarly, I illustrate a keen understanding of the writing process, learned from the associated literature.
Learning Outcome Four: Students exhibit a proclivity towards professionalism. The expectations of the professional environment are met by the student.
Example: Advanced Standing
Above, the link presents my professional work and experience. Education majors are required to pass Advanced Standing to continue to student teaching. A group of faculty reviewed my application, and last spring, I passed this marker of my education and professional life. I believe this evidence proves my completion of this learning outcome, as it highlights my competency as a future educator.
By sharing this information I demonstrate some of the most important English and Education learning outcomes. This segment reflects my ability to effectively communicate and displays the utmost academic integrity.
