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Graduates of DSC Education Programs are caring professionals who are competent in subject matter and pedagogical teaching skills, and qualified to teach in the State of Utah. Graduates understand the following D.E.S.E.R.T. principles that embody the Teacher Education Accreditation Council’s (TEAC) Quality Principle I and accompanying cross-cutting themes (i.e., multiple perspectives, technology, and learning to learn), and align with the Utah State Office of Education and the Interstate New Teachers Assessment and Support Consortium (INTASC) teacher standards.
All of the D.E.S.E.R.T. strands are inter-related and therefore are addressed in each phase of the program.
D. E. S. E. R. T. Model (DM) Principles
D-Diversity (DM1): Teacher candidates understand that diversity differences (i.e., race, gender, ethnicity, culture, exceptionalities, individual differences, etc.) affect learning and, know how to provide educational opportunities that meet the needs of all students (National and state standards).
E-Effective Pedagogy (DM2): Teacher candidates can create effective and meaningful instruction and assessments for all students based on required subject matter knowledge, state content standards, curriculum goals, and use of technology (National and state standards).
S-Subject Matter (DM3): Teacher candidates have a strong knowledge of the subject matter they will teach and can facilitate the acquisition of that knowledge in their students (National and state standards).
E-Environment (DM4): Teacher candidates can create physically and emotionally safe classroom environments that encourage active learning, self-motivation, and cooperative interaction among students (National and state standards).
R-Reflective (DM5): Teacher candidates will be active learners and reflective practitioners which continually seeking opportunities that support life-long learning in their field (National and state standards).
T-Teaching Dispositions (DM6): Teacher candidates will foster a caring and professional relationship with students that focus on acceptance and their educational needs. (National and state standards).
All of the D.E.S.E.R.T. strands are inter-related and therefore are addressed in each phase of the program.
D. E. S. E. R. T. Model (DM) Principles
D-Diversity (DM1): Teacher candidates understand that diversity differences (i.e., race, gender, ethnicity, culture, exceptionalities, individual differences, etc.) affect learning and, know how to provide educational opportunities that meet the needs of all students (National and state standards).
E-Effective Pedagogy (DM2): Teacher candidates can create effective and meaningful instruction and assessments for all students based on required subject matter knowledge, state content standards, curriculum goals, and use of technology (National and state standards).
S-Subject Matter (DM3): Teacher candidates have a strong knowledge of the subject matter they will teach and can facilitate the acquisition of that knowledge in their students (National and state standards).
E-Environment (DM4): Teacher candidates can create physically and emotionally safe classroom environments that encourage active learning, self-motivation, and cooperative interaction among students (National and state standards).
R-Reflective (DM5): Teacher candidates will be active learners and reflective practitioners which continually seeking opportunities that support life-long learning in their field (National and state standards).
T-Teaching Dispositions (DM6): Teacher candidates will foster a caring and professional relationship with students that focus on acceptance and their educational needs. (National and state standards).
