An SMF may either be pre-existing disciplinary expertise a candidate brings to the program (e.g. biology or literature), or it may be a more interdisciplinary line of inquiry, in analog to a research agenda or artist statement. This program introduces the structure of an SMF because:
Given these factors, a Subject Matter Focus allows candidates to connect their learning in DLCS with their teaching and work across other domains.
Computation, narrative, and design define the lens through which this program frames Digital Literacy and Computer Science. DLCS is unique as a domain because its content has the ability to function as a toolset and a subject area. In this way, DLCS can be learned in combination with other subject areas. In this program of study, candidates undertake ambitious intellectual and creative work grounded in computation, narrative, and design. This program develops candidates' fluency in DLCS through work engaging computation, narrative, and design directly, and also engaging other domains through DLCS. Because this is how teachers will engage DLCS in their schools and how youth will engage DLCS in the world, we believe this is also the most pedagogically sound way to dig deep into DLCS content.
Instead of courses, WWGSTL organizes student learning through a series of Challenges to build their competencies, knowledge and skills. The DLCS program of study organizes the Subject Matter Knowledge and Professional Standards of Teaching across a set of Core Questions which are analogous to the Challenges that make up Woodrow Wilson's existing licensure programs.
Core Questions are a set of fundamental questions, embedded in practice, that candidates are expected to engage throughout their career. Similar to Challenges, Core Questions are designed to ensure candidates’ deep engagement with all Subject Matter Knowledge requirements (and associated standards) alongside the Professional Standards of Teaching (and associated indicators). Core Questions and the projects, collaborations, and projects associated with them increase in complexity in a gradual release model. Through curated learning experiences ranging from deep readings to critical observations to reflective practice, candidates create artifacts through which they gain knowledge, develop skills, and demonstrate competency to progress through the Core Questions on their path toward endorsement.
Competency units are the smallest units of a given competency that can be assessed. They are the specification of knowledge and skills that make up the competency and the application of those knowledge and skills.
The Suggested Pathway is the default progression through this program's learning experiences. Because teacher candidates will enter the program with different interests, expertise, and background, there is the opportunity to individualize this pathway in consultation with your Faculty Mentors to meet your specific needs.
Strands are collections of related Core Questions. Strands organize Core Questions into thematic groups which define the program's Suggested Pathway. In the Suggested Pathway, candidates work through the Strands in the following order: