Running head: GPO REFLECTION

Graduate Program Outcome Reflection

Mandi Urgo
University of Saint Mary

GPO REFLECTION

Graduate Program Outcome Reflection

My action research focused on the 21st century skill of problem-based learning. I
implemented appropriate instructional models, strategies, and technologies to enhance the
learning of all students, utilize measurements and evaluation accurately and systematically to
monitor and promote learning, applied quality principles of leadership, including skills of
effective communication, collaboration and motivation to shape change and improve the learning
community, and demonstrated the ability to be a reflective practitioner by identifying a problem,
examining research, advocating solutions, implementing a plan, and measuring and evaluating
outcomes.
According to the University of Saint Marys Conceptual Framework for Graduate
Programs, the purpose of the Knowledge in Action conceptual model is to help educators identify
and advance their areas of interest within their classroom. The goal is to impact student learning
by improving classroom instruction.
Problem-Based Learning is a key factor in the graduate program at the University of
Saint Mary. As stated in the Conceptual Framework for Graduate Programs, The education
unit incorporated the problem-based inquiry method into the curriculum for the graduate
programs for implementation in fall of 1999. In revising materials for fall 2003, the graduate
faculty added the steps of the problem-based inquiry method to the cyclical process of the
practical argument as illustrated in the Knowledge in Action. Thus the graduate programs
promote synthesis, integration, interpretation, and critical analysis of new knowledge through
rigorous, problem-centered, scholarly study.

GPO REFLECTION

The Conceptual Framework for Graduate Programs also states that the bases for the
programs are for teachers to demonstrate knowledge as listed in the National Board Professional
Teaching Standards (NBPTS) Core Propositions and the principles of the Interstate Teacher
Assessment and Support Consortium (InTASC).
My area of focus directly relates to the USM Graduate Program Outcomes, which are
stated in the Conceptual Framework for Graduate Programs. Through my area of focus
statement, I drew from my knowledge of education theory and research to undergird the formal
and informal education processes that impacts P-12 students learning and the learning
environment, demonstrated knowledge of diverse learners, and created instructional
opportunities that meet the needs of all learners, critically reflected on ethical and moral
implications of actions as they relate to all learners, and applied my knowledge of curriculum
content and design to support learners construction of knowledge.