Participants in the Divergent Learning program will demonstrate writing proficiency in the following specific ways:

• By producing research papers that explicate educational and pedagogical concepts, that compare theories or programs, and that propose solutions to stated problems.
  
  
• By developing long-range plans, short-term lesson plans, and unit plans that clearly delineate goals, objectives, procedures, materials, and assessment activities.
  
  
• By generating papers based on personal classroom observations, clinical and other teaching experiences in and out of the classroom, and observations of others performing teaching roles.  These papers will require objective descriptions and reflections and/or critiques.

In addition, most—if not all—of the Divergent Learning program proficiencies are met, at least in part, through writing assignments:

• The candidate will understand characteristics of divergent learners and the difficulties they encounter in the traditional education system.
  
  
• The candidate will use professional literature, research, and resources in instruction to increase understanding of divergent learners and learning.
  
  
• The candidate will use action research to address problems in the classroom that concern divergent learners.
  
  
• The candidate will use a variety of teaching methods/modes and instructional strategies to accommodate different ability levels and learning styles of students, including strategies requiring students to use higher order thinking.
  
  
• The candidate will design effective methods of instructional assessment, emphasizing strategies appropriate for assessing divergent learners.
  
  
• The candidate will collaborate with other professionals to improve the educational experiences of divergent learners.
  
  
• The candidate will respond with sensitivity to the needs of divergent learners, treat all learners with fairness.