We believe professional educators:
1. possess the underlying disposition that
learning and personal growth is achievable for and expected of all.
practice: Educators who hold this belief have
high expectations for all members of the educational community,
resist "giving up" on them, and avoid making excuses if
they fail to grow and develop. This belief is apparent in their
knowledge of the psychology of learning, leadership, management,
and motivation. It is also apparent in the skills used in choosing
a variety of teaching and assessment strategies appropriate for
the developmental needs of all those involved. This knowledge and
these skills include but are not limited to: strategies for supervision,
cooperative development, resource management, evaluation, and public
2. possess the knowledge, skills, and dispositions
needed to manage, develop, and implement sound educational practices
in their area(s) of specialty (s).
practice: Educators who hold this belief seek
competence in the theory and wisdom of practice associated with
their area(s) of specialty(s). They think on their feet. Their command
of relevant technology and content yields a level of confidence
that permits experimentation with teaching approaches, while it
encourages the construction of understanding through the organization,
orchestration, and presentation of interconnected ideas.
3. value different ways of knowing.
practice: Educators who hold this belief use
the objective scientific tradition, rational evidence-based argument,
as well as intuitive, human connections that involve knowing from
accumulated cultural wisdom. They diagnose, assess, and facilitate
human growth and development as dependent on a range of contextual
variables, e.g. past experiences, cultural predispositions, new
information, local context, etc., and select and implement appropriate
instructional and curricular approaches to accommodate various ways
of knowing. These educators appreciate and value culturally-bound
knowing and use this understanding in their interactions with learners
4. utilizing appropriate interactive communications.
practice: Educators who hold this belief get
to know colleagues, clients, and students well. They communicate
in a positive way. They provide instructive feedback that helps
students improve as learners; and they demonstrate respect for,
and a commitment to, the cultures and communities from which students
come. Through effective communication, they facilitate the growth
and development of all.
5. engage in and promote life-long learning.
practice: Educators who hold this belief possess
a disposition to habituate the acquisition of knowledge and instructional
skills through critical and reflective thinking, professional reading,
and action research using both traditional and technological methods.
In short, educators who hold this belief exhibit a love of learning
in every pedagogical decision they make. By extension, professional
educators promote and foster this love of learning in all colleagues,
clients, and students.
6. demonstrate a caring attitude for all
practice: Educators who hold this belief exhibit
an ethic of caring in everything they do. They look for the good
in people. They recognize colleagues for their efforts at thinking
critically as well as for their desire to participate. They are
careful in their recognition; they rarely praise individuals publicly,
use private specific praise sparingly, encourage frequently, and
dignify student answers when they are incorrect. Their workplaces
are positive, learner-centered environments where colleagues and
students are active, curious, successful risk-takers and decision-makers.
Recognize the importance of shifting the responsibility for much
of what goes on in the classroom from the teacher to the student.
They recognize that conflict is how students learn to solve problems,
build positive-self esteem and create a sense of self-efficacy.
Therefore, they avoid punishment, coercion, sarcasm, ridicule and
manipulation with rewards. They encourage students to reflect on
the choices they make and the consequences of their actions for
themselves and for others. Their goal is to help students develop
the same caring attitude for themselves, their fellow community
members and more distant global populations.
7. value diversity.
practice: Educators who hold this belief encourage
and seek different ways of perceiving, knowing, and valuing. The
content and instructional strategies chosen represent a sophisticated
selection process that legitimates the experiences, needs, histories,
and learning preferences of diverse populations across the full
range of traditional school subjects. As well, the instructional
approaches of professional educators are marked by sensitivity to
potential learning roadblocks such as differing language backgrounds,
and cultural ways of perceiving, knowing and valuing skills and
8. provide experiences and assessments
that facilitate the developmental growth for themselves and all
people they contact.
practice: Educators who hold this belief continually
and systematically inquire and reflect, using assessment feedback,
to improve their own performance. They are skilled in the use of
assessments and collect data to make consistent inferences about
students' academic abilities, skills, dispositions, developmental
levels, learning preferences, and modalities. Using those inferences
they select teaching strategies and assessments to continually challenge
and provide feedback before, during, and after learning activities.
9. value a "real world" approach
to educational practice informed by past and future perspectives.
Practice: Educators who hold this belief recognize
that knowledge is not static-that it has been shaped and re-shaped
according to changing conditions. This recognition yields an understanding
of the fact that the "real world" is encountered in ways
not particularly discernible by a single-subject perspective. Consequently,
educators who hold this belief integrate school subjects to produce
curricular relevance and thereby increase student leverage over
problems common to the human condition.