We believe professional educators and school leaders:
1. possess the
underlying disposition that learning and personal growth is achievable
and expected for all.
practice: Educators holding this belief have
high expectations for all students' learning, resist "giving
up" on students, and avoid making excuses if students fail
to learn. This belief is apparent in their knowledge of the psychology
of learning and motivation. It is also apparent in the skills used
in choosing a variety of teaching and assessment strategies appropriate
for the learning needs of all students. This knowledge and these
skills include but are not limited to: strategies for grouping for
learning, models of teaching, the use of a variety of learning materials,
and an awareness of diverse learning modalities.
a caring attitude.
practice: Educators holding this belief exhibit
an ethic of caring in everything they do. They look for the good
in students. They recognize students for their efforts at thinking
critically as well as for their desire to participate. They are
careful in their recognition; they rarely praise individual students
publicly, use private, specific praise sparingly, encourage students
frequently, and dignify student's answers when they are incorrect.
Their classrooms are positive, learner-centered environments where
students are active, curious, successful risk-takers and decision-makers.
Educators who hold this belief 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.possess the
knowledge, skills, and dispositions to facilitate learning in the
content areas they teach.
3. engage in and
promote life-long learning.
practice: Educators holding this belief are
intrinsically motivated to think critically, to make decisions,
to learn independently, to use the reliable resources at their disposal,
including technology, and to continue to develop mentally, physically,
and emotionally. Educators who hold this belief possess the disposition
to habituate the acquisition of knowledge and instructional skills
though 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 students.
4. value different
ways of knowing.
practice: Educators holding 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 are able to diagnose, assess,
and facilitate student learning as dependent on a range of contextual
variables, i.e. past experiences, cultural predispositions, new
information, local context, etc., and are able to select and implement
appropriate instructional approaches to fit their students' various
ways of knowing. These educators appreciate and value culturally-bound
knowing and use this understanding in their interactions with learners.
5. value diversity and importance of global awareness.
practice: Educators holding 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
6. utilize appropriate
interpersonal communication skills to foster positive interactions that strengthen relationships with students/clients, families, colleagues, and community members.
practice: Educators holding this belief have
highly effective interactive communication skills. They easily engage
in and foster positive interactions aimed to strengthen relationships
between and among people enabling them to contribute to the creation
of strong families, communities, and governing entities. They get
to know all their students well. Communicate in a positive way;
provide instructive feedback that helps students improve as learners;
and demonstrate respect for, and a commitment to, the cultures and
communities from which students come.
7. value a "real
world" approach to educational/counseling practice informed by past and
Practice: Educators holding 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.
8. demonstrate competence (knowledge, skills, and dispositions) in areas they teach/practice.
practice: Educators holding this belief seek
competence and understanding of concepts, skills, and processes
of the disciplines included in their endorsement areas. They are
ready and able to 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 on the part of students through the
organization, orchestration, and presentation of interconnected
ideas. In addition, they assess their own teaching and its effect
on the learning of all students.
9. implement assessment strategies to evaluate student/client growth and the effectiveness of their teaching/practice.
practice: Educators holding this belief continually
plan and implement assessment strategies that serve to evaluate
student development. In addition, they assess their own teaching
and its effect on the learning of all students. They systematically
inquire and reflect, using assessment feedback, to improve their
teaching. Educators who hold this belief are disposed to vary their
teaching episodes and assessments according to the developmental
level, learning preferences, and modalities of their students. Educators
know and are skilled in the use of teaching strategies and assessments
that continually challenge and provide feedback before, during,
and after learning activities. These include, but are not limited
to, knowledge and skill in using integrated learning units, technology,
learning cycle approach, cooperative learning approaches, direct
instructional approaches, and multi-sensory approaches.
10. seek, adopt, and utilize technology to promote learning and enhance communication.
Practice: Educators holding this belief continually
explore and evaluate innovative technologies and use them appropriately
to help all students learn.