We assist Teacher Candidates to make connections among different learning experiences across the five program themes used to describe effective teaching, learning and professional practice:

Learner-Centred Teachers

• Demonstrate respect for students’ family, culture and language practices. 
• Respond to individual needs of students.
• Encourage student responsibility for learning and classroom behaviour.
• Establish a safe and positive classroom climate.
• Establish rapport with students.
• Establish clear routines, procedures, and transitions.
• Employ effective classroom management strategies.
• Present lessons that allow children to build mastery of concepts.

Knowledge-Centred Teachers

• Research content of lessons to be presented.
• Develop lessons based on Ministry curriculum direction.
• Present accurate information.
• Make interdisciplinary connections clear to children.

Pedagogy-Centred Teachers

• Plan clear and developmentally appropriate lessons.
• Clearly link lessons to Ministry curriculum.
• Implement and pace lesson plans effectively.
• Effectively plan, deliver and assess units of study.
• Use a variety of sound teaching methods.
• Motivate students and engage them in learning.
• Prepare materials and equipment ready in advance.
• Differentiate instruction to meet individual needs.
• Integrate technologies appropriately into instruction.
• Employ a variety of assessment techniques.
• Use assessment data to plan instruction.
• Provide effective and timely feedback to students.

Community-Centred Teachers

• Build a classroom community that celebrates social justice and equity.
• Cultivate professional relationships with associate teachers, principals, and other school staff.
• Communicate effectively with parents.
• Contribute positively to school community.

Professionally-Centred Teachers

• Demonstrate consistent punctual attendance.
• Demonstrate initiative, enthusiasm, and effort.
• Model clear oral and written communication.
• Demonstrate professional attire and appearance.
• Demonstrate willingness to accept constructive criticism.
• Accept responsibility for own behaviour.
• Uphold the principles of the ethical standards of care, integrity, trust, and respect.
• Engage in ongoing reflection to improve practice.
• Maintain confidentiality and respect privacy of students and colleagues.