Vancouver Island University Teacher Education
Program Outcomes
Table of Contents (Printable Copy)
- A. Reflection and Decision Making
- B. Communicating with Families
- C. Contributing to the Life of the Learners, the School Community & the District
- D. Ongoing Professional Growth & Development
- E. Understanding Educational Issues
- A. Pre-assessing the Learning Needs of Students
- B. Interpretation of Prescribed Learning Outcomes to Plan for Instruction & Management of Appropriate Learning Experiences
- C. Design Coherent Instruction Using Appropriate Resources
- D. Designing Assessment, Evaluation & Reporting of Student Learning
- A. Creating an Inclusive Learning Environment for Respect, Rapport & Critical Thought
- B. Managing Classroom Procedures, Behaviour, & Physical Space
- C. Communicating Clearly, Accurately, Expressively, & Appropriately to Engage Students in Learning
- D. Assessing, Evaluating, & Reporting Student Learning
- E. Demonstrating Flexibility, Responsiveness & Support for Students
1. Professional Qualities
OUTCOME
To successfully complete the Teacher Education Program and to be recommended for certification as a teacher in BC, a student must have an understanding of what it means to be a competent, ethical, professional teacher along with the disposition to adhere to the professional, legal, and ethical responsibilities of being a teacher as evidenced by the following:
1 A. Reflection and Decision Making
The student-teacher will display the capacity and disposition to make sound educational decisions by consistently using reflective strategies.
1 B. Communicating with Families
The student-teacher will display the capacity and disposition to maintain meaningful, respectful, ethical, professional, and systematic communication with families about the instructional program and student achievement.
1 C. Contributing to the Life of the Learners, the School Community,
& the District
The student-teacher will display the capacity and disposition to develop and maintain professional deportment and excellent interpersonal skills, characteristic of a cooperative, reflective, caring, respectful, self-directed, and enthusiastic educator.
1 D. Ongoing Professional Growth & Development
The student-teacher will display the capacity and disposition to initiate, implement and self-assess ongoing personal and professional development and to participate as a contributing, collegial member of the educational community and teaching profession.
1 E. Understanding Educational Issues
The student-teacher will have the understanding necessary to make decisions informed by basic policy analysis, personal and population health issues, legal rights and responsibilities relevant to the work of teachers.
2. Background Knowledge
OUTCOME
To successfully complete the Teacher Education Program and to be recommended for certification as a teacher in BC, a student must have an overall understanding of the content underlying the prescribed curriculum, an in-depth understanding of the content in one or two specialty areas related to her/his discipline-based studies, an understanding of the theoretical underpinnings of pedagogy, and an understanding of the foundations of educational thought in our society along with the disposition to engage as a life-long learner in areas of background knowledge relevant to K-12 education. This background knowledge will be evident as follows:
2 A. Basic Literacies
The student-teacher will demonstrate competency in literacy, numeracy and information technology.
2 B. Knowledge of Content
The student-teacher will have an understanding of the nature and content of the BC curricula and an understanding of the epistemic relationship between the academic disciplines and school subjects. Student-teacher will also demonstrate competency in literacy, numeracy and information technology.
2 C. Knowledge of the Theoretical Foundations of Educational Thought in Our Society
The student-teacher will have an understanding of theoretical explanations of child and youth development, prevailing, relevant theories of learning and curriculum theory.
2 D. Knowledge of the Theoretical Foundations of Learning
The student-teacher will have an understanding of theoretical explanations of the relationship of learning to development from childhood to adolescence and principles that can be used to guide applications of the theoretical foundations of learning.
3. Capacity to Plan
OUTCOME
To successfully complete the Teacher Education Program and to be recommended for certification as a teacher in BC, a student must display the capacity to plan, based on defensible reasons, extended sequences of learning activities to meet the needs of learners in a variety of contexts as evidenced by the following:
3 A. Pre-assessing the Learning Needs of Students
The student-teacher will have the capacity to pre-assess students' needs as a basis for planning for effective teaching and learning. This will include an understanding of exceptional and special needs children, methods of assessment and the implications for provision of effective instruction for all children in the classroom.
3 B. Interpretation of Prescribed Learning Outcomes to Plan for
Instruction & Management of Appropriate Learning Experiences
The student-teacher will have the capacity to select, integrate and justify pedagogical decisions based on an understanding of the curriculum.
3 C. Design Coherent Instruction Using Appropriate Resources
The student-teacher will have the capacity to locate, critically analyze and use resources to support planning of appropriate, motivating, and meaningful lessons/learning activities that stimulate students’ physical, creative, and intellectual abilities in all curricular areas.
3 D. Designing Assessment, Evaluation & Reporting of Student
Learning
Students will display the capacity to design a variety of authentic assessment instruments and procedures and to develop appropriate classroom assessment strategies with an awareness of the applicability of norm-referenced devices. Students will display the capacity to participate in the work of school-based resource teams.
4. Capacity to Teach
OUTCOME
To successfully complete the Teacher Education Program and to be recommended for certification as a teacher in BC, a student must display the capacity to implement extended sequences of learning activities to motivate and engage all learners in physical, creative, and intellectual activities. Student capacity will be evidenced by the following:
4 A. Creating an Inclusive Classroom Learning Environment for
Respect, Rapport & Critical Thought
The student-teacher will display a capacity to utilize appropriate, effective communication and interpersonal skills with learners, structure and implement experiential learning activities in which students can learn about social justice and social responsibility, establish a classroom community based on respect, exemplifying democratic principles that ensure the valuing of diversity, defence of human rights, and promotion of social justice and create a classroom environment that supports and encourages critical thought while developing a sense of pride and accomplishment.
4 B. Managing Classroom Procedures, Behaviour, & Physical Space
The student-teacher will display a capacity to establish and maintain expectations for behaviour and relationships within the classroom and to orchestrate events and the physical environment in the classroom in ways that support a respectful, effective learning environment.
4 C. Communicating Clearly, Accurately, Expressively, &
Appropriately to Engage Students in Learning
The student-teacher will display a capacity and disposition to maintain accurate records required for the effective operation of the classroom and school, to consistently demonstrate effective written and oral communication skills, and to employ strategies to facilitate learning.
4 D. Assessing, Evaluating, & Reporting Student Learning
The student-teacher will display a capacity to interpret data related to student learning and achievement, to make appropriate professional and ethical judgments with respect to student assessment, to make judgments about student learning, to provide accurate, substantive, constructive, formative and summative feedback on student learning.
4 E. Demonstrating Flexibility, Responsiveness & Support for Students
The student-teacher will display a capacity to use a variety of teaching methods based on defensible reasons, making adjustments where required, to meet all students’ developmental needs, work effectively in a variety of different educational settings, and to be persistent in supporting all students’ learning needs.