Foundations of Professional Practice
Ethical Standards
o Students’ interests must be considered when developing lessons and assessments.
o A variety of additional resources are provided to aid educators in creating lessons that are responsive to students’ readiness, interests, and learning profiles.
o To confirm student understanding and development, educators must incorporate checks for understanding and formative assessment .
o For example: exit slips, questioning, class discussion, create a tweet, snowball “fight” activity, L column of KWL chart, show and tell, worksheets, quizzes, and four corners strategy.
o Stress-reducing strategies during formative and summative assessments.
o Knowing students comfort levels with regards to cultural values, religious practice, confidentiality, and freedom.
o To do so, fairness is key with regards to student expectations, discipline, and evaluation.
o Teachers must prove they are dependable and consistently deliver good quality performances.
o Classroom functions and routines must be maintained.
o Teachers must model their concern of right and wrong behaviour.
o Incorporate character education within lessons.
Standards of Practice
o Lessons consist of various strategies to meet the needs of various learning styles (auditory, kinesthetic, and visual).
o Example: PowerPoint, Prezi, oral instruction, videos, songs, interactive games, manipulative, simulations, demonstrations, online tutorials, collaborative group work, activities, and laboratory work.
o Teaching with an equitable perspective, in which all students have the same expectations and learning targets, regardless of ability, race, gender, sexuality, socioeconomic status, and religion.
o Educators can create homogeneous or heterogeneous groups in order for students to support one another and create a safe learning community.
o Collaborative learning can be done when conducting classroom activities, various laboratory investigations, and the creation of products.
o There are multiple infectious diseases events in the news and research regarding the transmission process and possible treatments.
o Incorporating manipulatives, product exemplars, and technology (online simulations and activities, online games, online quizzes, PowerPoint, videos, and songs.)
- Care
o Students’ interests must be considered when developing lessons and assessments.
o A variety of additional resources are provided to aid educators in creating lessons that are responsive to students’ readiness, interests, and learning profiles.
o To confirm student understanding and development, educators must incorporate checks for understanding and formative assessment .
o For example: exit slips, questioning, class discussion, create a tweet, snowball “fight” activity, L column of KWL chart, show and tell, worksheets, quizzes, and four corners strategy.
- Respect
o Stress-reducing strategies during formative and summative assessments.
o Knowing students comfort levels with regards to cultural values, religious practice, confidentiality, and freedom.
- Trust
o To do so, fairness is key with regards to student expectations, discipline, and evaluation.
- Integrity
o Teachers must prove they are dependable and consistently deliver good quality performances.
o Classroom functions and routines must be maintained.
o Teachers must model their concern of right and wrong behaviour.
o Incorporate character education within lessons.
Standards of Practice
- Commitment to Students and Student Learning
o Lessons consist of various strategies to meet the needs of various learning styles (auditory, kinesthetic, and visual).
o Example: PowerPoint, Prezi, oral instruction, videos, songs, interactive games, manipulative, simulations, demonstrations, online tutorials, collaborative group work, activities, and laboratory work.
o Teaching with an equitable perspective, in which all students have the same expectations and learning targets, regardless of ability, race, gender, sexuality, socioeconomic status, and religion.
- Leadership in Learning Communities
o Educators can create homogeneous or heterogeneous groups in order for students to support one another and create a safe learning community.
o Collaborative learning can be done when conducting classroom activities, various laboratory investigations, and the creation of products.
- Professional Knowledge
o There are multiple infectious diseases events in the news and research regarding the transmission process and possible treatments.
- Professional Practice
o Incorporating manipulatives, product exemplars, and technology (online simulations and activities, online games, online quizzes, PowerPoint, videos, and songs.)