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Pedagogy

Multi-versity Professionalism
As mindful, creative teachers, dedicated to Committed to equity, inclusion, and social As informed members of the broader
lifelong learning, we: justice, we: educational community, we:
Engage in reflective practice with openness, Create caring and inclusive classrooms that Engage willingly in collegial, collaborative
flexibility and responsiveness foster respect, trust, joy, creativity, activities
Appreciate the holistic and interconnected compassion, and the uniqueness of Contribute in a variety of ways to support
nature of learning individuals the teaching profession
Apply knowledge of affective, cognitive, Recognize our role as educators and global Demonstrate in our disposition and in our
social and kinesthetic domains of child citizens within ourselves, our classroom, our actions competence in our knowledge and
development to foster learning education system, our community, and the implementation of curriculum
Utilize knowledge of theories of learning world around us Demonstrate a commitment to engage and
from diverse disciplines to engage, motivate, Work towards social justice and seek out new ways of knowing
and include all learners environmental stewardship
Acknowledge and facilitate the diversity
Implement Aboriginal ways of knowledge as Refine existing beliefs, worldviews, and
within our educational communities
an epistemology for all practice based on critical reflection, critical
Understand the responsibility of adhering to
Prioritize communication, relationship and literacy, dissonance, and the danger of a
an ethical and honest code of conduct
trust building single story
Plan thoughtfully, utilizing a range of Honor Indigenous and culturally diverse
strategies for learning and achievement of perspectives through our teaching practices,
curricular outcomes our curriculum, and our daily interactions
Identify and utilize appropriate with students
technological and other resources Acknowledge the transformative roles of the
Integrate assessment throughout learning to Arts for communicating culture, perspective,
design, structure and inform our teaching and expression both individually and
collectively
Challenge our beliefs of pedagogy,
assessment, intervention, and practice of
Special Education when considering the
uniqueness of individuals, the diversity of
student needs, and our understanding of
learning, teaching, and child development.

Vancouver Island University Teacher Education Cross Curricular Outcomes

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