PROFESSIONAL LINKING PROGRAM (PLP)

Contact PLP Admissions:

  • Phone: 778-782-8974
  • Email: spassist@sfu.ca
  • Fax: 778-782-8119

10 Program Goals

Goal 1: The development of a clear, coherent and justified view of education

The development of a clear, coherent and justified view of education that:

  • Demonstrates understanding of the place of education as contributing to the creation of an open, pluralistic and caring society;
  • Articulates the content, methods and institutional arrangements that are relevant, worthwhile and appropriate for the education of children;
  • Speaks to a personal vision of what one can achieve as an educator;
  • Continually and consciously reshapes through experiences with a variety of learners in a range of socio-cultural contexts;
  • Is informed by understanding of the historical and contemporary legacies of imperialism and colonization on the education system of British Columbia;
  • Realizes the powerful, and sometimes negative, impact that our Eurocentric education system has had, and continues to have, upon students.

Goal 2: The development of a clear commitment to lifelong and lifewide learning

The development of a clear commitment to lifelong and lifewide learning that:

  • Manifests in openness to considering alternatives and possibilities;
  • Is rooted in the development of reflective capacities;
  • Engages in the wide range of subject-based practices that inform the practice of teaching;
  • Is demonstrated in the ability to form and reform ideas, methods, techniques;
  • Upholds standards of excellence inherent in various forms of inquiry;
  • Sets an example for students and stimulates them to be continuous learners.

Goal 3: The development of a clear commitment to uphold the principles that should govern a democratic and pluralistic community

The development of a clear commitment to uphold the principles that should govern a democratic and pluralistic community that:

  • Is sensitive to the position of privilege, power, and trust in which teachers are placed;
  • Recognizes that teachers are role models who are rational, reliable, responsible and responsive;
  • Demonstrates thoughtful and self-initiating behaviour that is reflective, positive in outlook, genuine, non-defensive and non-judgmental.

Goal 4: The development of a clear commitment to maintain ethical and functional working relationships with all members of the educational community

The development of a clear commitment to maintain ethical and functional working relationships with all members of the educational community that:

  • Is open and responsive to feedback and constructive criticism;
  • Is demonstrated through significant, on-going dialogue and collaboration with colleagues, students, parents and others in the educational community;
  • Show care and respect for every student;
  • Is authentic, transparent and honest;
  • Communicates openness to other worldviews, belief systems and points of view;
  • Reflects humility and consideration for others;
  • Results in an increasing level of personal resilience.

Goal 5: The development of knowledge about curricular content, educational theory and effective practice

The development of knowledge about curricular content, educational theory and effective practice that:

  • Demonstrates the ability to communicate effectively in English or French;
  • Demonstrates the ability to understand and work with subject-specific content seen through Canadian, Indigenous and global lenses;
  • Sees opportunities for cross-curricular and cross-cultural connections;
  • Is cognizant of how individuals and groups of students learn;
  • Demonstrates the understanding and ability to create purposeful, contextually-relevant lesson and unit plans;
  • Is aware of current, and varied, evaluation and assessment practices;
  • Is rooted in a strong sense of what is best for particular students in particular situations.

Goal 6: The development of the clear commitment to respect and celebrate students

The development of the clear commitment to respect and celebrate students that:

  • Demonstrates respect and dignity for students as persons with varied interests, needs, backgrounds, points of view, plans, goals and aspirations;
  • Demonstrates care for students and their individual development;
  • Celebrates the diversity in our classrooms, schools and communities;
  • Demonstrates the understanding of how Indigenous epistemologies and pedagogies create opportunities to meet the needs of all learners;
  • Demonstrates the ability to observe, understand and respond respectfully to all students: including students with developmental disabilities, students for whom English or French is an additional language, and students of Aboriginal ancestry.

Goal 7: The development of the ability to create a caring, cohesive community of learners

The development of the ability to create a caring, cohesive community of learners that:

  • Places students at the centre of decision-making;
  • Communicates openness;
  • Demonstrates tolerance for uncertainty;
  • Celebrates and appreciates the spirit of inquiry;
  • Demonstrates the ability to be a thoughtful and sensitive observer of what goes on in the classroom.

Goal 8: The development of the ability to create opportunities for learning

The development of the ability to create opportunities for learning that:

  • Accesses and engagees students' ability to think and learn through their minds, bodies, and hearts;
  • Are significant, relevant and matched to students’ intellectual, physical, social, emotional, aesthetic and vocational development;
  • Are responsive to students’ individual learning needs;
  • Are consistent with the BC Curriculum;
  • Utilizes relevant learning resources and technologies;
  • Are conducive to the development of critical thought processes;
  • Are sensitive to issues of social equity and cultural diversity;
  • Incorporates assessment as foundational in planning.

Goal 9: The development of the ability to blend theory and practice in well-organized ways

The development of the ability to blend theory and practice in well-organized ways that:

  • Relies on the ability to critically examine one’s own practices and experiences;
  • Includes the ability to recreate, re-invent, re-constitute or discard practices that have been tried and found to be ineffective to individual and/or group learning needs;
  • Encourages interpersonally sound working relationships among students;
  • Motivates students to take ownership of their learning;
  • Cultivates a disposition towards inquiry in the classroom.

Goal 10: The development of ability to use assessment and evaluation practices in a thoughtful and ethical manner

Develop the ability to use assessment and evaluation practices in a thoughtful and ethical manner that:

  • Makes use of varied practices of assessment that are congruent with learning goals;
  • Respects the dignity of each learner;
  • Acknowledges the personal, relational, social and cultural perspectives that frame evaluative commentary on student growth and development;
  • Demonstrates the understanding that assessment, in its many guises, is foundational to effective and powerful learning.