PROFESSIONAL LINKING PROGRAM (PLP)
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.