Professionalism Knowledge Instructional Curricular 1. 1 the ability to maintain 3. 1 the ability to utilize 4. 1 knowledge of 2. 1 knowledge of Canadian history, especially respectful, mutually meaningful, equitable, Saskatchewan curriculum in reference to supportive and equitable and holistic approaches and policy documents Saskatchewan and Western professional relationships to assessment and and applies this Canada with learners, colleagues, evaluation understanding to plan families and communities lessons, units of study and 2.2 proficiency in the year plans using Language of Instruction 3.2 the ability to use a curriculum outcomes as 1.2 ethical behaviour and wide variety of responsive outlined by the 2.3 knowledge of First the ability to work in a instructional strategies Saskatchewan Ministry of Nations, Métis, and Inuit collaborative manner for and methodologies to Education culture and history (e.g., the good of all learners Treaties, Residential School, accommodate learning Scrip and Worldview) styles of individual learners and support their 4.2 the ability to 2.4 ability to use 1.3 a commitment to growth as social, incorporate First Nations, technologies readily, social justice and the intellectual, physical and Métis, and Inuit strategically and capacity to nurture an spiritual beings knowledge, content and appropriately inclusive and equitable perspective into all environment for the teaching areas 2.5 knowledge of a number empowerment of all of subjects taught in learners Saskatchewan schools 4.3 the capacity to (disciplinary/ interdisciplinary knowledge) engage in program 1.4 a commitment to planning to shape ‘lived 2.6 ability to strive for/pursue service and the capacity curriculum’ that brings new knowledge to be a reflective, lifelong learner needs, subject learner and inquirer matter, and contextual variables together in developmentally
Professionalism Knowledge Instructional Curricular 1. 1 the ability to maintain respectful, mutually supportive and equitable professional relationships with learners, colleagues, families and communities 1.2 ethical behaviour and the ability to work in a collaborative manner for the good of all learners 1.3 a commitment to social justice and the capacity to nurture an inclusive and equitable environment for the empowerment of all learners 1.4 a commitment to service and the capacity to be a reflective, lifelong learner and inquirer 2. 1 knowledge of Canadian history, especially in reference to Saskatchewan and Western Canada 2.2 proficiency in the Language of Instruction 2.3 knowledge of First Nations, Métis, and Inuit culture and history (e.g., Treaties, Residential School, Scrip and Worldview) 2.4 ability to use technologies readily, strategically and appropriately 2.5 knowledge of a number of subjects taught in Saskatchewan schools (disciplinary/ interdisciplinary knowledge) 2.6 ability to strive for/pursue new knowledge 3. 1 the ability to utilize meaningful, equitable, and holistic approaches to assessment and evaluation 3.2 the ability to use a wide variety of responsive instructional strategies and methodologies to accommodate learning styles of individual learners and support their growth as social, intellectual, physical and spiritual beings 4. 1 knowledge of Saskatchewan curriculum and policy documents and applies this understanding to plan lessons, units of study and year plans using curriculum outcomes as outlined by the Saskatchewan Ministry of Education 4.2 the ability to incorporate First Nations, Métis, and Inuit knowledge, content and perspective into all teaching areas 4.3 the capacity to engage in program planning to shape ‘lived curriculum’ that brings learner needs, subject matter, and contextual variables together in developmentally
TECC-goals-table.docx