Skip to main content - Skip to contact information

FACULTY OF EDUCATION

Vancouver Island University Teacher Education
Program Outcomes /TRB Standards

 (Printable Version)

To successfully complete the VANCOUVER ISLAND UNIVERSITY Teacher Education Program and to be recommended for certification as a teacher in British Columbia (BC), a student must have an understanding of the standards of professional practice as established by the BC Ministry of Education's Teacher Regulation Branch and demonstrate competence in all areas outlined by the standards below.

Standard 1 – Educators value and care for students and act in their best interests:

  • demonstrates fostering the emotional, esthetic, intellectual, physical, social and vocational development of students
  • demonstrates providing emotional and physical safety of students
  • treats students with respect and dignity
  • demonstrates respect for diversity
  • respects confidentiality unless disclosure is required by law
  • demonstrates understanding that educators do not abuse or exploit students or minors for personal, sexual, ideological, material or other advantage

Standard 2 – Educators are role models who act ethically and honestly:

  • acts with integrity, maintaining the dignity and credibility of the profession
  • understands that individual conduct contributes to the perception of the profession as a whole
  • is accountable for conduct while on duty as well as off duty, where that conduct has an effect on the education system
  • demonstrates an understanding of the education system in BC and the law as it relates to their duties

Standard 3 – Educators understand and apply knowledge of student growth and development:

  • demonstrates knowledge about how children develop as learners and as social beings
  • demonstrates an understanding of individual learning differences and special needs
  • uses this knowledge to make decisions about curriculum, instruction, assessment and classroom management
  • demonstrates the understanding of child development and relevant learning theories in lesson planning which include age-appropriate and engaging activities

Standard 4 – Educators value the involvement and support of parents, guardians, families and communities in schools:

  • demonstrates understanding, respect and support for the role of parents and the community in the education of students
  • communicates effectively and in a timely manner with parents
  • considers the advice of parents on matters pertaining to their children
Standard 5 – Educators implement effective practices in classroom management, planning, instruction, assessment, evaluation, and reporting:
  • demonstrates knowledge and skills to facilitate learning or all students
  • knows how to seek additional support for their practice when needed
  • demonstrates thoughtful consideration of all aspects of teaching, from planning through reporting
  • demonstrates understanding of the relationships among all the aspects of teaching
  • employs a variety of instructional and assessment strategies

Standard 6 – Educators have a broad knowledge base and understand subject areas they teach:

  • demonstrates understanding of curricula, concepts, and methods that are foundations of education and of the subject areas being taught
  • able to communicate effectively in English or French
  • enables students to understand relevant curricula in a Canadian, Aboriginal and global context
  • conveys the values, beliefs, and knowledge of our democratic society

Standard 7 – Educators engage in career-long learning:

  • engages in professional development and reflective practice
  • demonstrates  understanding that a hallmark of professionalism is the concept of professional growth over time
  • develops and refines personal philosophies of education
  • demonstrates that teaching and learning activities are informed by theory and practice
  • identifies professional needs and works to meet those needs individually and collaboratively

Standard 8 – Educators contribute to the profession:

  • supports and encourages other educators and those preparing to enter the profession as well
  • contributes expertise to activities offered by the school, district, professional organizations, or post-secondary institutions
  • contributes in other ways to the profession