• Knowledge, Skills, and Application
• Reflective Practice
• Professional and Ethical Behavior

Teaching requires both content knowledge and a working knowledge of methodologies that enable teachers to accommodate a multitude of instructional demands. The teacher candidate must have an understanding of different learning styles students may possess and adapt those different learning styles to create instructional opportunities that are adaptable to diverse learners. The teacher candidate must also be knowledgeable in curriculum development and design that meets the needs of an evolving society, students and subject matter. In addition, the teacher candidate must have an understanding and ability to effectively assess student performance and efficiently communicate appropriate feedback to achieve the goals of instruction.

The teacher candidate is able to reflect on appropriate and inappropriate practice, the nature of students, learning environments, and strategies for enhancing learning. They also know how to improve the teaching/learning situation and to think as a professional educator by monitoring their own teaching strategies and behavior in relation to student success, modifying plans and instructional approaches accordingly. Higher order thinking skills is vital in becoming successful in one's reflection. Such skills encompass the ability to conceptualize, apply, analyze, synthesize, and/or evaluate information from a variety of sources.

A teacher candidate must be able to apply the knowledge, skills, ethical codes, and related behaviors as an integral part of the overall teacher education process. A significant part of professionalism is the ability to work together as a team, sharing teaching strategies, combining assessment data, and attempting to solve problems in collaboration with others. The teacher candidate must continue professional self-growth while maintaining an awareness of research in the profession and commitment to lifelong learning.