It includes modes of classroom orchestration, patterns of interpersonal behavior, skillful and appropriate deployment of educational technologies, habits of planning and contingent realization of plans, and mobilizing other pedagogical and professional skills to achieve learning for all children. It also includes the ability to carry out those multiple tasks while bearing in mind issues of contexts, diversities of learners, ethical and moral imperatives, and other overlapping lenses that create the constant indeterminacy of the teaching moment. For example, in Foundations of Education, candidates encounter conflicting ideas regarding the means and ends of schooling, examine the contradictions between ideals of equity and democracy and the workings of class, race and power in actual schools, and explore the implications of the history and sociology of education in relationship with their own aspirations as teachers. They stress planning and using instructional strategies, activities, and materials geared to learners' development, and expect candidates to know and apply a variety of strategies. They expect candidates to know and be able to apply learning theories and the principles of the growth and development of learners.
Most programs stress self-monitoring and adjustment in the midst of the teaching moment.
Candidates are expected to reflectively apply their understandings of the mediating effect of cultural and social differences on learning in order to maximize learning. Programs within the college employ multiple means to assess candidates' stock of professional and pedagogical knowledge and skills. All put an emphasis on evaluation of lesson plans. Some evaluate candidates' efforts to assess and respond to particular teaching contexts, such as culturally or racially diverse classrooms or communities. The college's insistence upon reflective practitioners is echoed throughout the programs in assessment modalities that include various forms of candidate reflection on the adequacy and appropriateness of applying particular pedagogical skills and knowledge in concrete contexts.