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Performance Principles |
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Faculty Performance |
Student Performance |
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1 |
Faculty must fully accept responsibility for facilitating student success. |
1 | Every learner can learn to learn better, regardless of current level of achievement; one’s potential is not limited by current ability. |
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2 |
In a quality learning environment, facilitators of learning (teachers) focus on improving specific learning skills through timely, appropriate, and constructive interventions. |
2 |
Although everyone requires help with learning at times, the goal is to become a capable, self-sufficient, life-long learner. |
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3 |
Mentors use specific methodologies that model the steps or activities they expect students to use in achieving their own learning goals. |
3 |
An empowered learner is one who uses learning processes and self-assessment to improve future performance. |
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4 |
A Process Educator can continuously improve the concepts, processes, and tools used by doing active observation and research in the classroom. |
4 |
To develop expertise in a discipline, a learner must develop a specific knowledge base in that field, but also acquire generic, life-long learning skills that relate to all disciplines. |