Upon successful completion of this program, participants will be able to:

1. Demonstrate understanding of IB educational philosophy

Apply the principles of inquiry-based, student-centered learning in planning and teaching, aligned with the IB Learner Profile and Approaches to Teaching and Learning (ATL).

2. Plan learning experiences using IB backward design

Design coherent lesson plans that align learning objectives, learning experiences, and assessment, while embedding opportunities for reflection, skill development, and student agency.

3. Create inclusive and caring learning environments

Establish classroom environments that promote respect, safety, and student dignity, integrating Tzu Chi values of compassion, gratitude, and respect into daily classroom practice.

4. Apply classroom management strategies grounded in care and responsibility

Respond to student behavior with calmness, fairness, and consistency, balancing structure with empathy and maintaining positive teacher-student relationships.

5. Use assessment and feedback to support student growth

Employ criterion-referenced assessment practices and constructive feedback to support learning progress, encourage self-reflection, and promote a growth mindset rather than competition.

6. Engage in reflective professional practice

Demonstrate the ability to reflect critically on teaching experiences, identify areas for growth, and translate reflection into concrete action steps for improvement.

7. Uphold professional ethics and integrity

Exhibit professional conduct aligned with IB expectations, including academic integrity, confidentiality, and ethical responsibility toward students, colleagues, and the school community.

8. Collaborate professionally with mentors and colleagues

Participate actively in mentoring and feedback processes, showing openness to guidance, humility in learning, and gratitude for support, while contributing positively to a professional learning community.

9. Integrate values education into teaching practice

Model and promote values such as respect, responsibility, kindness, and service through both instructional practices and personal conduct, supporting holistic student development.

10. Demonstrate readiness for classroom practice

Apply pedagogical knowledge, reflective insight, and values-based judgment in micro-teaching or supervised teaching experiences, showing preparedness for real classroom contexts.

As the culminating requirement of the Teacher Training Program, all participants are required to create and submit a Professional Teacher Portfolio using Google Sites.

This portfolio serves as evidence of your professional growth, philosophical alignment, and classroom implementation throughout the program.

The portfolio is not merely a collection of documents. It is a reflective showcase of your journey toward becoming a Tzu Chi IB educator.

Purpose of the Portfolio

Through this portfolio, you will:

• Demonstrate your understanding of Tzu Chi humanistic education

• Show alignment with the philosophy of the International Baccalaureate

• Provide evidence of classroom implementation across modules

• Reflect on your professional identity formation

• Document your growth as an educator within the Tzu Chi Foundation context

Required Portfolio Structure

You may design your portfolio creatively; however, the following sections are mandatory.

🏠 1. Professional Identity & Philosophy

This section combines your personal philosophy and alignment reflection.

Include:

• Professional photo

• Brief biography

• Personal teaching philosophy statement

• Reflection (minimum 500 words) addressing:

  • What does it mean to be a Tzu Chi IB educator?

  • How do IB philosophy and Tzu Chi humanistic education align?

  • How do inquiry and compassion coexist in your classroom?

  • How do you integrate academic rigor with moral formation?
    
    

This section demonstrates philosophical clarity and identity formation.

📘 2. Module Learning & Classroom Practice

Create sub-sections for each module completed in the program.

For each module, include:

A. Key Learning Summary

1–2 paragraphs highlighting major insights.

B. Evidence of Practice

Examples may include:

• Values-to-Practice Map

• Observation reflections

• Lesson plans

• Classroom routines reflecting Ren Wen values

• Classroom management strategies

• Micro-teaching reflection

• Mentor feedback

• Photos (privacy-compliant)
  
  

C. Reflection

Address:

• What did I learn?

• How has my thinking evolved?

• How have I implemented this in practice?

• What impact did this have on students?
  
  

This section should clearly show growth from Module 1 onward.

🌟 3. Final Capstone Reflection

Title suggestion:
My Growth as a Tzu Chi IB Educator

In 500–800 words, reflect on:

1. How has my understanding of education evolved?

2. What habits have I intentionally cultivated?

3. What challenges remain?

4. What commitments will I carry forward beyond this program?
   
   

This reflection synthesizes your entire learning journey.