1. Prudence and Study. 

• He constantly combats mental laziness which prevent one from thinking prudently, logically, creatively, with foresight and circumspection to arrive at virtues essential to carrying out the intellectual and formative tasks demanded by his role as an educator.
• has thinking skills for distinguishing issues and identifying problems and their causes
• obtains sound criteria and correct data for decision-making;
• consults when necessary
• takes a broad view
• integrates data to make well-reasoned decisions and conclusions 
• learns from successes  and mistakes
• is creative in developing improved methods,  strategies, materials to achieve objectives or solutions to problems
• knows well the subject matter of what he teaches,  
• strives to gain mastery of instructional and formative knowledge
• attends training, educational and formative programs or courses
• develops his humanistic learning
• is  well-read
• takes steps to possess a wider and deeper culture

2. Self-discipline and Detachment. 

• He is an example of emotional maturity and of discipline over his likings, appetites and feelings.
• is able to responsibly administer the school’s physical resources by preventing any possible damage, being cost-effective, reacting to things needing repair and cleaning.
• exercises temperance, self-control and moderation in personal lifestyle
• balances work with family, social and religious obligations
• knows and participates in the "ownership" of the school; this sense of ownership will lead to further ideas on care and maintenance of school property, and the proper and ethical utilization of material, human, and time resources

 3. Fortitude and Perseverance. 

• He does not give in to softness and childish fears in facing the more difficult priorities in his profession.
• has a sporting spirit in front of the ups and downs of each day, realizing that the educational task is worth the sacrifice.
• squarely and levelheadedly faces problems and stress
• maintains a stable and serene disposition
• keeps going despite obstacles  towards priority goals

4. Hope and Cheerfulness. 

• He is a source of serenity, positive outlook and enthusiasm
• has enthusiasm and energy for all educational activities;
• cultivates  a cheerful and optimistic disposition

5. Loyalty and Caring. 

• He is resolute in putting a stop to any forms of backbiting and gossiping, seeing that these are acts of  disloyalty unbecoming of teachers.
• often consults professional corrections on his co-staff and officers.
• makes suggestions through the proper channels, convinced that these are highly-appreciated caring gestures.
• follows organizational and ethical norms, e. g., silence of office
• knows how to collaborate in a friendly way with other teachers  and parents
• involves and informs others in a timely way
• enables others to contribute their best (e.g., suggestions or corrections)
• appropriately subordinates personal goals to team goals
• is dedicated and committed to the school values  and  formative mission
• follows communication channels to help himself and the institution improve 

6. Charity and Service. 

• He demands high standards befitting the students, treating them as he would want to be treated.
• tries to anticipate and understand other people’s need (information, feedback, guidance, affection, etc.)
• conquers his passivity so he can generously serve, especially those who need him most.​​
• is interested to know and deal with each other;
• sensitive to the rights, needs, and feelings of each Westbridge Family   member (students, parents, staff), especially those who are more needful (e. g., slow learners )
• looks for ways to help others
• is approachable
• generously shares experience and knowledge
• practices kindness, affection, understanding, gratitude,  patience, and thoughtfulness
• is polished and refined
• practices decorum, politeness and courtesy
• conducts good external public relations   ​

7. Truthfulness and Humility. 

• He sincerely communicates with his peers and officers and, if need be, courageously reporting matters of concern.
• recognizes and develops his strengths, thus contributing more to the school.
• seeks to analyze his mistakes and the weaknesses in his work, writing down measures to improve on them.
• capable of self-criticism and reflection
• clearly identifies together with his superior officer  for self-improvement knowledge, skills, habits, or attitudes and  takes the necessary steps to bring these about
• takes notes during seminars and talks, and then to review these for a deeper integration
• is sincere
• accurately informs his superiors about tasks assigned,  problems he encounters and foresees, etc. 

8. Work and Order. 

• He works with professionalism and with urgency, not wasting any moment.
• tackles first things first and he organizes things according to their proper importance, sequence and place.
• maintains an orderly and disciplined class atmosphere
• firm and gentle in correcting others 
• adheres to quality workmanship  (care for details, order, cost effectiveness)
• performs with timeliness and punctuality  (e.g., starting  and ending classes, submission of reports / grades,  appointments, meetings)

9. Justice and Responsibility. 

• He shows respect for each person, young and old, recognizing the immense dignity of each one as a free being and a son of God.
• takes personal charge of his work and his life, aware of the great multiplier effect of his actions as an educator taking part in the Westbridge Mission.
• transmits values through personal life 
• is accountable for his actions and their consequences
• is self-starting

10. Generosity and Pursuit of Excellence. 

• He has a passion for excellence in his work, knowing that if he does not improve, he retrogresses.
• abhors all forms of mediocrity, taking care of small details and duties like punctuality in beginning and ending, neatness, and refinement in manners—little things which can in fact be of great consequences.
• maintains high expectations from each student
• respects the dignity of each one and trusts their capabilities
• has  appropriately demanding work standards
• produces high quality results  (achieves  learning and  formative goals, satisfaction from parents) 
• adheres to quality workmanship  (care for details, order, cost effectiveness)

11. Obedience and Solidarity.

• He is docile in following the indications coming from school authorities, clarifying these when necessary.
• is a “team player”, always united with his peers and officers and the people under his care, sharing relevant knowledge with them.
• knows how to collaborate in a friendly way with other teachers  and parents
• involves and informs others in a timely way
• practices intelligent trust and docility towards  superiors’ indications and school policies
• adapts himself towards the school practices and values

12. Faith and Love of God. 

• He tries to gain an understanding of the Faith and its applications proportionate to his age and position.
• He often asks the help of Our Lady so that his teaching life is permeated with the joy of doing things out of love for God.    
• strives to know, respects, and promotes the teachings of the Roman Catholic Church