Students who understand that life is lived on more than one dimension and possess a predisposition to pay attention to all dimensions of their being - the spiritual, physical, intellectual, social, and emotional.

Students who are committed to thinking on whatever is true, whatever is noble, whatever is right, whatever is pure, whatever is lovely, whatever is admirable, whatever is excellent, and whatever is praiseworthy.

Students exhibiting the godly character of holiness and Christ-like virtues such as love, joy, peace, patience, kindness, goodness, faithfulness, gentleness and self-control, etc, those virtues of life against which there is no law. 

Students perceiving education beyond just acquisition of knowledge and reproducing the same in examinations, but prepared to use knowledge to fully develop their lives and improve their standard of living.

Students possessing intrinsic motivations, such as is needed to grow in life pursuing the good because it is good, and pushing themselves against all odds to succeed in whatever they set themselves to.

Scholars who exhibit high order thinking skills, who think critically and examine all aspects of a matter so they can make meaningful decisions and choices. We will like to see low order thinkers transformed into world changers.

Graduates fully knowledgeable, well-informed in both their fields and related disciplines, who can pursue further education in any institution of higher learning anywhere in the world.

Students possessing the mentality of excellence, always seeking the more excellent way of doing things – their studies, their personal lives, their social lives, their career and the service they eventually render to humanity.

Students who have a positive image of themselves and are confident to face not only the personal challenges of their lives individually, but confident to face the challenges that are out there in the unjust worldly system awaiting them.

Students who have understanding and skill in the language of the new world – technology; so they can function effectively on any part of the globe. 

Students who have great faith in God, and are ready to believe and trust God to do through them what ordinary human beings think to be impossible.

Have a personal commitment of the Lord Jesus Christ and are committed to living in accordance with the principles of God's word as revealed in the Bible.

Possess appropriate understanding of student needs and the ability to assist students in developing their potential in achieving their spiritual and intellectual development.

Have exercised themselves adequately in knowledge relating to the content matter of the subject they intend to teach, as evidenced by the relevant documentation(s).

Possess pedagogical, and professional knowledge and skills to teach both independently and collaboratively;

Not mere classroom managers, but personify reality for students in real life by exemplary conduct in all manner of virtuous living.

Understand the principle of teamwork and a readiness to collaborate with others in the execution of his/her duties. Understands the systemic nature and orientation of our work as a service institution with a common goal.

Possessing not just knowledge in the content areas of their specialization but also understand their immediate environment with a predisposition to function as agents of change. Our faculty must be seen at the forefront of progress in their immediate environment.

Abreast with global trends, the alternate philosophies that contend with our faith, and a preparedness to respond in defense of our faith.

Apt to increase their knowledge of our ever-changing world, research-oriented with a commitment to empiricism, and who can integrate technology into instruction to enhance student learning;

An atmosphere that enhances student development of faith in God and a challenge to commit their lives more to Christ’s Lordship; an environment that helps students develop Christian disciplines of prayer and devotion and dependence on God in all life’s endeavors, that also enhances the integration of faith in learning.

An environment where students are motivated to learn, where their minds are free to blossom to any height, where learning takes place not only in the classroom, but by interaction with the learning community; an environment where students are not afraid to make mistakes so they can learn.

An environment where students and teachers are free to approach leadership without fear of victimization, especially in issues critical to the unity and integrity of the ICGC education system.

A warm, non-intimidating environment, where students can freely relate with each other and with faculty as well. An environment where students would wake up every morning longing to spend their day; where students can freely develop healthy social relationships.

A climate that is optimistic, one where everyone believes that all students are capable of learning and no one is written off; where learner motivation is strong and learner support is excellent.

A socially-inviting atmosphere that encourages collegiality, allowing collaboration among teachers, allowing them to become involved in team-teaching and other collaborative efforts in program development, Teachers share ideas daily regarding vital issues of curriculum, instruction, testing, etc.

An environment where service providers have listening ears and warm hearts; where opportunities are available for career guidance and counseling and life-counseling for students at the point of entry, throughout their school years, and as they graduate.

Student intake and population is within the ability of faculty to handle effectively. Teacher-student ratio will be kept relatively high to ensure no student is left behind. Mentor availability calls for us to provide every student with a faculty member or teacher or school counselor for those times when they need help on a one-on-one basis.

The practice where sub-divisions are working clearly with each other, proactively enhancing integrated functioning, with the understanding that the success of one unit of the organization is closely-linked with the success of another. Systemic integrity promotes co-operation among the units, for corporate success, not competition.

An environment that promotes learning across the entire profile of personnel; where. All personnel have the common information that runs through the organization, especially those that define the uniqueness of the organization and its functioning. 

Classrooms with adequate spacing, well-lighted and ventilated, such as contributes to a liberating of the human mind as well as psychological freedom from stress and tension.

Classrooms physically secure, where students feel, safe and comfortable, provided with strong and stable furniture, and with appropriate entrances and exits in the case of an emergencies.

Classrooms that are clean and well-maintained, orderly, with areas for instruction and other special activities well-demarcated.

Classrooms appropriately decorated according to discipline(s) offered in each class, so as to enhance stimulation of the human senses, especially the visual senses, contributing to enhanced cognitive development.

Classrooms designed to host modern teaching and learning equipment: provided with the latest in multimedia for learning, equipped with multi-faceted audio and visual resources to support learning. 

Large compounds with facilities for relaxation and recreation, where students can socialize and develop their physical talents and other gifts and abilities.

Developmentally-appropriate curriculum, scope and sequence and methodology appropriate to the needs of learners at every stage of their development.

Teaching methodology that promotes high order learning; promoting critical thinking and problem-solving skills in our students.

Technology will be heavily integrated into the instructional process in our classrooms. Instructors will be encouraged to have their lessons on both paper and electronic sources and learners will be encouraged to use technology interface in learning activities.

The process of learning will be informed by current findings in research. Instructional choices will be based on research-derived knowledge and best practice.

Administer multiple assessments in a variety of forms, engage in follow-up and use the results to determine whether candidates meet professional standards. A combination of standardized and authentic evaluation that recognizes individuality of student needs, intellectual patterns and preferred learning styles.