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Education Department – Dispositions
for Teachers
Approved April 16, 2003
Revised and Adopted August
19, 2003
Dispositions – Dispositions are
patterns of behaviors and actions that occur frequently and in the absence of
coercion, and constitute “habits of mind and heart.” They are intentional and directed toward particular people and
situations in order to achieve goals.
Some dispositions are desirable and others are undesirable. Curiosity, for example, is desirable and is
exhibited by typically and frequently exploring, examining, and asking
questions about the environment.
Complaining or whining would be an undesirable disposition if it were
exhibited frequently. Teacher Education
must model and support the development of desirable dispositions and provide
opportunities to weaken or eliminate undesirable dispositions. Dispositions that apply the knowledge and
skills of teaching and learning are critical to becoming an effective
candidate.
Communities of Practice Investigating Learning and Teaching
Undergraduate Teacher
Education Dispositions –
A Statement of
Professionalism
Professional educators must recognize and describe their own dispositions and plan and implement developmental changes.
1.
Subject Matter –
Principle #1: The candidate understands the central
concepts, tools of inquiry, and structures of the discipline(s) he or she
teaches and can create learning experiences that make these aspects of subject
matter meaningful for the students.
1-1
The
candidate is curious about and has enthusiasm for the discipline(s) s/he
teaches and sees connections to everyday life.
1-2
The
candidate, through engagement in professional discourse and seeking to keep
abreast of new ideas related to subject matter and children’s learning,
appreciates multiple perspectives about how knowledge is developed.
2.
Student Learning –
Principle #2: The candidate understands how children
learn and develop, and can provide learning opportunities that support their
intellectual, social and personal development.
2-1
The candidate shows respect for and seeks
information about the diverse talents, interests, and needs of all learners by
having high expectations for all students.
2-2
The candidate understands his/her own
learning styles and recognizes learning of students through the use of
information about developmental theories and individual variations.
3.
Diverse Learners –
Principle #3: The candidate understands how students
differ in their approaches to learning and creates instructional opportunities
that are adapted to diverse learners.
3-1
The
candidate accepts, respects, and celebrates the diverse talents, needs,
backgrounds, and potentials of all people.
3-2
The
candidate is approachable and interacts positively and fairly with individuals and groups of the community.
4.
Instructional Strategies –
Principle #4: The candidate understands and uses a
variety of instructional strategies to encourage students’ development of
critical thinking, problem solving, and performance skills.
4-1
The candidate promotes the learning process
and respects the development of students’ creativity, critical thinking, and
performance capabilities.
4-2
The candidate approaches independent
problem-solving strategies with a focus on what is appropriate for those
involved and adapts instruction accordingly.
5.
Learning Environments –
Principle #5: The candidate uses an understanding of
individual and group motivation and behavior to create a learning environment
that encourages positive social interaction, active engagement in learning, and
self-motivation.
5-1
The candidate is committed to and takes
responsibility for a safe, positive, and democratic climate in the classroom.
5-2
The candidate is committed to the
continuous development of individual students through promoting collaboration,
initiative, and interdependence by establishing and maintaining effective
communities of practice.
6.
Communication –
Principle #6: The candidate uses knowledge of
effective verbal, nonverbal, and media communication techniques to foster
active inquiry, collaboration, and supportive interaction in the classroom.
6-1
The candidate values the many ways in which
people seek to communicate and encourages appropriate modes of communication
(e.g. oral, written, electronic, body language, and humor) that is clear, tactful, and respectful.
6-2
The candidate recognizes and uses the power
of language for fostering individual expression, identity development, and the
cultural dimensions of communication.
7.
Planning Instruction –
Principle #7: The candidate plans instruction based
upon knowledge of subject matter, students, the community, and curriculum
goals.
7-1
The candidate values planning that is a
collegial process open to adjustment and revision based on learner needs, human
development stages, diversity of the learner, and changing circumstances.
7-2
The candidate investigates reliable
resources and plans based upon
learning goals (short- and long-term) and standards, incorporating a variety of
curriculum models, resources, and approaches.
8.
Assessment –
Principle #8: The candidate understands and uses formal
and informal assessment strategies to evaluate and ensure the continuous
intellectual, social, and physical development of the learner.
8-1
The candidate values ongoing assessment and
recognizes that many different assessment strategies, accurately and
systematically used, are necessary for monitoring and promoting student
learning.
8-2
The candidate is committed to using formal
and informal assessments to identify student strengths and promote student
growth rather than to deny students access to learning opportunities.
9.
Reflection and Professional Development –
Principle #9: The candidate is a reflective candidate
who continually evaluates the effects of his/her choices and actions on other
(students, parents, and other professionals in the learning community) and who
actively seeks out opportunities to grow professionally.
9-1
The candidate uses inquiry, feedback, and assessment to reflect
and take responsibility for making learning an on-going process.
9-2
The candidate is committed to seeking out,
developing, and continually refining practices that address the individual
needs of the students, as well as his/her own professional responsibility and
engagement in self-directed learning; seeking support from colleagues,
children/adolescents, parents/families, peers, and other adults.
10.
Collaboration, Ethics, and Relationships
–
Principle #10: The candidate fosters relationships with
school colleagues, parents, and agencies in the larger community to support
students’ learning and well-being.
10-1 The candidate
effectively consults and works with colleagues, supervisors,
children/adolescents, parents/families,
and other adults to improve the quality of
education and the well-being of learners
(cognitively, emotionally, socially and
physically).
10-2 The candidate
demonstrates leadership in working with other professionals to
improve the learning environments and
experiences for students in fair and
equitable ways.
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