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Posted: February 16th, 2024
Write a 750-1,000 word essay on how the Professional Dispositions of Learnings, MCEE, and InTASC standards will guide your future professional practice. Include the following information in your essay:
Explain the importance of the Professional Dispositions of Learners, MCEE, and InTASC standards and how these guide teachers’ practices. Identify the key themes that appear in these guides that relate to the knowledge, skills, and values of an effective practicing teacher.
Based on the Professional Dispositions Self-Assessment Survey in Part 1, describe the professional dispositions you possess that will make you a successful teacher and the professional dispositions that you need to work on before entering the classroom as a first-year teacher.
Discuss how you will demonstrate your ability as a teacher to understand other cultures, genders, and learning differences to build stronger relationships with students and families.
Explain how potential bias affects teaching and how you plan to reduce bias in your teaching practices, according to the expectations of the profession.
Explain how you plan to maintain your dispositions in the classroom, through demonstrating ethical behavior in instruction and assessment, including appropriate and ethical considerations with student information and its use.
Discuss how you can work collaboratively with others to use a variety of data and information (and standards) to meet the learning needs of students.
Discuss how you will use feedback from your annual performance evaluations, observations, and data on student performance to adjust your dispositions and teaching practices to benefit learning.
Describe your stance regarding the perceived role of the teacher as a leader and advocate according to some of the ethical frameworks that you have examined.
Support your essay with 3-5 scholarly resources.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
The Professional Dispositions of Learners, MCEE, and InTASC standards provide essential guidance for effective teaching practices. These standards outline the knowledge, skills, and values necessary to be a successful educator. Some key themes across the standards include commitment to student learning, respect for diversity, reflective practice, and collaboration (Darling-Hammond, 2017). As a new teacher, internalizing these dispositions will be crucial for building strong relationships and meeting the needs of all students.
Based on self-assessment of the Professional Dispositions, my strengths that will serve me well in the classroom include being caring, fair, and committed to student achievement. I enjoy working with young people and am dedicated to helping students reach their potential. Areas I need to improve include maintaining high expectations when students struggle and avoiding personalizing misbehavior. To strengthen these dispositions before teaching, I plan to observe veteran teachers demonstrating balanced empathy and accountability (Gay, 2018). I will also critically reflect through journaling and mentor discussions.
Building relationships with diverse students and families is essential. I aim to gain deeper understanding of community cultures and experiences represented (Gay, 2018). Researching demographics and engaging families will help appreciate perspectives and design inclusive lessons. I also intend to examine how identities and implicit biases may influence expectations and interactions. Seeking culturally responsive teaching training will support connecting respectfully with all individuals.
Potential bias can negatively impact teaching if unaddressed. I will participate in self-reflection activities to surface any conscious or unconscious biases prejudices that may influence instruction, feedback, or assessments. I plan to keep an open mind and reevaluate preconceived notions. Student achievement data will be analyzed through an equity lens to ensure certain groups are not disadvantaged. Colleagues will provide constructive feedback on how bias may manifest in my practices.
Maintaining ethical standards is essential for trust. I will demonstrate care, respect, and responsibility in all interactions, prioritizing well-being and confidentiality (Noddings, 2005). Lessons and assessments will engage learners in a supportive, humiliation-free environment. Data on performance and needs will only be used to personalize supports and not shared publicly without permission. Modeling integrity establishes myself as a teacher students feel comfortable approaching with concerns.
Collaboration emphasizes continuous growth across standards. I plan to work closely with colleagues, analyzing curricula, sharing practices, and problem-solving challenges. Professional learning communities provide opportunities to reflect on how to best meet diverse needs using standards and data (Darling-Hammond, 2017). I will also seek guidance from administrators through evaluations and observations, using feedback to strengthen skills and dispositions over time.
As an educator, I see my role as a leader and advocate for all students. This means prioritizing equity in opportunities and outcomes while empowering youth to reach potential. Frameworks including culturally responsive pedagogy (Gay, 2018) and ethics of care (Noddings, 2005) have shaped my perspective to demonstrate care, respect, and expectations with all students regardless of background, gaining trust and supporting holistic development.
In conclusion, the Professional Dispositions provide a roadmap for becoming an effective, reflective educator committed to growth. Internalizing emphasis on relationships, diversity, collaboration and learning will guide teaching practices. With self-assessment and guidance, dispositions can strengthen to positively impact student success.
Darling-Hammond, L. (2017). Teacher collaboration for student success. Education Week, 36(36), 22-23.
Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice (3rd ed.). Teachers College Press.
Noddings, N. (2005). The challenge to care in schools: An alternative approach to education (2nd ed.). Teachers College Press.
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