Educator Dispositions Across the Professional Life Span
At the College of Charleston , it is felt that when a teacher begins his/her career they are at least competent in their chosen field of teaching. Professional Development in Education courses are designed to help a teacher become a Master Teacher in the field. Following is our educator disposition across the life span of a professional teacher.
| Dispositions | Competent (recommended for license; provisional, entry level professional)(baseline competencies at M.Ed. level) | Emerging Master (practicing, continuing contract professional teacher)(at end of M.Ed. program of study) | Master (The ideal to which we strive as teachers; expected of School of Education, Health and Human Performance faculty) |
|---|---|---|---|
| Belief that all students can learn | Makes knowledge accessible to all students. Advocates for all students Creates responsive and supportive classroom environments that nourish and promote each student's learning and development. | Persists in seeking and using effective strategies for students who have difficulty learning. Uses a variety of strategies to ensure all students learn to their maximum potential. | Leads and encourages others in seeking effective approaches to support. students who have difficulty learning. Leads and encourages others to challenge every student to their maximum potential. |
| Value and respect for individual differences | Demonstrates equity in daily interactions. Actively seeks information about the beliefs, values, traditions, social and academic abilities of individuals. Uses multiple forms of instruction and assessment. | Participates in examining curriculum for equity and respect for individual differences. Articulates the importance of the individuality of the students we teach. Advocates for the individual student. | Critically analyzes, adapts and supplements curriculum for equity and respect for individual difference. |
| Values positive human interactions | Promotes cooperation and respect in and out of the classroom. Communicates in ways that demonstrate respect for the feelings, ideas and contributions of others. Encourages open dialogue in the classroom. Responds non-judgmentally | Makes continue attempts to understand situations from others point of view. Resolves conflict and confrontation by identifying and planning to avoid sources of classroom conflict. Demonstrates and encourages democratic interaction in the classroom and school. Describes how positive human interaction impacts Practice | Initiates relationships among and between Colleagues. Facilitates full participation of everyone Encourages others to develop interpersonal relationships that enrich personal reflective practice |
| Intellectual curiosity, enthusiasm about learning, and willingness to learn new ideas | Stays current in the evolving nature of the Profession. Engages in discussions about ideas. Brings a sense of wonder to work. Plans and engages in research based Practice. Seeks out differing points of view. | Asks questions grounded in research about the current nature of the profession. Initiates conversations about the new and emerging professional issues and practices. Demonstrates willingness to try new ideas in school and classroom settings. | Models openness, active listening and reflection in professional conversations. Identifies and initiates avenues for professional Development. Produces and disseminates meaningful contributions to the professional philosophies. |
| Commitment to inquiry, reflection, and self assessment | Adopts problem solving and experimental Orientation. Thinks systematically about the relationships between theory and practice. Teaches from an evolving personal understanding of self, philosophy and practice. | Uses problem-solving and experimental orientation in discovering and applying new classroom “technologies”. Articulates professional relationships between theory and practice. Reflects on personal philosophical evolution and refines and deepens practice. | Assists others in using problem-solving and experimental orientation is discovering and applying new classroom “technologies”. Guides other to understand the relationship between theories and practices. Facilitates others in the development of professional philosophies. |
| Value collaborative, and cooperative work | Establishes and fosters respectful productive relationships with professionals, agencies, community members, and care givers while maintaining confidentiality. | Differentiates cooperation from true collaboration. Differentiates between decision making and problem solving Identifies and fosters relationships with key Stakeholders. Implements shared decision making and shared accountability for outcomes. | Initiates and leads others in shared problem Solving. |
| Sensitivity to community and cultural contexts | ses information about the beliefs, values, traditions of self and others within family, community and cultural contexts as a foundation for teaching. | Participates in examining curricula for cultural sensitivity and modifies curricula as needed Incorporates knowledge of self, the family, community and cultural context in daily life in the classroom. | Critically analyzes, adapts, and supplements curriculum for family, community, and cultural relevance. Works with others systematically to create, develop, and maintain a school climate that reflects and respects the ever-changing family, community and cultural contexts. |
| Responsible and ethical practice | Upholds the laws and ethical codes governing the profession Meets professional responsibilities in a timely and positive manner. | Takes individual initiative to promote ethical and responsible professional practice | Assumes leadership role in promoting ethical professional practice |
Office of Professional Development
in Education
Bell Building, Room 304
81 St. Philip Street
Charleston, SC 29401
843.953.7651
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* College of Charleston * School of Education, Health and Human Performance