I will need a relpy to each of the following post
Post 1
Lily Wasson
In order to be effective within the classroom, teachers must develop and hone a set of knowledge and skills related to teaching. Along with this however, potential educators must consider their own beliefs or dispositions which are impacted by one’s morals and values. Bialka (2016) stated, “Dispositions are the union of one’s beliefs and actions” (p. 3). Schools of education, which educate preservice teachers, must place an emphasis on dispositions, as well as providing preservice teachers with important skills and knowledge because dispositions are a critical component of education. By providing a space for teachers to purposefully reflect upon and consider their dispositions before entering the field of education, educators are better able to fuse their set of skills and knowledge with morally sound dispositions.
Like all schools of education, the Liberty University School of Education has a set of dispositions that candidates are expected to display. The Liberty University School of Education refers to their set of dispositions as the ‘SCRIP’ dispositions. Liberty University explains that the mission of their dispositions is to develop educators who are competent and reflect their practices through a Biblical worldview. Personally, I believe that each of the five SCRIP dispositions is critical for one to be a successful teacher. The first of these five dispositions that I feel is critical is social responsibility which requires people to work together for the common good. As an educator, you will not always get along with others or agree with their opinions; however, in a school all parties need to work together for the common good of the students. It is important that students are the priority and not any other drama that may exist. Another crucial disposition for educators is commitment. Educators play a huge role in students’ lives, and it is important that teachers are committed to doing what is right for their students. This does not mean that they have to stay after school every evening creating detailed activities and grading papers; however, it does mean that when making decisions in the classroom, students are always the priority. We have a commitment to our students to always do what is right by them.
In addition to social responsibility and commitment, reflective practices are an important disposition that I believe teachers should possess. Education is constantly changing and not all lessons will be effective. As an educator it is important to always be looking to improve, as that is what will be the most beneficial to students. One must be able to properly reflect upon their own practices and alter their actions to benefit student learning and success. Another crucial disposition for educators is integrity, which consists of having good morals and being honest. Educators should set a positive moral example and be a role model for their students and the community. We want students to grow up to be successful good people, and the example must start with us. Finally, the last disposition that I believe is crucial is professionalism. As an educator, you are a professional; it is important that educators act that way.
Ultimately, dispositions play a key role in teacher education, as they consist of several elements that make a teacher a ‘good’ teacher. Dispositions often are predictive of behaviors and actions and are impacted by morals and values (Bialka, 2016). As such, dispositions play a key role in all teacher education programs. I believe that dispositions are a necessary component of teacher education because one must possess a variety of moral values and beliefs in order to fully commit to being a great teacher. I propose that dispositions be assessed through interactions with professors and within the work that preservice educators produce. You can gain a lot of insight into a person, and their dispositions, simply by talking to them.
References
Bialka, C. (2016). Beyond knowledge and skills best practices for attending to dispositions in teacher education programs. Issues in Teacher Education, 25(2), 3.
Post 2
Danielle Nollie
Although NCATE has defined dispositions, there are concerns regarding the validity of utilizing personal dispositions to judge the qualifications of teacher candidates. Schussler (2006) argued that it may be more important to understand exactly what is meant by dispositions and how they fit within the framework of teacher education programs rather than to determine their assessment. What has been pointed out recently is “that little consensus has emerged on what the term ‘dispositions’ specifically means” (Ginsberg & Whaley, 2006, p. 273).
Postgraduate & Doctoral Programs
• Knows
o Research competencies in this class supported skills in confidently communicating, managing multiple tasks, and reflective problem-solving.
• Implements
o Within leadership concentration competencies, I identified gaps in my company’s leadership, identified my potential as a leader, and sought leadership knowledge to develop my skills in the classroom.
o Teaching and Learning concentration competencies I currently have were personally assessed for strengths and needs. I sought administrative support to develop my classroom management skills, organization, and planning. After receiving this support, I learned that teachers require flexibility and adaptability as the field and staff continually change.
• Believes
o Foundations competencies from biblical perspectives continue to be heightened and enlightened. Within the modeling of my biblical worldview, I was made aware of the never-changing grace of God and the servants he has sent to lead his Kingdom. I know I was assigned as an educator, and I believe that with God for me, I can stand the tests of persecution of man and the enemy. I also have been enlightened in my belief that God’s hand is always upon me. Remaining open to collaborative team efforts that are intentional in producing good things has strengthened my views of the field of education. This has reassured me that I am in the right program and field.
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Dispositions: S-C-R-I-P
• Social responsibility in education requires me to remain reflective in my practice and assure parents, students, and stakeholders of developmental findings. Parents should be communicated with frequently to ensure they are aware of what is being taught in the classroom, providing them with a means to support at home. Students should be acknowledged concerning their needs aligned to their educational plans being met, reviewed, and implemented as it is due to them. Stakeholders need educators willing to communicate ideas to support schools, districts, and a nation with innovation that seeks student and professional development expansion.
• Commitments have been reflected as a need instead of an assignment. I need commitments that provide clarity to ensure my performance is consistent and expectations are met. Within a school providing clear responsibilities, I should seek feedback to continue to grow in the field of education. When misconceptions arise, all stakeholders involved in professional development should collaborate to determine a means for resolution. This ensures student needs are being met and all efforts have been made to support students and teachers.
• Reflective practice is needed to determine states of instructional effectiveness. Data monitoring should be conducted on a schedule consistent with school expectations to support reflection of student needs and the next steps in instruction.
• Integrity is what I must have when presenting research-based findings to support the effectiveness of instructional strategies/ models being used. Ethical practices support my integrity to maintain professionalism in and outside the classroom.
• Professionalism merges with integrity where it is sound in ethics clearly outlined in district expectations. It also extends into all other competencies, where knowing that education is a professional career requires standards of conduct, attire, communication, and wholesome presentation in spoken and visual communication.
Fruit of the Spirit
• Love for God allows me to love myself. My love for myself will enable me to share the joy with others; the love I carry brings me joy to teach and thrive in life.
• Long-suffering in my spirit allows me to reflect more on my trials and tribulations to confront the day. Although these things may present challenges, God always controls the result. These are learning opportunities and testimonies that I can grow from.
• Faithfulness to the Lord draws on my commitment to the Lord to serve him and maintain my calling to teach in the field of education.
• Goodness is a quality valued in the being of God. For he is God, and he is good. Knowing that I can never attain or interpret the whole goodness of the Lord, he continues to remain good. Knowing this, I seek to show compassion to those needing academic support and guidance. I try to stay a model for what God expects of my behaviors and contributions to society.
• Gentleness is how I carry my spirit, seeking to break barriers in instruction that support students and staff from various backgrounds. Meekness allows my heart to view attacks of ill intent and gives me a spiritual awareness of why an occurrence is happening and the next steps. Temperance in times where I must remain meek encourages me that to God, all the glory must be given for restraint and understanding for all I encounter.
Culturally Real
• Respecting all people supports the understanding that all individuals have different needs. Within special education, research practices should be reflective of individualizing learning opportunities that respect the educational process and target individuals’ developmental needs.
• Exhibiting inclusive practice requires me to engage students in prior knowledge while promoting new understanding. Affording opportunities for students to express themselves academically and socially can encourage their reflections on themselves; to support self-concept.
• Advocating for equity leads to fair treatment of all stakeholders. Using the outlines of the law and district expectations supports personal advocacy and the services due to students to be appropriately implemented.
• Loving unconditionally is what the Lord does. This remains a challenge for me as I view loving unconditionally, as love is still afforded despite the circumstance. Staring with forgiveness and communicating expectations personally and professionally can support a mutual love that may not always be reciprocated. As humans, I believe our love is conditional in specific circumstances. I choose to love my brothers and sisters. I also use the spirit of discernment in all cases.
Schussler (2006) proposed that dispositions are not simply important constructs to possess but are at the very core of “teachers’ decisions to think and act” (p. 252). As such, she emphasizes the importance of continuing to explore dispositions and their role in the actions demonstrated by teacher candidates.
References:
Ginsberg, R. and Whaley, D. 2006. The disposition on dispositions.. The Teacher Educator, 41: 269–275
Schussler, D. 2006. Defining dispositions: Wading through the murky waters.. The Teacher Educator,
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