Professional Dispositions & Requirements

The Educator Preparation Programs at West Chester University have developed professional dispositions and requirements essential for the profession. These dispositions are based on the 2011 Interstate Teacher Assessment and Support Consortium (InTASC) Model Core Teaching Standards. Candidates have the opportunity to demonstrate dispositions in courses (assignments, interactions with others) and out in the field with mentor teachers and students in P-12 settings.

Introduction

In 2011, the Interstate Teacher Assessment and Support Consortium (InTASC) published core teaching standards that outline what teachers should know and be able to do to ensure every student reaches the goal of being college and career ready. These standards “cut across all subject areas and grade levels and…are necessary to improve student achievement” (InTASC, 2011). Included within the standards are “critical dispositions” or behaviors that are expected of all teachers. Usher (2002) defines dispositions as internal inclinations which underpin effective behavior of a teacher. Thornton (2006) argues that more effective teachers exhibit what he calls “responsive dispositions.” Responsive dispositions are a way of “thinking about teaching and learning that is responsive to the needs and actions of the learner, their developmental characteristics, cultural background, and experiences” (p. 61). Dispositions emphasize not just having a particular skill or behavior but the likelihood of the frequency of using that skill or behavior to support student learning (Katz & Raths, 1985).

InTASC Standards Alignment

Disposition / Requirement InTASC Standard

Empathy

 The Learner and Learning

Open-Mindedness

 Instructional Practice

Responsibility

 Professional Responsibility

Communication

 The Learner and Learning

Lifelong Learning

 Content Knowledge

Professionalism

 Professional Responsibility

Professional Ethics

 Professional Responsibility

Professional Dispositions

Empathy

Highly effective teachers are sensitive, and understanding of the learners own perspective. It involves the process of observing something from another point of view or putting oneself in another’s shoes (Detert, Trevino, & Sweitzer, 2008). This requires the acceptance of varied perspectives, values, and beliefs to use the information to develop a positive learning experiences. Elder and Paul (2009) further clarifies that one critical component of a fair-minded critical thinker is Intellectual Empathy. According to the authors, Intellectual Empathy is the ability to see things from another person’s point of view. This includes “being able and willing to imagine how others think and feel…” (p. 8). When a teacher can understand student responses or reactions, has a sensitive awareness of the way the process of education and learning seems to the student, the possibility of significant learning has increased.

To further illustrate the importance of empathy, how willing are you to understand a student who has difficulty paying attention, completing homework, or has gone through a significant amount of emotional trauma at home.
How willing are you to be sensitive to needs of students in these difficult situations? What role can you play to ensure your classroom is a safe and nurturing environment where all students can thrive and succeed?

What about in an education course a colleague mentions one of the following statements:

ALL students with a learning disability will be better served in a self-contained classroom
Students who have not mastered “basic facts” by 5th grade should not be exposed to pre-algebra concepts
Racism is no longer relevant in this country
How you will react and respond to your colleague is critical to the importance of empathy. One has to understand the perspective of another to be open to new ideas (open-mindedness) or to simply understand the steps necessary to educate the person on a different way of thinking. According to Rogers (1995), empathy requires sensitive, accurate and nonjudgmental listening. In essence, it requires understanding the internal frame of reference of another with accuracy.

The following are some, but not all, examples and non-examples related to the disposition of Empathy:

Examples Non-Examples
  • Sees and appreciates the differences in others.
  • Develops and implements learning experiences that ensure all students learn.
  • Designs culturally relevant learning experiences to meet the needs of all students.
  • Uses the diverse experiences of students (languages, dialect, strengths and needs) in planning and implementing instruction.
  • Designs or implements experiences that utilizes the strengths of the learners to address any academic misconceptions.
  • Develops learning experiences that values the diversity (language, dialect.) of all students.
  • Struggles with the ability to value and appreciate the differences in others.
  • Struggles with developing and implementing lesson activities that ensure all students learn.
  • Struggles to design culturally relevant learning experiences that meet the needs of all students.
  • Uses the diverse experiences of students (languages, dialect, strengths and needs) inappropriately in planning instruction.
  • Creates or implements learning experiences that only focus on the learner’s deficits.
  • Struggles with developing learning experiences that are sensitive to the diversity of all students.

 

Open-Mindedness

Involves the “active perspective that allows the individual to be willing to be flexible and to consider, if not try out, new ideas” (Alawiye and Williams, 2010). It is the process of showing receptiveness to new or different ideas and willingness to accept constructive feedback. Being open-minded is one of the several components of high-level thinking essential for the teaching profession. Open-mindedness “is an intellectual virtue that involves a willingness to take relevant evidence and argument into account to forming or revising our beliefs and values, especially when there is some reason why we might resist such evidence and argument, with a view to arriving at true and defensible conclusions” (Hare, 2004). Hare further argues that taking a rigid stance that dismisses the possibility of self-reflection and inquiry because one feels adamant about their belief. Being open minded involves the constant search for truth (Hare, 2009) that allows for the possibility of a different perspective or to accept supportive and constructive feedback which opens the door to try new ideas and new things.

The following are some, but not all, examples and non-examples related to the disposition of Open-Mindedness:

Examples Non-Examples
  • Creates learning environments that are flexible and encourage exploration/student questioning.
  • Adapts or modifies instruction (when appropriate) to maximize learning opportunities for all learners.
  • Adjusts plans to address immediate and long term needs to support all learners.
  • Adjusts instructional strategies to support student’s academic development.
  • Creates learning environments that are rigid and have the potential to limit or discourage exploration/student questioning.
  • Struggles with adapting and modifying instruction (when appropriate) to maximize learning opportunities for all learners.
  • Struggles to adjust plans to address immediate and long term needs to support all learners.
  • Unwilling to accept responsibility for the lack of academic progress of students.
  • Unwilling or struggles to adjust instructional strategies to support student’s academic development.

 

Responsibility

Includes the ability for a teacher to be accountable and reflective on the outcomes of professional and personal actions. This includes being responsive to needs of students’ learning and takes ownership of mistakes or errors to refine personal and professional practice. Related to responsibility is having what Elder and Paul (2009) defines as Intellectual Independence. It is wise to listen to others to find out their thinking, but you must take ownership of your actions and thinking that are rooted in fairness and sound judgment.

Being an educator comes with a significant responsibility to ensure all P-12 students have access to rigorous academic content and the support necessary to benefit from that access. Teachers are held accountable for the academic success of all P-12 students. An effective teacher needs “to have the ability to step back and analyze the effect of context on their practice to improve the quality of his or her practice” (Peterson, 2016, p. 3). Morrison (2006) suggest “effective teachers are those who accept responsibility for teaching allocate most of their time to instruction, organize their classroom for effective instruction…” (p. 13).

The following are some, but not all, examples and non-examples related to the disposition of Responsibility:

Examples Non-Examples
  • Takes ownership of the academic progress of all students.
  • Aligns assessment and instruction to learning goals or objectives.
  • Takes initiative to improve student learning.
  • Struggles to understand the importance of their role in the academic progress of all students.
  • Demonstrates an inability to align assessment and instruction to learning goals or objectives.
  • Struggles to take initiative to improve student learning.

 

Communication

Develop positive relationships with others in a variety of venues (face-to-face, digital, etc.) to achieve a common goal. To effectively develop these relationships, one should be a good listener. This includes being attentive and not dominant when communicating with others (Norton as cited by Faull, 2009). Engagement is an essential process to communication. How you engage others in this involves planning engaging learning experiences and demonstrating confidence in communication with others (Faull, 2009). Effective teachers collaborate with learners, colleagues, school leaders, family and key stakeholders within the community to better understand students and to maximize learning. This includes, but is not limited to:

  • Shows consideration and respect for the thoughts and feelings of others.
  • Demonstrates effective verbal and non-verbal communication skills.
  • Demonstrates flexibility with others.
  • Solicits suggestions and feedback from others.
  • Maintains communication with colleagues, supervisors, and mentor teachers when questions or concerns arise.
  • Shares ideas and materials.
  • Fosters communication among all members of the learning community.
  • Shows initiative and asks questions about teaching strategies.

The following are some, but not all, examples and non-examples related to the disposition of Communication:

Examples Non-Examples
  • Responds positively to requests from others to collaborate.
  • Makes a contribution to group efforts.
  • Utilizes a variety of strategies (including effective use of digital tools and resources) in order to effectively convey a message or support student success.
  • Seeks opportunities to develop collaborative relationships with others (families, students, peer, etc.).
  • Modifies communication styles to achieve a common goal.
  • Communicates in a non-judgmental, respectful fashion (including email, face-to-face, social media, etc.).
  • Uses summarizing or restating as a tool to engage in active listening.
  • Responds inappropriately to requests from others to collaborate.
  • Makes little or no contribution to group efforts.
  • May utilize some (or no) strategies to convey a message or to support student success, but struggles to use the strategies effectively.
  • Rarely seeks opportunities to develop collaborative relationships with others (families, students, peer, etc.).
  • Struggles with modifying communication styles when collaborating to achieve a common goal.
  • Communicates in a judgmental or disrespectful fashion (including email, face-to-face, social media, etc.).
  • Struggles in the use of essential skills (summarizing or restating) as a tool to engage in active listening.

 

Professional Responsibilities

Lifelong Learning

Effective teachers seek opportunities to develop personally and professionally (pedagogical and content knowledge). Solicits or accepts constructive criticism as an opportunity to develop as a learner. Personal and professional growth is a lifelong endeavor. Highly effective teachers show  “commitment through a positive emotional attachment to the work involved in teaching generally or to a specific act of teaching” (Crosswell & Elliott, 2004, p. 6). They have a sense of enduring purpose which includes a commitment to become a better teacher, high expectations of themselves and others. Becoming a better teacher requires the ability to understand the relationship between two constructs of thought and knowledge. It is about thinking in ways to use knowledge to create new knowledge (Halpern, 2014). Knowledge is only relevant when we make our meaning out of information. According to Halpern “we create new knowledge every time we learn a new concept” (p. 55). Lifelong learning is not simply reading a bunch of materials, but it is an active mental process of developing the meaning of what was learned and how that information can be used for personal or professional development.

The following are some, but not all, examples and non-examples related to the professional requirement of Lifelong Learning:

Examples Non-Examples
  • Responds constructively to professional feedback.
  • Makes connections to previous readings, research, or experiences.
  • Seeks clarification or assistance when needed.
  • Seeks opportunities to attend events (conferences, seminars, webinars, etc.) that can have an impact on teaching and learning.
  • Seeks opportunities to deepen their knowledge (content, pedagogical) or frame of reference (culture, gender, etc.) that can impact the ability to develop positive relationships with students and families.
  • Responds inappropriately to professional feedback.
  • Struggles to make connections to previous readings, research or experiences.
  • Avoids seeking clarification or assistance when needed.
  • Avoids opportunities to attend events (conferences, seminars, webinars, etc.) that can have an impact on teaching and learning.
  • Avoids opportunities to deepen their knowledge (content, pedagogical) or frame reference (culture, gender, etc.) that can impact the ability to develop positive relationships with students and families.

 

Professionalism

Maintains a professional work ethic (dependable/reliable) and good judgment in clinical (field, practicum, student teaching experiences) or other relevant settings. This includes taking a leadership role with colleagues and respectfully challenging negative attitudes and practices of others. Bream et al. (2006) argue that professionalism can be divided into several categories. One category is called professional behavior. These are observable actions that demonstrate the individuals’ behavior such as: maintaining appropriate relationships with colleagues, students, parents, and others; modeling the attitude and appearance of a professional; and promptness. This also includes the professional use of resources or tools to support student learning outcomes.

The following are some, but not all, examples and non-examples related to the professional requirement of Professionalism:

Examples Non-Examples
  • Meets deadlines and is punctual.
  • Completes tasks efficiently.
  • Maintains a professional attire.
  • Demonstrates professional use of digital tools and resources to support teaching and learning.
  • Struggles to meet deadlines and/or to be punctual.
  • Tasks are incomplete or insufficient.
  • Professional attire is inappropriate for the setting.
  • Demonstrates inappropriate use of digital tools and resources.

 

Professional Ethics

Adheres to moral and ethical standards as expressed in the Pennsylvania code of ethics, school district and College/University policies, and Specialized Professional Association standards. This includes maintaining high standards of honesty, integrity, and confidentiality. Bream et al. (2006) define this teaching expectation as professional parameters that must be maintained as an educator. This includes the legal and ethical issues related to local, state, and federal laws about the profession of teaching (i.e., Americans with Disabilities Act, child maltreatment, etc.) or the Code of Professional Conduct (i.e., Pennsylvania Code of Professional Practice and Conduct for Educators) delineated by the state board of education or Specialized Professional Association.

The following are some, but not all, examples and non-examples related to the professional requirement related to Professional Ethics:

Examples Non-Examples
  • Maintains confidentiality of student records, parent communication, and private professional communication.
  • Adheres to the ethical use of technology, email, and social networking sites.
  • Adheres to the ethical use of assessment to support teaching and learning.
  • Produces original work and/or cites/references other’s work appropriately.
  • Violates confidentiality of student records, parent communication, and private professional communication.
  • Demonstrates inappropriate use of technology, email, and social networking sites.
  • Demonstrates unethical use of assessments.
  • Struggles with the ability to cite or reference other’s work appropriately.

 

 

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Resources

Restorative Action Plan And Areas of Concern Handbook