Complete The Professional Dispositions Assessment To Inform
Complete The Professional Dispositions Assessment To Inform Your Pr
Complete the “Professional Dispositions Assessment” to inform your “Professional Dispositions Statement.” In words, write a reflection that addresses the following: Your personal professional disposition statement. How your self-assessment supports your professional dispositions statement. Reflects on how you have grown in your professional dispositions throughout your program of study, supported by specific examples. Discuss the connection between professional dispositions and the Model Code of Ethics. Steps you will take to improve where necessary.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. Submit both the professional dispositions statement and assessment.
Paper For Above instruction
The development of professional dispositions is a crucial aspect of becoming an effective educator. These dispositions encompass the attitudes, values, and behaviors that underpin professional conduct and influence interactions with students, colleagues, and the broader educational community. Reflecting on my personal professional dispositions, I recognize their alignment with core values such as integrity, respect, responsibility, and commitment to student learning. These principles guide my practice and foster a positive learning environment.
My self-assessment served as a vital tool in understanding how my dispositions support my professional identity. For instance, I identified strengths in my commitment to ethical standards, consistent with the Model Code of Ethics for Educators (National Education Association, 2014). I demonstrated this through my transparent communication with students and colleagues and my dedication to equitable treatment of all learners. Recognizing areas for growth, such as enhancing my cultural responsiveness and adaptability, I plan to engage in ongoing professional development to cultivate these dispositions further.
Throughout my program of study, I have observed significant growth in my professional dispositions. Initially, I approached classroom management with hesitance and a limited awareness of diverse student needs. Over time, through coursework, practicum experiences, and reflective practice, I developed a more inclusive approach. For example, during my student teaching placement, I incorporated culturally responsive teaching strategies, which not only improved student engagement but also reinforced my respect for cultural diversity. These experiences have reinforced my commitment to fostering an equitable classroom environment and demonstrated tangible growth in my professional identity.
The connection between professional dispositions and the Model Code of Ethics is fundamental. Both emphasize the importance of ethical behavior, respect for students' dignity, and a commitment to justice and fairness. Adherence to these ethical principles informs my decision-making processes, guiding me to uphold confidentiality, demonstrate fairness, and advocate for my students' best interests. For example, when faced with challenging situations involving student discipline, I relied on ethical standards to navigate these issues constructively, ensuring a respectful and supportive resolution.
Despite this growth, I recognize the need for continuous improvement. To enhance my professional dispositions, I will pursue targeted professional development workshops focused on cultural competence, differentiated instruction, and restorative practices. Additionally, I aim to seek feedback from mentors and peers regularly to identify areas for improvement and set actionable goals. Engaging in peer collaboration and reflective journaling will also support my ongoing development, ensuring that my professional dispositions remain aligned with ethical standards and best practices.
In conclusion, my journey through this program has significantly shaped my professional dispositions. The reflection on my self-assessment, growth, and future steps illustrates my commitment to becoming an ethically grounded, culturally responsive, and dedicated educator. Upholding the principles outlined in the Model Code of Ethics will continue to guide my professional journey, fostering a learning environment where all students can thrive.
References
- National Education Association. (2014). Code of Ethics for Educators.
- Darling-Hammond, L. (2010). The right to learn: A blueprint for creating authentic professional development. San Francisco: Jossey-Bass.
- Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African American children. Jossey-Bass.
- Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
- Zeichner, K., & Liston, D. (2013). Reflective teaching: An introduction. Routledge.
- Loughran, J. (2002). Developing a pedagogy of teacher reflection. Guest edited special issue of the journal Teaching and Teacher Education, 18(3), 265-278.
- Korthagen, F. (2004). In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and Teacher Education, 20(1), 77–97.
- Villegas, A. M., & Lucas, T. (2002). Educating culturally responsive teachers: A coherent approach. SUNY Press.
- McLeskey, J., Waldron, N., & Redd, L. (2014). Evidence-based practices in educating students with disabilities. Exceptional Children, 81(2), 135-150.
- Costa, A. L., & Kallick, B. (2008). Learning and leading with habits of mind: 16 essential characteristics for success. Alexandria, VA: ASCD.