Dispositions Survey Response Is Required Directions Level Of

Dispositions Survey Response Is Requireddirectionslevel Of Implemen

Dispositions Survey Response is required. Directions: Rate yourself from 1 to 4 on each statement regarding professional dispositions, core propositions, and technology proficiencies, with 1 indicating a low occurrence and 4 indicating a high occurrence. Reflect on your strengths and areas for improvement in each area. Provide specific examples demonstrating your current practices and note actions for growth. This self-assessment supports the development of your Individual Learning Plan (ILP). Review the Five Core Propositions from NBPTS and the technology proficiencies, answering the same for each characteristic. Write a reflective essay (3 pages, APA style) addressing your accomplishments, ongoing activities, survey outcome comparisons, newly targeted areas, and SMART goals for selected areas in dispositions, core propositions, and technology. Incorporate insights gained from reflecting on your progress and explain revisions, timelines, and plans for continual growth. Include at least five credible references to support your reflection and plans.

Paper For Above instruction

The emphasis on professional dispositions, core teaching standards, and technology proficiency is fundamental for effective teaching and continuous professional development. Self-assessment plays a pivotal role in identifying strengths, delineating areas for improvement, and shaping targeted growth strategies within these domains. This reflective essay explores my progress through implementing activities from my initial Individual Learning Plan (ILP), compares my initial and current survey ratings, and sets actionable goals for ongoing development. It also examines how these components contribute to my professional growth, culminating in specific, measurable objectives aligned with best practices in education.

Part 1: Accomplishments

In my initial ILP, I identified key activities intended to develop my professional dispositions, deepen my understanding of the NBPTS Core Propositions, and enhance my technology proficiencies. Among my actions, I made a conscious effort to align my professional behaviors with ethical standards, foster collaborative relationships, and integrate technology effectively into my instructional practices. For example, I participated in professional development workshops focusing on culturally responsive teaching, which strengthened my abilities to create an inclusive classroom environment. Additionally, I incorporated digital tools such as interactive whiteboards and online assessment platforms to facilitate student engagement and formative assessment.

These activities significantly contributed to my professional learning. Engaging in continuous reflection and applying new strategies enhanced my capacity to build equitable learning environments and communicate effectively with stakeholders. As I implemented collaborative projects involving families and community members, I observed increased student motivation and community engagement. The deliberate integration of technology not only improved instructional delivery but also promoted digital literacy among my students, aligning with 21st-century skills development. These changes underscored the importance of ongoing reflection and intentional planning in fostering professional growth.

Part 2: Plan for Continual Improvement

Several activities from my initial ILP remain in progress due to unforeseen constraints such as scheduling conflicts and resource limitations. For instance, I intended to complete a comprehensive course on culturally responsive pedagogy within a set timeline but faced delays. To address this, I revised my schedule, extending completion timelines and incorporating online modules to facilitate flexibility. These adjustments have enabled me to maintain momentum without compromising the depth of learning. Future activities include developing a mentorship program for peer collaboration and integrating more advanced digital assessment tools.

Comparing my initial survey ratings to my current results reveals notable growth. For example, my self-assessment in professionalism and collaboration has shifted from a 2 ("Seldom Occurs") to a 3 ("Often Occurs"), reflecting increased confidence and consistent practice. This progress results from deliberate engagement in collaborative projects, peer feedback, and targeted professional development. Such reflection highlights the importance of ongoing self-awareness and adaptive strategies in enhancing teaching efficacy.

Despite advancements, I recognize areas that require further attention. In professional dispositions, I aim to strengthen my advocacy efforts, ensuring I consistently champion fairness and social justice. Regarding the NBPTS core propositions, I seek to deepen my understanding of managing and monitoring student learning through differentiated instruction. In technology, my goal is to become proficient in emerging digital assessment tools and data analysis software to better inform instruction.

Targeted Goals Using SMART Framework

To foster continual professional growth, I have established SMART goals for each prioritized area:

• Dispositions — Advocacy: By the end of the upcoming semester, I will design and implement at least two service-learning projects that address social justice issues, involving students, families, and community stakeholders. I will document each project's planning, execution, and reflection, assessing impact through student feedback and community partner evaluations.
• NBPTS Core Proposition — Managing and Monitoring Student Learning: Within three months, I will complete an online course on differentiated instruction and implement at least three strategies in my classroom. I will record student progress data and reflect weekly on effectiveness, adjusting practices accordingly.
• Technology — Digital Assessment Tools: Over the next semester, I will acquire training in digital data analytics platforms like Edpuzzle or Socrative, integrating these into my assessments. My goal is to use these tools to analyze student performance trends and adapt instruction, documenting improvements in student engagement and comprehension.

These goals are Specific, Measurable, Achievable, Relevant, and Time-bound, ensuring focused efforts towards meaningful professional development.

Conclusion

Reflecting on my progress reveals substantial growth in my professional dispositions, understanding of core teaching standards, and technology integration. Recognizing areas for continued development, I am committed to pursuing targeted actions and setting SMART goals to enhance my effectiveness. Emphasizing reflective practice, ongoing learning, and community engagement aligns with best practices in education and supports my journey toward becoming a more responsive, equitable, and skilled educator.

References

• Efron, S. E., & Ravid, R. (2013). Action research in education: A practical guide. Guilford Press.
• Mertler, C. A. (2017). Action research: Improving schools and empowering educators (5th ed.). Sage.
• Lawlor, L. A., Hansen, C. C., Zambo, D., & Horn, P. (2015). Empowering teachers and engaging students. Educational Digest, 80(6), 4–8.
• National Board for Professional Teaching Standards. (2016). Five core propositions of accomplished teaching. NBPTS.
• Walden University. (n.d.). Dispositions and professional standards for educators.
• Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every school. Teachers College Press.
• Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
• Darling-Hammond, L. (2010). The design of teacher education programs: Reflective practice and continuous improvement. Journal of Teacher Education, 61(1-2), 34-41.
• Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
• Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.