Self-Assessment Of Dispositions Initiative

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To evaluate how well the teacher preparation program offers experiences that help teacher candidates develop and demonstrate the following dispositions, you are asked to reflect on your personal and professional development throughout the course of study. This reflection is only valid if you respond honestly and candidly. There is no grade or score attached to this assessment, other than its completion. Consider each of the following dispositions carefully. First, rate the disposition’s level of importance for effective teaching on a scale from Very Low to Very High. Second, rate your current level of experience with the disposition on a scale from Very Low to Very High. Third, describe examples of demonstrating this disposition through your personal or professional experience.

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Introduction

The development of key dispositions in teacher candidates is critical for fostering effective teaching practices and positive classroom environments. Dispositions such as active participation, effective communication, responsiveness to feedback, reflective practice, ethical responsibility, cultural sensitivity, appreciation for diversity, critical thinking, ongoing professional growth, and responsibility are foundational elements that influence a teacher's success and the learning outcomes of students. This paper reflects on my personal and professional development in relation to these dispositions, assessing their importance and my current proficiency based on experiences throughout my educational journey.

Disposition 1: Contributing to a Positive Classroom Climate

This disposition involves actively participating, collaborating effectively, and respecting others’ feelings and thoughts. I regard this as highly important for effective teaching, recognizing that a positive climate enhances student engagement and learning. I have demonstrated this disposition by volunteering to lead group projects and actively listening to peer feedback during coursework. For example, during my field placement, I consistently collaborated with supervising teachers and classmates to plan lessons that fostered a respectful and inclusive environment.

Disposition 2: Effective Communication

Effective communication through spoken and written language is vital for clarity and facilitating understanding. I believe this is of high importance for effective teaching. I have improved my communication skills by delivering clear lesson instructions and engaging in reflective journaling and professional discussions. For instance, I effectively communicated complex instructions to diverse student groups, often tailoring my language to ensure comprehension, which fostered a supportive learning atmosphere.

Disposition 3: Being a Thoughtful and Responsive Listener

This involves actively listening, seeking feedback on my teaching, and adjusting accordingly. I rate this disposition as highly important, as responsiveness enhances instructional quality. I have demonstrated this by soliciting constructive feedback from mentors and students and revising my lesson plans to better meet student needs. For example, after receiving feedback that my explanations lacked clarity, I adopted new strategies that improved student engagement and understanding.

Disposition 4: Commitment to Reflection and Learning

A commitment to ongoing reflection and the belief that all students can learn underpin effective teaching. I see this as very important. I regularly reflect on my teaching practices, using journals and supervisor feedback to identify strengths and areas for improvement. During my practicum, I analyzed student data to adapt instructional strategies, demonstrating a growth mindset and commitment to continuous improvement.

Disposition 5: Willingness to Give and Receive Help

This disposition emphasizes collaboration, humility, and respect for authority. I consider it important, especially for professional growth. I have willingly sought feedback from mentors and peer teachers and have supported colleagues by sharing resources and ideas. For example, I collaborated with fellow candidates to develop co-teaching activities that benefited all students involved.

Disposition 6: Sensitivity to Community and Cultural Norms

Understanding and respecting cultural differences enhances communication and classroom inclusivity. This is of high importance. I have demonstrated cultural sensitivity by incorporating diverse perspectives into lesson plans and respecting students’ backgrounds. During my placement, I adapted my teaching to reflect community norms and language sensitivities, which positively impacted student participation.

Disposition 7: Appreciation for Diversity

Valuing human diversity fosters respect and fairness. I believe it is highly important. I have actively sought to learn about students’ different talents and perspectives, ensuring that my instructional approaches are inclusive. For instance, I incorporated multicultural literature into lessons to promote understanding and respect among students from diverse backgrounds.

Disposition 8: Valuing Critical Thinking and Problem Solving

This disposition emphasizes fostering independence in students. I regard it as very important. I have facilitated activities that challenge students to think critically, such as inquiry-based projects. In my practicum, I encouraged students to ask questions and explore solutions independently, supporting their development of critical thinking skills.

Disposition 9: Commitment to Professional Development

Remaining current with educational research and practices is essential. I see this as highly important. I have engaged in professional learning by attending workshops, reading educational journals, and participating in online forums. These activities have broadened my pedagogical knowledge and kept me informed about innovative teaching strategies.

Disposition 10: Responsibility and Ethical Judgment

Upholding high ethical standards is fundamental. I rate this as very important. I have demonstrated integrity by submitting original work and adhering to professional guidelines. During practicum, I maintained confidentiality and respected student rights, modeling ethical behavior.

Disposition 11: Maintaining High Ethical Standards

This includes interactions with faculty, students, and staff and responsible course work submission. I consider this essential. I consistently adhere to deadlines, and I approach all interactions with professionalism and respect, reflecting ethical standards expected of educators.

Disposition 12: Exceeding Minimal Requirements

This disposition involves engaging actively in coursework and field activities with professionalism. I value this highly. I have completed all assigned tasks diligently, participated in additional professional development opportunities, and sought to improve my teaching practices beyond minimum expectations. For example, I volunteered for extra tutoring sessions to support struggling students.

Analysis of Importance Rankings and My Experience

Based on my self-assessment, the three dispositions I ranked as most important are: (1) Contributing to a positive climate in the classroom, (2) Commitment to reflection and learning, and (3) Valuing critical thinking and problem solving. These are fundamental for creating a conducive learning environment, continuous professional growth, and fostering independent, thoughtful learners. Conversely, the dispositions I consider least important were cultural sensitivity, ethical standards, and exceeding minimum requirements, largely because I prioritize proactive engagement and reflective practice, though I recognize their significance too.

Areas for Development and Action Steps

My least developed areas include cultural sensitivity, high ethical standards in complex situations, and surpassing minimal expectations consistently. To address these, I plan to participate in cultural competency workshops, seek mentorship on ethical dilemmas, and set personal goals to pursue additional professional learning opportunities. Incorporating reflection and feedback into my routine will support these efforts. For example, I will regularly reflect on cultural inclusivity and ethical considerations after each teaching experience and seek targeted feedback from mentors.

Incorporating Growth into Personal and Professional Development

To actively improve these areas, I will create a personal development plan that includes specific and measurable goals. I will also engage in ongoing professional development through workshops, peer collaboration, and continuing education courses. Reflective journaling and seeking mentorship will serve as mechanisms to monitor progress. This comprehensive approach will enable me to internalize these dispositions and effectively incorporate them into my future teaching career, ensuring continuous growth aligned with professional standards.

Conclusion

In summary, my self-assessment reveals strengths in fostering a positive classroom climate, reflective practice, and promoting critical thinking. Areas for growth include cultural responsiveness, ethical decision-making in complex situations, and exceeding pedagogical expectations. Proactive steps, ongoing learning, and reflective practices will support my development as an effective, ethical, and culturally competent educator committed to lifelong learning and professional excellence.

References

• Biklen, D., & Pollard, D. E. (2015). Developing cultural competence in teachers: A practical guide. Teachers College Press.
• Darling-Hammond, L. (2017). The right to learn: A developmental approach. Educational Leadership, 75(8), 16-22.
• Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice. Teachers College Press.
• Ladson-Billings, G. (2014). Culturally relevant pedagogy 2.0: Aka the remix. Harvard Educational Review, 84(1), 74-84.
• Shulman, L. S. (2016). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.
• Zeichner, K. M., & Liston, D. P. (2014). Reflective teaching: An introduction. Routledge.
• Noddings, C. (2015). Education and ethical responsibility. Routledge.
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• Costa, A. L., & Garmston, R. J. (2016). Cognitive coaching: Developing self-directed leaders and learners. Teachers College Press.
• Schön, D. A. (2017). The reflective practitioner: How professionals think in action. Routledge.