The Week 5 Case Study Dispositions Closure We Learn

In Theweek 5 Case Study Dispositionsclosure We Learn That The Paren

In Theweek 5 Case Study Dispositionsclosure We Learn That The Paren

In the Week 5 Case Study: Dispositions/Closure, it is revealed that the parents of Mrs. Ashland's student nominated her for the Golden Apple Award. The parental nominations highlight her contributions to their children and depict how each child's story is positively impacted through her teaching. As a judge on the panel tasked with awarding the Channel 6 Golden Apple Award, I am required to critically analyze the nomination letter, evaluating whether Mrs. Ashland demonstrates the dispositions of effective early childhood educators, as outlined in Chapter 9, and adheres to the principles articulated in the National Association for the Education of Young Children’s (NAEYC) Statement of Commitment. This process involves assessing her suitability for the award based on her exhibited qualities, and providing a well-supported recommendation or decline based on this analysis, articulated in at least 300 words in APA format.

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The evaluation of Mrs. Ashland’s nomination for the Golden Apple Award necessitates a detailed examination of her professional dispositions in conjunction with the NAEYC’s standards of excellence. Effective early childhood educators embody a set of core attributes, including a strong commitment to fostering developmentally appropriate practices, demonstrating respectful and responsive interactions, and creating inclusive learning environments. In her case, the parents’ testimonials serve as evidence of these qualities, highlighting her dedication, caring nature, and ability to individualize instruction to meet each child’s needs.

From the parental remarks, it appears that Mrs. Ashland consistently demonstrates the disposition of caring and warmth, which is fundamental to establishing trusting relationships with children and families. Her personalized approach aligns with the NAEYC’s principle of respecting and honoring children’s individuality, fostering a positive and secure classroom climate. Furthermore, her evident enthusiasm and dedication suggest a commitment to continuous professional growth, another vital disposition. These traits manifest in her ability to motivate children and foster a love for learning, which is endorsed by her positive influence on each child's story.

However, a comprehensive assessment must consider whether her actions exemplify the NAEYC's emphasis on ethical conduct, cultural competence, and ongoing self-reflection. The nomination highlights her responsiveness to family concerns and her willingness to collaborate with parents, indicative of her ethical integrity and commitment to family engagement. Her efforts reflect the NAEYC’s standards for understanding and respecting diversity, which are essential for effective teaching in diverse communities.

Nevertheless, the decision to recommend her for the award must also factor in her ability to reflect critically on her practices. The NAEYC advocates for educators who assess their teaching methods and adapt accordingly. If her nomination describes her as reflective and open to professional development, she strongly meets this requirement. Conversely, if there is little evidence of self-evaluation or adaptability, her candidacy may be less compelling.

Based on the parental testimonials and aligning her qualities with the dispositions of effective early childhood educators as outlined in Chapter 9 and the NAEYC Statement of Commitment, Mrs. Ashland demonstrates many of the core attributes necessary for the Golden Apple Award. Her caring disposition, responsiveness, dedication to inclusive practices, and alignment with ethical standards suggest she has the qualities deserving of this recognition. Consequently, I would recommend her for the award, emphasizing her positive impact on children and commitment to professional excellence.

References

  • Feeney, S., Moravcik, E., Nolte, S., & Christensen, D. (2010). Who Am I in the Lives of Children? (8th ed.). Pearson Education, Inc.
  • Krogh, S. (2013). A Bridge to the Classroom and Early Care: ECE Capstone. Bridgepoint Education, Inc.
  • Marzano, R. (2012). Becoming a Reflective Practitioner. Marzano Research Laboratory.
  • McFarland, L., Saunders, R., & Allen, S. (2009). Reflective Practice and Self-Evaluation in Learning Positive Guidance: Experiences of Early Childhood Practicum Students. Early Childhood Education Journal, 36(6). https://doi.org/10.1007/s
  • National Association for the Education of Young Children. (2011). Code of Ethical Conduct and Statement of Commitment. NAEYC.
  • Heald, S., & Zaur, J. (2013). Week 5 Case Study: Dispositions/Closure. Ashford University.
  • Wadlington, E., & Wadlington, P. (2011). Teacher Dispositions: Implications for Teacher Education. Adventures in Education.
  • Colker, L. (2008, March). Twelve Characteristics of Effective Early Childhood Educators. Wadlington, E., & Wadlington, P. (2011). Teacher Dispositions: Implications for Teacher Education .
  • SoulPancake. (2013, January 24). A Pep Talk from Kid President to You [Video]. YouTube. https://youtube.com
  • U.S. Department of Education. (n.d.). Professional Development: Continuing Education. Department of Education.

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