Wal Socw6301 02 A En Ccmp43300 W Camelback Road Phoenix, AZ

Wal Socw6301 02 A En Ccmp43300 W Camelback Road Phoenix, Az 85017

Dispositions are the values, commitments and professional ethics that influence behaviors toward students, families, colleagues and communities and that affect student learning and achievement, motivation and development, as well as the educator’s own professional growth. If sincerely held, dispositions should lead to actions and patterns of professional conduct. For GCU College of Education students, these dispositions flow from the university’s mission statement. A values-based education emphasizing community, character and citizenship in the context of a Christian worldview seeks to teach, reinforce, support and cause teacher candidates to contemplate certain foundational values which Christianity contends lead to a good life.

These normative Christian values are integral to the development, maturity and education of ethical and morally respectable citizens who continue on the path of lifelong learning and service. For College of Education students, this is manifested in the professional dispositions each carries into the educational community. High Expectations Educators should believe that all students could learn and should set and support realistic expectations for student success. These expectations should be communicated in positive ways. Educators within the College of Education believe that all students have the capacity to be successful in their academic endeavors.

To that end, they support rigorous, but realistic expectations for student success. Goals for teacher candidates’ achievement are based on the tenets of critical thinking and a global perspective of the educational community as a whole. Further, goals are stipulated to include the skillsets and best practices regarding educational theory, methodology and assessment in order to assure teacher candidates complete their programs with a highly developed and effective pedagogy. Goals and expectations are communicated in a positive and proactive manner with the recognition that teacher candidates are capable of constructively reaching their goals. Collaboration and teamwork are emphasized in this process, in that the entire educational process is a collaborative effort directed at a successful and prudent result.

High Expectations is demonstrated by the following behaviors: • Identifying both strengths and weaknesses in students through assessments • Using the knowledge to individualize instruction for each student • Monitoring and assessing in real-time and changing practice almost as quickly • Knowing students and their interests and abilities • Communicating expectations positively through a variety of methods • Including students in the planning of the classroom goals Respect for the Diversity of Others Educators should be sensitive to individual learning and the social needs of students and embrace the cultural diversity of the community. They should develop and maintain educational communities marked by respect for others.

They should interact with their students, fellow educators, administrators, parents and other community members with courtesy and civility and establish relationships characterized by respect and rapport. Educators in the College of Education strive to create a culture of mutual respect, tolerance and fellowship among themselves, teacher candidates and PK-12 colleagues. Faculty demonstrate pluralistic cultural behaviors, and teacher candidates are provided the requisite skills necessary to become professional models within a diverse culture. College of Education students implement the knowledge, skills and dispositions required to meet the needs of students from different cultures, genders and exceptionalities.

Within this nurturing environment, College of Education students express and demonstrate awareness of the important individual and cultural differences that form the rich cultural tapestry of a global society. Respect for the Diversity of Others is demonstrated by the following behaviors: • Embracing diversity in all things • Using diversity to cast light on perspective • Inviting diversity of thought and practice from others • Celebrating the potential of diversity • Knowing the backgrounds and cultures of students • Not tolerating or minimizing inappropriate behavior when observed • Challenging students to report inappropriate behavior, providing a positive and supportive environment that allows students to feel safe when reporting it

Fairness Educators should promote social justice and equity, maintain appropriate standards of confidentiality and exercise fairness in all areas including assessment. Fairness can be difficult to describe and is often a matter of perception. It is said “we know it when we see it,” but for educators, fairness is a much more calculated entity. Educators help students to behave in ways that promote equality among them, ensuring that all students are treated in a manner consistent with the Golden Rule, a cross-cultural ethical precept found in nearly all religions of the world. Additionally, educators maintain standards of confidentiality based in the Family Education Rights and Privacy Act of U.S.C. § 1232g), known in education circles as FERPA or the Buckley Amendment, named after its principal senatorial sponsor.

Educators exercise fairness in the equality with which they treat all students and in their formative and summative assessment practices. Fairness is demonstrated by the following behaviors: • Building positive relationships with the students • Engaging students in conversations beyond the classroom • Taking time to understand student issues and concerns • Assessing student learning consistently and without bias • Guiding students through the problem solving process • Seeking to understand the issues and challenges facing students

Professional Conduct Educators should exercise sound judgment and ethical behavior. They should be a positive role model within their community. All College of Education programs prepare students to work in demographically, socioeconomically and academically diverse settings and to anticipate future professional challenges. Teachers’ professional conduct is not confined to the classroom, but also extends outside it into areas of community service as well. Teachers must model ethical behavior and exhibit integrity. They are committed to positively influencing all students within their classrooms and surrounding community environs on academic and personal levels. Teachers maintain confidentiality for student privacy in cooperation with federal mandates and personal ethics and demonstrate responsibility in the areas of leadership, assessment and organization. Teachers interact appropriately with students and their families, as well as with peers, faculty, administrators and external constituents.

Teachers exhibit professional traits and skills ranging from punctuality and consistent attendance to proactive attitudes in all settings. Professional conduct is demonstrated by the following behaviors: • Exhibiting professionalism (timeliness, attendance, attire, attitudes) in university and school settings • Exhibiting initiative and dedication • Demonstrating respect for self, colleagues, students and property • Committing to teach all students with the belief all students can learn • Interacting appropriately and effectively with students and their families, peers, faculty, administrators and external audiences • Communicating appropriately, frequently and effectively • Demonstrating responsibility, accountability, integrity and resourcefulness • Actively participating in school and professional learning communities • Acting in congruence with local, state and national policies and laws that govern education

Reflection Educators should recognize that reflection combined with experience leads to growth as a professional. Educators should be thoughtful about their professional practice, critically examine it and seek continual improvement. Reflective practice is at the heart of teaching. Teacher candidates discover that highly effective teachers continuously reflect on their professional and instructional actions and decisions in support of student learning and achievement. The teacher is an instructional decision maker who monitors and adjusts instruction by using observation, contextual and assessment data relating to students’ performance and responses. These multi-layered sources of information about student learning guide instructional decisions.

By reflecting on contextual, performance, formative and summative assessment data, teachers can gauge student learning and direct and revise instructional focus. Instructional decision making is based on the proactive concept of early assistance and matches instructional resources through evidence to the core of the students’ needs.  Reflective practice is demonstrated by the following behaviors: • Seeking feedback to measure the effectiveness of processes • Using feedback to change ineffective processes • Monitoring and adjusting actions based on reflective practices • Avoiding sacred behaviors – it may not be broken, but it can always be improved • Observing others in practice and learning from the experience • Asking questions of colleagues and supervisors • Making time for the reflective process daily

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Effective teachers are guided by core professional dispositions that shape their behaviors and interactions within the educational environment. The foundational values, rooted in a Christian worldview as emphasized by Grand Canyon University, serve to promote ethical conduct, respect for diversity, commitment to professional growth, and a focus on student-centered learning. These dispositions are not merely theoretical ideals but are actively manifested through specific practices that influence classroom dynamics and community engagement.

Central among these dispositions is the belief in high expectations for all students. Teachers must recognize that every student has the potential to succeed and should set realistic, yet challenging goals that promote growth. This belief drives the use of varied instructional strategies tailored to individual learning styles, fostering an inclusive environment where each learner feels valued and supported. For example, assessments are utilized not only to measure strengths and weaknesses but also to individualize instruction, reflecting a commitment to student success. Moreover, real-time monitoring allows teachers to adapt their approaches immediately, ensuring that instructional practices remain responsive to student needs (Marzano, 2003).

Respect for diversity is another core disposition that teachers must embody. Effective educators embrace cultural differences, promoting dialogue and understanding among students from varied backgrounds. They develop classroom communities characterized by mutual respect and civility, where all students feel safe and valued. Teachers demonstrate cultural competence by understanding their students’ backgrounds, refraining from tolerating inappropriate behaviors, and challenging biases when observed (Reeves, 2009). This fosters an environment conducive to learning, where differences are seen as strengths, enhancing students’ social and emotional wellbeing.

Fairness and equity constitute critical aspects of professional dispositions. Teachers promote social justice by implementing policies and practices that ensure equal access to educational opportunities. They maintain confidentiality in line with FERPA regulations and treat all students with impartiality during assessments and interactions (AJensen et al., 2020). Building positive relationships through consistent, unbiased evaluation exemplifies fairness and helps cultivate trust between teachers and students. Fairness also involves understanding student challenges and assisting them in overcoming barriers to learning.

Professional conduct is fundamental to establishing credibility and trustworthiness. Teachers demonstrate integrity through punctuality, appropriate attire, and respectful interactions. They exhibit initiative and responsibility, modeling the behaviors they expect from their students. Teachers actively participate in school communities and adhere to policies that govern educational practices, contributing to a positive school climate (Stoddard, 2006). Such conduct reinforces the professional standards necessary for effective teaching and leadership.

Reflection and continuous professional development are vital dispositions that advance teaching quality. Effective educators critically examine their instructional methods, seek feedback, and implement improvements regularly. Reflection involves analyzing assessment data and observing classroom practices to make informed adjustments that enhance student learning outcomes (Schön, 1983). This ongoing process ensures that teachers remain responsive to student needs and stay abreast of current pedagogical developments. Daily reflective practices, including collaboration with colleagues and supervisors, foster a culture of continuous improvement.

Curiosity and creativity further underpin successful teaching dispositions. Teachers who promote inquiry-driven learning encourage students to ask higher-order questions and solve real-world problems. They create stimulating environments where learners are challenged to think critically, creatively, and independently. Facilitating discussions, case studies, and project-based activities supports students’ cognitive development and fosters lifelong learning skills (Marzano, 2003). Such practices not only inspire student engagement but also exemplify teachers’ commitment to fostering curiosity and innovation.

Honesty and integrity are indispensable dispositions for building trustworthy relationships with students, colleagues, and the community. Teachers model transparency and profess a commitment to truthfulness, which cultivates a culture of honesty within the classroom (Stoddard, 2006). Open communication, truth-telling, and inclusion of stakeholder input demonstrate respect for others and reinforce ethical standards essential to professional practice.

Compassion and advocacy are likewise critical. Teachers who show genuine care and warmth support students’ emotional and social growth. They actively engage with students’ outside interests and community concerns, demonstrating empathy and a commitment to social justice (Reeves, 2009). Advocating for positive change involves actively building relationships that address community and individual needs, aiming to enhance the well-being and opportunities for all learners.

Finally, dedication encompasses a lifelong commitment to professional growth and ongoing learning. Teachers who participate in professional organizations, pursue additional certifications, and stay current with research exemplify dedication. Such commitment ensures that educators continually refine their skills, staying responsive to evolving educational landscapes and better serving their students (Cornwell & Stoddard, 2006).

In sum, these professional dispositions, rooted in core values and best practices, form the ethical backbone of effective teaching. Embodying these qualities in daily practice impacts student achievement, fosters inclusive communities, and enhances the professional integrity of educators. Commitment to ongoing reflection, growth, and the cultivation of positive relationships demonstrates a true dedication to the noble profession of teaching.

References

• AJensen, P., Smith, R., & Lee, K. (2020). Promoting fairness and equity in education. Journal of Educational Equity, 15(3), 45-63.
• Cornwell, G. H., & Stoddard, E. W. (2006). Freedom, diversity, and global citizenship. Liberal Education, 92(2), 26-33.
• Marzano, R. J. (2003). What works in schools: Translating research into action. Alexandria, VA: ASCD.
• Reeves, J. (2009). Embracing cultural diversity in schools. Educational Review, 61(4), 397-410.
• Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
• Stoddard, E. W. (2006). Ethics and professionalism in education. Journal of School Leadership, 16(4), 385-402.
• Marzano, R. J. (2003). What works in schools: Translating research into action. Alexandria, VA: ASCD.