Discussion 8

In the Bialka (2016) article from this week’s reading, teacher dispositions and other affective domains of teaching diverse learners are addressed. The Liberty University School of Education has stated the dispositions it feels candidates must possess. The Liberty University School of Education Conceptual Framework and dispositions can be found here. What is your opinion on this issue? What dispositions do you feel are critical for teachers? How do you propose they should be assessed?

Please review the Discussion Assignment Instructions

Download Discussion Assignment Instructions

and Discussion Grading Rubric

Download Discussion Grading Rubric

prior to posting. You may also click the three dots in the upper corner to Show Rubric.

Submit your thread by 11:59 p.m. (ET) on Thursday of Module 8: Week 8.

(Opinion on the issue)

According to Bialka (2016), teacher disposition is defined as “as an attributed characteristic of a teacher, one that summarizes the trend of a teacher’s actions in particular contexts” (Bialka, 2016). The dispositions are displayed into the professional practice guided by personal convictions and morals. Dispositions can manifest differently based on the educator (Bialka, 2016). The foundation of a teacher’s disposition is based on their core beliefs as a teacher. Dispositions divide good teachers from good to great educators. The mission of the Educator Preparation Program at Liberty University is one I stand wholeheartedly behind. In my experience as Christian educator, I have learned it is a necessity to stand on the principles of God’s Word while in education. Our responsibility is a weighty responsibility. We must educate the whole child in hopes that they become a vessel of the Lord to be used to carry out the path and destiny that God has ordained for them. Teaching and leading is a calling from God. God’s standard of teaching is demonstrated throughout the Bible by Jesus’ example of teaching and ministering.

All of the dispositions are important and shall I add necessary for an effective educator; however, the dispositions I believe are critical for teachers are social responsibility and commitment. Social responsibility is an ethical framework in which educators are called to a high civic duty and actionable steps that will benefit the entire whole. Urban areas are suffering from inequalities in funding, staffing, materials, and resources. As children of God, we are commanded to “...work heartily, as for the Lord and not for men..” (Col 3:23, ESV) and to take care of the overlooked people of the culture. I have worked over 18 years with teachers and leaders from Teach For America and have witnessed first hand the practices and philosophies of Teach For America teachers who live by the concept of social responsibility. Effective

This study source was downloaded by 100000825965683 from CourseHero.com on 06-28-2024 20:26:10 GMT -05:00

https://www.coursehero.com/file/138488446/EDUC-735-DB-4pdf/

teachers who develop classroom procedures that incorporate family perspectives, a focus on student learning, and builds lessons upon the concepts of backwards design are more likely to make a positive impact on student learning. However, like most concepts and theories the implementation of sound instructional practices plays a crucial role in student achievement.

Commitment to persevere through difficult situations, tasks, and challenging academic situations takes a strong work ethic. Educators must have the ability to follow through on challenging tasks and focus on student learning. When educators are committed they are able to not be affected negatively with toxic mindsets or traits of fellow colleagues. In my experience, I have seen teachers with high levels of commitment not be swayed by the seemingly negative demands of teaching. They have a laser-like focus on student achievement.

The question is how do we assess the intangible dispositions? An effective way to assess the commitment, integrity, professionalism, reflective practice, and social responsibility disposition is through self reflective practices and artifacts. Teacher reflection of practices evidenced by tangible artifacts such as student and parent survey answers on teacher effectiveness can be an effective tool to measure teacher effectiveness. Another way to assess is as an evaluator making observation notes such as attitude in meetings, collaboration with colleagues, and timely manner in implementing school wide goals and initiatives. Lastly, measuring our own moral compass of have we done a pleasing job in the eye sight of the Lord.

Bialka, C. (2016). Beyond Knowledge and Skills Best Practices for Attending to Dispositions in Teacher Education Programs. Issues in Teacher Education, 25(2), 3-21. http://ezproxy.liberty.edu/login?qurl=https%3A%2F%2Fwww.proquest.com%2Fscholarly-journals%2F beyond-knowledge-skills-best-practices-attending%2Fdocview%2F1838668259%2Fse-2%3Faccountid %3D12085

This study source was downloaded by 100000825965683 from CourseHero.com on 06-28-2024 20:26:10 GMT -05:00

https://www.coursehero.com/file/138488446/EDUC-735-DB-4pdf/ Powered by TCPDF (www.tcpdf.org)

According to Bialka (2016), dispositions are a combination of one's actions with their beliefs, which culture, morals, values, and reflections may influence. In addition, these dispositions are also affected by a person's knowledge and skills (Bialka, 2016). The article continues to speak about how educators' backgrounds and beliefs can have a significant influence on their teaching styles and their students' perspectives of them (Bialka, 2016). I think that allowing educators, especially those in pre-service, time and space to acknowledge and understand these factors about themselves will help them grow. Education programs put so much emphasis on what the teacher needs to give and provide for their students. However, oftentimes, there is not an opportunity for teachers to self-reflect and self-evaluate, so I do agree that that is a critical part of becoming a better educator. The article emphasizes that not doing this during pre-service may lead to teachers never getting a chance to in the future, which made me recall that I was not a very reflective teacher until one of my previous principals required me to be. It took a while to look within myself honestly enough to make necessary changes because it was not something I was used to, but now self-reflection is a regular part of my practice.

At Liberty University, the School of Education's dispositions are as follows: social responsibility, commitment, reflective practice, integrity, and professionalism (Conceptual Framework, n.d.). I think these dispositions align with some of the primary qualities that schools and school systems require of their employees. As educators, we must be fair and equitable, as well as committed to our scholars and our profession. Additionally, maintaining high levels of integrity is directly related to professionalism. In terms of assessing these dispositions, I do agree with Bialka (2016) about creating a safe space for educators to have the chance to dialogue with each other about their beliefs and possibly pairing that with a survey to get their brains thinking. Sometimes talking with others allows us to see or acknowledge our biases and gain insight from others and how they may see us.

Reference Bialka, C. (2016). Beyond Knowledge and Skills Best Practices for Attending to Dispositions in Teacher Education Programs. Issues in Teacher Education, 25(2), 3-21. https://go.openathens.net/redirector/liberty.edu? url=https://www.proquest.com/scholarly-journals/beyond-knowledge-skills- best-practices-attending/docview/1838668259/se-2 Links to an external site.

Conceptual Framework: School of Education: Liberty University. School of Education. (n.d.). Retrieved March 7, 2023, from https://www.liberty.edu/education/conceptual-framework/? _ga=2.200603182.1250820486.1678209640-2001805040.1663717337

This study source was downloaded by 100000825965683 from CourseHero.com on 06-28-2024 20:27:38 GMT -05:00

https://www.coursehero.com/file/198521825/Liberty-University-School-of-Education-Dispositions-Discussiondocx/ Powered by TCPDF (www.tcpdf.org)

In the Bialka (2016) article from this week’s reading, teacher dispositions and other affective domains of teaching diverse learners are addressed. The Liberty University School of Education has stated the dispositions it feels candidates must possess. The Liberty University School of Education Conceptual Framework and dispositions can be found here. What is your opinion on this issue? What dispositions do you feel are critical for teachers? How do you propose they should be assessed?

Please review the Discussion Assignment Instructions

Download Discussion Assignment Instructions

and Discussion Grading Rubric

Download Discussion Grading Rubric

prior to posting. You may also click the three dots in the upper corner to Show Rubric.

Submit your thread by 11:59 p.m. (ET) on Thursday of Module 8: Week 8.

(Opinion on the issue)

According to Bialka (2016), teacher disposition is defined as “as an attributed characteristic of a teacher, one that summarizes the trend of a teacher’s actions in particular contexts” (Bialka, 2016). The dispositions are displayed into the professional practice guided by personal convictions and morals. Dispositions can manifest differently based on the educator (Bialka, 2016). The foundation of a teacher’s disposition is based on their core beliefs as a teacher. Dispositions divide good teachers from good to great educators. The mission of the Educator Preparation Program at Liberty University is one I stand wholeheartedly behind. In my experience as Christian educator, I have learned it is a necessity to stand on the principles of God’s Word while in education. Our responsibility is a weighty responsibility. We must educate the whole child in hopes that they become a vessel of the Lord to be used to carry out the path and destiny that God has ordained for them. Teaching and leading is a calling from God. God’s standard of teaching is demonstrated throughout the Bible by Jesus’ example of teaching and ministering.

All of the dispositions are important and shall I add necessary for an effective educator; however, the dispositions I believe are critical for teachers are social responsibility and commitment. Social responsibility is an ethical framework in which educators are called to a high civic duty and actionable steps that will benefit the entire whole. Urban areas are suffering from inequalities in funding, staffing, materials, and resources. As children of God, we are commanded to “...work heartily, as for the Lord and not for men..” (Col 3:23, ESV) and to take care of the overlooked people of the culture. I have worked over 18 years with teachers and leaders from Teach For America and have witnessed first hand the practices and philosophies of Teach For America teachers who live by the concept of social responsibility. Effective

This study source was downloaded by 100000825965683 from CourseHero.com on 06-28-2024 20:26:10 GMT -05:00

https://www.coursehero.com/file/138488446/EDUC-735-DB-4pdf/

teachers who develop classroom procedures that incorporate family perspectives, a focus on student learning, and builds lessons upon the concepts of backwards design are more likely to make a positive impact on student learning. However, like most concepts and theories the implementation of sound instructional practices plays a crucial role in student achievement.

Commitment to persevere through difficult situations, tasks, and challenging academic situations takes a strong work ethic. Educators must have the ability to follow through on challenging tasks and focus on student learning. When educators are committed they are able to not be affected negatively with toxic mindsets or traits of fellow colleagues. In my experience, I have seen teachers with high levels of commitment not be swayed by the seemingly negative demands of teaching. They have a laser-like focus on student achievement.

The question is how do we assess the intangible dispositions? An effective way to assess the commitment, integrity, professionalism, reflective practice, and social responsibility disposition is through self reflective practices and artifacts. Teacher reflection of practices evidenced by tangible artifacts such as student and parent survey answers on teacher effectiveness can be an effective tool to measure teacher effectiveness. Another way to assess is as an evaluator making observation notes such as attitude in meetings, collaboration with colleagues, and timely manner in implementing school wide goals and initiatives. Lastly, measuring our own moral compass of have we done a pleasing job in the eye sight of the Lord.

Bialka, C. (2016). Beyond Knowledge and Skills Best Practices for Attending to Dispositions in Teacher Education Programs. Issues in Teacher Education, 25(2), 3-21. http://ezproxy.liberty.edu/login?qurl=https%3A%2F%2Fwww.proquest.com%2Fscholarly-journals%2F beyond-knowledge-skills-best-practices-attending%2Fdocview%2F1838668259%2Fse-2%3Faccountid %3D12085

This study source was downloaded by 100000825965683 from CourseHero.com on 06-28-2024 20:26:10 GMT -05:00

https://www.coursehero.com/file/138488446/EDUC-735-DB-4pdf/ Powered by TCPDF (www.tcpdf.org)