Professional+Dispositions+Matrix


 * This matrix outlines various professional organization's recommendations for professional dispositions in teacher candidates. This matrix is organized by Professional Organization and Statements on Professional Dispositions.**

>> The program candidates must be able to teach effectively in a caring way and to act as knowledgeable professionals. >> …that they have acquired the dispositions and skills of critical reflection that will support life-long learning in their field. ||
 * **Professional Organization** || **Statements on Professional Dispositions** ||
 * **National Council for the Accreditation of Teacher Education (NCATE)** || * Two professional dispositions assessed by institutions: //fairness -and- //the belief that all students can learn
 * "Based on their mission and conceptual framework, professional education units can identify, define, and operationalize additional professional dispositions" (p. 90).
 * __Definition__: "Professional attitudes, values, and beliefs demonstrated through both verbal and non-verbal behaviors as educators interact with students, families, colleagues, and communities. These positive behaviors support student learning and development" (p. 89-90). ||
 * **Teacher Education Accreditation Council (TEAC)** || * Dispositions indirectly referenced in Principle 1.3:
 * //Caring and effective teaching skill//
 * Dispositions directly referenced in Principle 1.4.1:
 * //Learning how to learn://
 * **Higher Learning Commission (HLC) Handbook of Accreditation** || * 2 options for accreditation through HLC: Traditional (PEAC) or Alternative (AQIP)
 * Mid-Michigan Community College = AQIP
 * Academic Quality Improvement Program = institutional self-study and self-evaluation
 * Assurance and advancement of quality higher education come through continuous improvement
 * MMCC has identified 9 activities for self-study and improvement: Helping Students Learn is #1
 * No direct mention of “dispositions” in the HLC document
 * The language of dispositions is highly nuanced: Must be inferred
 * 3.1-4: “Student Learning and Effective Teaching” (p. 38)
 * 3.1-5: “Acquisition, Discovery, and Application of Knowledge” (pp. 39-40) ||
 * **National Board for Professional Teaching Standards (NBPTS** || * make critical choices based on moral, intellectual and ethical dilemmas
 * use reason to make judgements
 * cultivate their own learning
 * seek out critique
 * allow the feedback of others to inform their teaching
 * be self-reflective
 * reason carefully, think critically, be creative and take risks
 * be models of educated persons
 * curiosity and a love of learning
 * tolerance and open-mindedness
 * fairness and justice
 * appreciation for our cultural and intellectual heritages
 * respect for human diversity and dignity
 * ability to take multiple perspectives
 * question received wisdom
 * adopt an experimental and problem-solving orientation ||