Purpose

Faculty members in the Corban University teacher education programs believe that being an effective, godly teacher requires more than content knowledge and pedagogy skills. We also believe that our responsibility as teacher educators includes guiding students toward personal reflection and growth, emotionally, spiritually, socially and professionally.

 

Definition

In the Corban University Dispositions Framework teacher dispositions are defined as essential commitments in the teaching and learning environment which we expect our graduates to demonstrate in their classrooms and schools. Dispositions are beyond any required content knowledge and pedagogy skills and flow from the teachers’ views of themselves and others.

 

The desired dispositions as described in this framework are grounded in a worldview based on organizing biblical principles, a synthesis of exhortations in God’s Word to, among other things, “grow up into Him” (Ephesians 4:15), “doing nothing out of selfish ambition” (Philippians 2:3), “act justly, love mercy and walk humbly with your God” (Micah 6:8), “doing all in the name of the Lord” (Colossians 3:17), “be devoted to one another” (Romans 12:10) and “let each one test his own actions (Galatians 6:18).

 

Principles and Practice

• We believe that God is at work in each of us, students and faculty alike, transforming us in the image of Christ. We therefore implement the Dispositions Framework as a developmental model because we are all continuing to develop in maturity.

• We choose to define dispositions in terms of commitments because it is possible that not all desired dispositions are naturally a part of every candidate’s personality. They are, however, deemed essential for effective teaching, and therefore worthy of commitment to developing.

• Our dispositions framework is designed as an aid to instruction and development of the desired dispositions. Our goals in this endeavor are threefold:

• Students know and understand the desired dispositions.

• Students value the dispositions and consider them essential for effective teaching.

• Students manifest the dispositions in their classrooms as learners and teachers.

• Evaluation of the dispositions of candidates is primarily through self-evaluation and reflection. Dispositions will be addressed at pre-determined points in the teacher education programs. Supervisor evaluations and self-evaluations will be completed at various times throughout the program in courses and practica.

 

Four Disposition Pillars: Below are the four pillars of the Corban Dispositions Framework. Early in the program your self-reflections will focus on the larger pillar areas and, as you move into your practica experiences, you will reflect and be evaluated on the specific line items from the Corban Dispositions Assessment that are listed below each pillar. There are some line items that do not fall under the broad pillars because they are specific to practicum experiences.

 

Commitment to PROFESSIONAL BEHAVIORS – Exhibits actions that demonstrate the maturity and ethical responsibilities required of a future educator.

 

5. Demonstrates regular attendance and consistent punctuality

6. Comes to school or class prepared to teach and learn

4. Maintains professional appearance

3. Maintains confidentiality

 

Commitment to PROFESSIONAL RELATIONSHIPS – Demonstrates interpersonal awareness which are above reproach and creates positive interactions through effective communication.

 

14. Develops positive and appropriate relationships

18. Demonstrates commitment to collaborate with others

7. Demonstrates integrity and ethical behavior

8. Addresses issues and problems directly and graciously

20. Oral and written communication

 

Commitment to EMPATHETIC DIVERSITY - Values learning from others with different backgrounds and perspectives.

 

11. Demonstrates commitment to meeting students’ diverse needs

12. Respects the beliefs and perspectives of others

13. Respects cultural, ethnic and linguistic differences

 

Commitment to PROFESSIONAL GROWTH – Seeks opportunities for improvement, responds well to supervision & criticism, teachable.

 

15. Demonstrates responsiveness to feedback

16. Demonstrates commitment to reflective practice

9. Exhibits enthusiasm/passion for teaching and learning

17. Demonstrates commitment to lifelong learning and professional development

 

Not included

1. complies with laws and regulations

2. complies with district and school policies

10. high expectations for self and students

19. school wide activities

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Implemented as of Fall 2018