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College of Education: Grand Canyon University EDU 525: Foundations in Elementary Education Graduate Studies 2 The Professional Dispositions of Learners, the Model Code of Ethics for Educators or MCEE, and the InTASC standards play a critical role in shaping the practices of educators and ensuring the development of effective teaching methods. The Professional Dispositions emphasize qualities such as fairness, responsibility, and commitment to continuous professional growth, encouraging teachers to create inclusive and equitable learning environments that support all students. The MCEE provides educators with a framework of accountability and ethical guidelines, highlighting principles like respect, honesty, and integrity, which are essential for fostering trust in the educational community (National Association of State Directors of Teacher Education and Certification, 2 0 15). The InTASC standards outline the knowledge, and skills educators need to ensure high-quality teaching, such as
understanding subject content, adapting instruction to diverse learners, and engaging in ongoing self-reflection to improve practices (Council of Chief State School Officers, 2011 ). Across these guides, key themes include equity, ethical accountability, student- centered learning, and the promotion of critical thinking and creativity. Together, they help educators cultivate the knowledge, skills, and values required to inspire and empower students in a dynamic and evolving world. A disposition that prioritizes sensitivity to the individual learning and social needs of students is key to becoming a successful first-year teacher. By embracing this mindset, an educator demonstrates empathy, adaptability, and a commitment to fostering an inclusive and supportive environment. Understanding that each student learns at their own pace and possesses unique strengths enables a teacher to tailor instruction and create differentiated strategies to meet diverse needs. Additionally, being
identities and learning needs, tailoring instruction to accommodate different styles and abilities. Building strong relationships with families will also be a priority; I will maintain open, respectful communication to collaborate and support students’ growth both at home and in school. This inclusive approach will help create a nurturing space where every student feels seen, valued, and empowered to succeed. Potential preference in teaching can significantly impact students' educational experiences by influencing expectations, interactions, and assessments. Unconscious biases may lead to favoritism, stereotyping, or unequal opportunities, inadvertently disadvantaging certain groups of students. For example, unfair assumptions about gender, culture, or learning abilities can affect how teachers approach instruction and classroom management, creating barriers to student success. To reduce prejudice in my teaching practices, I will embrace culturally responsive teaching, differentiate instruction, and engage in reflective practices. I will actively seek to understand my students' diverse backgrounds and challenge stereotypes by fostering an inclusive classroom environment. Moreover, I will use objective assessment criteria to ensure fairness and equity. Aligning with professional expectations, such as those outlined in the Model Code of Ethics for Educators, I will display respect, equity, and accountability to support all students in reaching their potential (National Association of State Directors of Teacher Education and Certification, 201 5). Continuous professional development and self-reflection will be essential to minimizing bias and upholding ethical teaching practices.
Maintaining professional dispositions in the classroom involves demonstrating ethical behavior in all aspects of instruction and assessment while upholding respect for student privacy and data use. I will ensure fairness and integrity in my teaching practices by designing assessments that reflect clear objectives and align with learning standards. I will also respect the confidentiality of student information, using it solely to enhance instructional strategies and support individual learning needs. Collaboration will be a cornerstone of my practice—I will work closely with colleagues, specialists, and families to analyze data from assessments, observations, and other sources. By sharing insights and aligning efforts with educational standards, I can create tailored strategies that address diverse learning needs and foster student success. This collective approach ensures that ethical considerations and professional values guide my teaching, benefiting every learner in my care. Using feedback from annual performance evaluations, classroom observations, and data on student performance is essential for refining my teaching practices and dispositions to enhance student learning. By reflecting on constructive feedback, I can identify areas for growth, such as improving classroom management, diversifying instructional strategies, or strengthening communication with students and families. Student performance data will guide me in tailoring instruction to address learning gaps, fostering equitable opportunities for academic success. Continuous self-assessment and professional development will help ensure that my teaching evolves to meet the needs of all learners.
References: Council of Chief State School Officers. ( 2011 ). *InTASC Model Core Teaching Standards: A Resource for State Dialogue. https://files.eric.ed.gov/fulltext/ED 566116 .pdf National Association of State Directors of Teacher Education and Certification. ( 2 015). *Model Code of Ethics for Educators. https://www.nasdtec.net/page/MCEE_Doc Grand Canyon University. (April 2 024). Professional Dispositions of Learners. College of Education. https://aws-files.gcu.edu/ssc/COE/ 24 COE0029-Professional- Dispositions- PDF-FNL.pdf
