The School of Education seeks to develop teachers who are compassionate collaborative, ethical, purpose-driven, persistent and reflective as they carry out their calling in learning, teaching and serving communities. A summary of these goals may be found in Visual 4 which provides examples of the contextual application of the various dispositions. The School of Education seeks to develop teachers who are compassionate collaborative, ethical, purpose-driven, persistent and reflective as they carry out their calling in learning, teaching and serving communities. A summary of these goals may be found in Visual 4 which provides examples of the contextual application of the various dispositions. DISPOSITION | CALLING | LEARNING | TEACHING | SERVING COMMUNITIES
| COMPASSIONATE | Is compassionate towards self in accepting God’s grace and sufficiency | Demonstrates an ability to learn from others | Enjoys working with students | Effectively engages with local and global communities
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| Demonstrates an awareness of being made in the image of God and therefore being of worth | Willing to professionally contribute so as to benefit the learning of others | Is passionate about contributing to the development of others | Is a thoughtful and responsive listener and observer
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| Values others because they are created by God and of worth | Demonstrates an awareness that learning includes making errors and continually developing improved skills | Demonstrates culturally responsive teaching that is characterized by empathy, respect, equity and care | Values the input and contributions of families, colleagues and other professionals in understanding each student’s development
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| Demonstrates respect and honor for the actions and perspectives of others |
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| Promotes social justice through culturally responsive teaching grounded in a biblical perspective |
| Committed to social justice through culturally responsive teaching grounded in a biblical perspective |
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DISPOSITION | CALLING | LEARNING | TEACHING | SERVING COMMUNITIES
| COLLABORATIVE | Values the giftedness of others | Brings scholarship to group learning | Committed to collaborating for the benefit of learners | Affirms group members |
| Values the contributions of others | Demonstrates receptivity to other ideas | Able to encourage and support learners | Resolves conflict appropriately with peers, authority figures,students, and parents |
| Values multiple perspectives | Interacts with other ideas | Demonstrates active listening for the benefit of learners | Effectively shares workloads for the benefit of learners and colleagues |
| Displays confidence in own expertise | Evaluates & synthesizes ideas to reach the desired outcome | Values students and helps them learn to value others |
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DISPOSITION | CALLING | LEARNING | TEACHING | SERVING COMMUNITIES
| ETHICAL | Values biblically based ethical decision making and is committed to acting in a way consistent with these values
| Uses resources ethically | Demonstrates actions consistent with Minnesota Teacher Code of Ethics | Acts with integrity within the classroom, school and wider professional community |
| Demonstrates trustworthiness | Demonstrates integrity when interacting with other professionals | Respects professional standards and relevant laws and policies | Uses resources ethically |
| Demonstrates personal responsibility in professional contexts (See Statement of Professionalism in School of Education Handbook) | Respects confidentiality | Respects confidentiality | Respects confidentiality |
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| Demonstrates academic integrity | Demonstrates integrity when interacting with learners | Demonstrates appropriate professional behaviors in all working relationships (See Statement of Professionalism in School of Education Handbook) |
DISPOSITION | CALLING | LEARNING | TEACHING | SERVING COMMUNITIES
| PURPOSE DRIVEN | Understands teaching as an inspired calling and is committed to excellence | Committed to scholarship and personal learning | Committed to meeting learner needs | Values community and willing to contribute to building community |
| Presents self professionally | Sees personal intellectual gifts and abilities as God- given | Sees value & potential of individuals as created in God’s image | Understands how vital a school community is to developing student potential |
| Consistently acts in a Christ-like manner | Believes that all children can learn | Takes responsibility for promoting students’ growth and development |
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| Passionate about subject matter learning |
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| DISPOSITION | CALLING | LEARNING | TEACHING | SERVING COMMUNITIES | PERSISTENT | Views errors as opportunities for personal growth | Demonstrates resourcefulness in personal scholarship | Resourceful and persistent in meeting the needs of all learners | Values cultural differences and recognizes how they positively contribute to the learning community |
| Willing to lead | Able to problem solve and think critically related to personal learning | Initiates change and takes action as needed | Contributes to the various communities (classroom and professional) to affect positive change for learners |
| Demonstrates leadership skills | Committed to continual learning | Demonstrates grit | Demonstrates appropriate online presence |
| Advocates for the success of all learners | Demonstrates appropriate written and oral communication | Demonstrates flexibility |
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| Recognizes that knowledge is complex and continually changing and seeks ways to stay current | Demonstrates problem solving skills in meeting all learner needs |
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| DISPOSITION | CALLING | LEARNING | TEACHING | SERVING COMMUNITIES | REFLECTIVE | Views self as continually learning and willing to accept and act on feedback toward that end | Acts on feedback about personal learning and scholarship | Acts on feedback about teaching skills | Acts on feedback from various communities (students, colleagues, professional organizations) |
| Demonstrates a growth mindset | Demonstrates a growth mindset | Demonstrates a growth mindset | Demonstrates a growth mindset |
| Thinks critically about professional decisions | Thinks critically about professional decisions | Thinks critically about professional decisions | Thinks critically about professional decisions
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| Committed to deepening his/her own frame of reference |
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