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 | ||
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 | |||
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 | |||
Demonstrates respect and honor for the actions and perspectives of others | 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 | ||||||
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 |
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 | |
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 | ||
Passionate about subject matter learning |
| 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 | ||
Recognizes that knowledge is complex and continually changing and seeks ways to stay current | Demonstrates problem solving skills in meeting all learner needs |
| 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 | |
Committed to deepening his/her own frame of reference |