Identifying Dispositions (Institutional Standards)

The values in boldface below are part of the Identifying Dispositions of Lake Forest College educated teachers. Your performance in education department courses should demonstrate the developing competencies that are embedded in the core elements of our program.

IDENTIFYING DISPOSITIONS OF A LAKE FOREST COLLEGE EDUCATED TEACHER 

I. Preprofessional characteristics that include the personal qualities needed for success in teaching.
In this regard, the teacher candidate will 

  • adhere to the Lake Forest College Honor Code
  • be reliable (e.g., punctual, consistent attendance, responsible)
  • demonstrate seriousness of purpose and perseveres in order to accomplish goals
  • demonstrate a positive, pleasant attitude toward children, peers, mentor teachers, and college faculty
  • demonstrate tact, honesty, good judgment, courtesy, respect, and diplomacy
  • be open to constructive criticism and act upon suggestions
  • balance self-confidence and assertiveness with deference to others
  • demonstrate flexibility both in interpersonal interactions and in his or her professional responsibilities (e.g., planning, implementation, etc.)
  • demonstrate high levels of motivation and commitment to growth by going beyond minimal expectations
  • communicates clearly and accurately both orally and in writing 

II. Resourcefulness that enables teachers to know how to learn and to teach how to learn. 
In this regard, the teacher candidate will 

  • take initiative, use his or her imagination, and seek out information using a variety of human and material resources to inform his or her teaching. 
  • demonstrate strong content area knowledge
  • demonstrate a commitment to life-long learning by being an avid reader and an informed citizen
  • be able to draw from theoretical and philosophical frameworks explored in coursework and apply them meaningfully to classroom settings. 
  • recognize his or her own strengths, interests, and skills and consider how these might be compelling ways to engage children in learning 

III. Responsiveness to children that considers their best interests first and foremost. 
In this regard, the teacher candidate will 

  • develop rapport with students
  • take the time and effort needed to understand how a child learns, discover his or her interests, and determine how to shape teaching acts accordingly
  • enact responsiveness to diverse learners through his or her teaching acts (including preparation for teaching ) and through everyday interactions with children
  • establish a classroom environment and use management procedures that reflect fairness, respect and care for children and concern for their emotional and physical well being
  • respect and consider students with exceptionalities to determine how to be responsive to children
  • respect and consider students from diverse cultural, ethnic/racial, linguistic, gender, gender identity, sexual orientation, and socioeconomic groups to determine how to be responsive to children 

IV. Teacher efficacy that includes believing in their ability to positively impact children’s lives.
In this regard, the teacher candidate will 

  • develop the intellectual capabilities and teaching skills that support children’s learning
  • persevere and exercise all options to reach individual students no matter how challenging the circumstances
  • be well organized and fastidious in the manner in which he or she prepares for and executes instruction
  • demonstrate vitality and energy/teacher presence in his or her teaching
  • be proactive in developing relationships with children that support their academic, emotional, and social well being
  • plan learning experiences that engage children meaningfully and actively (hands-on/minds-on)
  • develop a repertoire of instructional strategies based on both coursework and observations of other teachers
  • reflect an understanding of the importance of meeting the needs of diverse learners through careful instructional planning and implementation: differentiates instruction
  • develop positive, proactive relationships with students, parents
  • communicates with clarity and accuracy 

V. Reflective self-assessment that emerges from personal experiences in teaching, dialogue with mentors and colleagues, and metacognitive behaviors
In this regard the teacher candidate will 

  • monitor his or her own progress and  identify strengths and weaknesses
  • evaluate strategies for success , find alternatives for inappropriate strategies, and modify future practice
  • show evidence of self-directed learning
  • demonstrate sustained and consistent growth and commitment toward reaching goals
  • reflect about and articulate what he or she knows and does not know
  • be able to talk about his or her thinking processes during conferences and seminar
  • show evidence of metacognition through writing ( e.g., journals, response to prompts, etc.)

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