Dispositions for Teaching
According to the National Council for the Accreditation of Teacher Education (NCATE), "Dispositions for Teaching" are defined as:
"The values, commitments and professional ethics that influence behaviors toward students, families, colleagues and communities and affect student learning, motivation and attitudes related to values
such as caring, fairness, honesty, responsibility and social justice."
Dispositions for teaching are assessed at the initial interview for acceptance into the Graduate Education Programs. Candidates are also periodically assessed during each of the three semesters of the programs.
Candidates who evidence a lack of proper dispositions for teaching may be counseled out of the teacher education program and advised to investigate other careers. If necessary, candidates will be required to meet with the Division Dean, Program Director and ultimately with the Dispositions Committee. Candidates may not invite additional persons to this meeting. The decision of the Dispositions Committee is final. Candidates, who consistently demonstrate a lack of dispositions needed for teaching, will be required to withdraw from the teacher education program.
Core Values and Dispositions
The Molloy College Teacher Education faculty has derived its vision for the exemplary teacher from the College's mission statement, the four pillars of the Dominican tradition (spirtuality and reflection, research and teaching, service, and community), comments and input from the Professional Education Unit's Advisory Boards.
The teaching professionals who complete Molloy's teacher preparation programs are distinguished by their ability to exemplify and promote core values in their own teaching. The Molloy Teacher Candidate:
- Believes that all children can learn
- Embraces and celebrates differences in learning styles, and values diversity and personal identity
- Embraces responsibilities and duties associated with democracy
- Evaluates and reflects on professional practice to make informed decisions regarding the use of technology in support of student learning and considers the social, ethical, legal and human issues surrounding the use of technology in the PK-12 schools and applies those principles in practice
- Approaches intellectual pursuits with integrity and open-mindness, and values education theory and research to reflect productively on one's own practice
- Celebrates pluralism and independence, and reflects upon and evaluates the effects of social justice and injustice
- Values and nurtures students' intellectual and social growth, and the pursuit of wisdom
- Assumes appropriate risk in advocating for students and others, and reflects on professional practice to make informed decisions regarding the support of student learning
- Demonstrates enthusiasm and passion for teaching and learning, and commitment to students and their learning
- Values assessment, which includes analysis and reflection as a means to improve effective practice
- Celebrates respect for self, family, educative institutions and community; values and encourages independence and community including a spirit of cooperation; and embraces and sustains a safe and nurturing learning environment
- Appreciates personal and professional empowerment and sense of self efficacy, and values skepticism, inquiry and higher order thinking
For the Molloy community, teaching, when performed with integrity and compassion, is both spiritual and transformative.