The list below represents beliefs or ways of thinking that effective teachers possess. When approaching the teaching and learning process through the lens of these beliefs and mindsets, (also known as “dispositions”) teachers promote equity through their teaching practice.
Anti-Racism
The teacher understands that systems of power and privilege rooted in racism perpetuate inequities in schools. They affirm the histories and experiences of people of color through their practice and take deliberate action to disrupt racist systems, policies, and practices in the pursuit of empowering our students to create a more equitable world.
Collaboration
The teacher acknowledges that it takes a network of educators, acting in alignment with one another, to strategically support the growth and development of all students. They embrace the responsibility of partnering with students and families in working towards collective goals for their students.
Continuous Improvement
The teacher understands that their response to feedback drives their ongoing professional growth and development. They routinely reflect upon their teaching practices so that they can identify and acknowledge their own strengths and respond to areas in need of growth through change in their practices.
High Standards in Service of Empowerment
The teacher believes that all students can reach ambitious, intentionally defined academic and social-emotional goals. They build all students' academic and social-emotional competence, confidence and independence by leveraging their strengths and assets in the learning process.
Inclusivity
The teacher sees it as their role is to ensure that ALL students have equal opportunity to instruction and resources that will result in student success.
Intentionality
The teacher understands that effective practitioners leverage evidence-based practices in ways that are responsive to the context in which teaching and learning takes place. They consider student cultures, social histories, ways of learning, prior educational experiences, and present levels of performance as they design and implement culturally responsive and inclusive learning experiences.
Personal Responsibility
The teacher believes that as educators, the conditions and experiences that are created for students in their classrooms are within their locus of control. They teach to the strengths of all of their students and advocate for them within their sphere of influence.
References:
Hill, Heather C., Brian Rowan, & Loewenberg Ball, D. (2005). Effects of teachers’ mathematical
knowledge for teaching on student achievement. American Educational Research Journal
42(2):371–406.
Jackson, C. K., Porter, S., Easton, J., Blanchard, A., & Kiguel, S. (2020). School effects on socio-emotional
development, school-based arrests, and educational attainment (No. w26759; p. w26759).
National Bureau of Economic Research. https://doi.org/10.3386/w26759
Loewenberg Ball, D. Thames, M. and Phelps, G. (2008). Content knowledge for
teaching: What makes it special?” Journal of Teacher Education 59(5):389–407.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher,
15(2), 4-14.
