I have always been a conscientious teacher: I desire to be inspirational and educational in my lessons and interactions with the students I teach. However, there were several areas that limited my efficacy and influence that were revealed to me throughout this program, either because I had never thought them important or related to my teaching, or I had not received the training to apply them in my teaching practice. I was so focused on lesson objectives and what I desired to accomplish within the classroom that I overlooked several beneficial investments of my time and energy. These will be categorized as “teacher dispositions,” a term defined by the National Council for Accreditation of Teacher Education as, “professional attitudes, values, and beliefs demonstrated through both verbal and non-verbal behaviors as educators interact with students, families, colleagues, and communities (IGI Global, 2022).” These teacher dispositions include values and practices that I did not formerly considered less important than classroom objectives, but have found that investing in them enhances the classroom experience and my experience as an educator. These dispositions were sharpened as their value came into focus. Some of them did not even exist prior to this program, but the more I experienced them and saw their worth, the more concrete they became. They were enlarged as I learned many ways to practice them, expanding my idea of how they could be accomplished. I learned creative methods and new resources in all four of these areas, which broadened my teacher disposition image. These teacher dispositions included: a flexible mindset, community involvement, and continued education.
Evie Haskell Processfolio 