Being an effective teacher or school leader involves much more than simply possessing a solid command of subject matter or earning a certain GPA. It also takes more than an ability to write detailed lesson plans, or to maintain discipline in a classroom. Being an effective educator requires skills that are just as important to teaching and learning success–they are the attributes students mention when they are asked to think back to their favorite teacher–the one who made the greatest impact on their lives:
- She always made me feel as though I mattered.
- He had a great sense of humor!
- She could admit when she had made a mistake.
- He was tough, but always fair.
- She was kind of like a mom to me when my life was in such chaos.
- She always encouraged me to keep going and told me she knew I could make it. And I did.
These attributes–sometimes known as soft skills–are more properly labeled as professional dispositions. Accrediting bodies such as the National Council for the Accreditation of Teacher Education (NCATE) started emphasizing their importance many years ago. Even though they never defined them, NCATE spoke about dispositions in terms of values, commitments, and ethics; these in turn impact the behaviors and decisions of teachers in the classroom and in their interactions with others. More recently, the Council for the Accreditation of Educator Preparation (CAEP) as well as industry leaders such as the Interstate Teacher Assessment and Support Consortium (InTASC) emphasize the role that professional dispositions play in effective teaching and school leadership, and they hold schools of education accountable for identifying, selecting, and graduating individuals who indicate a propensity for success as an educator, including the demonstration of specific professional dispositions.
Needless to say, dispositions can have a huge impact on student learning, development, motivation, and overall happiness in school. Dispositions stem from our beliefs, our attitudes, and our personal “compass” that steers us through life. Do we really care about others? Are we compassionate and empathetic? Are we respectful of other ideas or traditions, even if they differ from our own? Do we take responsibility for our own actions? Do we take the high road even when no one else is looking?
What dispositions make the very best teachers? And are these dispositions the same for principals and other school leaders? How can dispositions be assessed? Can these skills be taught, or are they innate? And if they can be taught, how can it be done effectively? On a wider scale, are the dispositions for teachers and school leaders the same for those outside of education–such as in the health professions, or in IT, or in business?
These, along with others, are questions I am considering as I get ready to launch a major research project. If you are interested in this topic and would like to partner with me, please reach out; I’d love to speak with you.