DQ1:
A teacher with ELL/bilingual students in her classroom comes to you complaining that too much time is dedicated to assessing students and it takes a significant amount of time away from instruction. Provide a response to the teacher that helps make the connection between assessment and instruction and explains the benefits of regular assessment of ELL/bilingual learners.
DQ2:
As an educator, you may encounter a time when you feel an ELL needs additional accommodations on a standardized assessment, but they are not allowed according to state guidelines. Review COE??s Professional Dispositions of Learners and share which statements have the biggest influence on you in deciding whether to help the student or follow the mandates.
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PROFESSIONAL DISPOSITIONS OF LEARNERS
Dispositions are the values, commitments and professional ethics that influence behaviors toward students, families, colleagues and communities and that affect
student learning and achievement, motivation and development, as well as the educator??s own professional growth. If sincerely held, dispositions should lead to
actions and patterns of professional conduct.
For GCU College of Education students, these dispositions flow from the university??s mission statement. A values-based education emphasizing community,
character and citizenship in the context of a Christian worldview seeks to teach, reinforce, support and cause teacher candidates to contemplate certain
foundational values which Christianity contends lead to a good life. These normative Christian values are integral to the development, maturity and education
of ethical and morally respectable citizens who continue on the path of lifelong learning and service. For College of Education students, this is manifested in the
professional dispositions each carries into the educational community.
High Expectations
Educators should believe that all students could learn and should set and support realistic expectations for student success.
These expectations should be communicated in positive ways. Educators within the College of Education believe that all students have the capacity to be successful
in their academic endeavors. To that end, they support rigorous, but realistic expectations for student success. Goals for teacher candidates?? achievement are
based on the tenets of critical thinking and a global perspective of the educational community as a whole. Further, goals are stipulated to include the skillsets
and best practices regarding educational theory, methodology and assessment in order to assure teacher candidates complete their programs with a highly
developed and effective pedagogy. Goals and expectations are communicated in a positive and proactive manner with the recognition that teacher candidates
are capable of constructively reaching their goals. Collaboration and teamwork are emphasized in this process, in that the entire educational process is a
collaborative effort directed at a successful and prudent result.
High Expectations is demonstrated by the following behaviors:
?¢ Identifying both strengths and weaknesses in students through assessments
?¢ Using the knowledge to individualize instruction for each student
?¢ Monitoring and assessing in real-time and changing practice almost as quickly
?¢ Knowing students and their interests and abilities
?¢ Communicating expectations positively through a variety of methods
?¢ Including students in the planning of the classroom goals
Respect for the Diversity of Others
Educators should be sensitive to individual learning
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