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Part I: Professional Competencies

Legal, Ethical, and Professional Responsibilities

Throughout this course, we have discussed the Legal, Ethical, and Professional

Responsibilities of teachers. Some of the legal factors discussed include the responsibility to

report child neglect and abuse, understanding legally recognized student rights (i.e.

constitutional, IDEA, ADA, etc.), and adhering to copyright laws. The main ethical

responsibilities of teachers discussed include teaching and practice of digital citizenship and

culturally responsive teaching. Lastly, the professional responsibilities of teachers were referred

to as the four competencies of interpersonal awareness, suspending judgment, asset-based

thinking, and locus of control.

As a teacher, it is imperative that all of the above responsibilities are recognized and

employed within the classroom. Not only do we want to protect our students and ourselves

legally, but we want to be a role model to our students, demonstrating ethical and professional

practices. Being in the classroom each and every day, the practices that will most affect the

general population of students includes the ethical and professional responsibilities of the

teacher. Thus, as a teacher it is important to have a recognition and plan of action for

implementation.

Effective use of the professional competencies can take some practice and thought.

Generally, we can be emotional in a situation when practicing these responsibilities is most vital.

Without suspense of judgement, we can end up placing unfair judgements and/or consequences

on our students. To better practice suspense of judgment before reacting to student behavior I

think utilizing the Love and Logic model of Delayed or Anticipatory Consequence can be

helpful in establishing this practice when addressing student behavior. Instead of dealing

consequences right away, the teacher calmly addresses there is need for a discussion and/or

possible consequences to take place later. I would implement this practice to enhance my ability

to suspend judgement during times where it is, generally, most difficult. By practicing suspense
of judgement during the more emotion driving situations, it will be easier to employ during less

emotionally intense times as well.

Suspending judgment is the most difficult part of the four professional competencies

because it is often called for during times where judgement is hardest to suspend. Being able to

suspend judgment better allows for the other professional competencies to take place. For

example, a student who comes to class and falls asleep may lead to teacher frustration. But if the

teacher calmly wakes the student and focuses on addressing the behavior after having time to

think on it, the teacher can better consider why the student may be sleeping, and can think about

possible solutions that are within their locus of control which address and utilize the strengths of

the student.

The Four Professional Competencies

The four professional competencies of a teacher include: Suspending Judgement,

Interpersonal Awareness, Asset-Based Thinking, and Locus of Control. The ability to suspend

judgement is essential in teaching. We dont always know the whole situation and jumping to

conclusions can result in disservice to our students. When suspending judgement, we must

recognize that we may be rushing to unfair judgement, remember to pause and think about the

situation, and seek to ensure we have the information necessary to make a fair decision. In

addition to suspending judgment, teachers need heightened interpersonal awareness. This

involves understanding our biases and archetypes in order to identify the best approach in a

given situation. By considering how our words and actions affect others and seeking to

understand the perspectives of others, we can create more positive outcomes. Our students,

parents, and teaching community all bring a variety of assets to the table. Thus, when

approaching a situation, its important not to focus on the negative but rather to seek the value. In

Asset-Based Thinking we seek the value rather than reflect on the negative. The last professional

competency that teachers must utilize and understand is our locus of control. As educators, we
come across a variety of situations in which case our actions or inactions can impact our

students. Recognition of our locus of control, refers to the focus of things that are within our

control. Rather than thinking that there is nothing that can be done for a student who wont

complete their homework, we instead think of ways that we can help. On the other hand, we also

recognize our boundaries, we cant take on everything that affects our students outside of the

classroom.

By understanding and implementing the four professional competencies, we promote and

environment of communication, understanding, partnership, and success. All four competencies

tie together. When being utilized as a whole, they work together to benefit everyone. Students

benefit in not feeling misjudged, misunderstood, overlooked, and unvalued. Instead students are

viewed as individuals and the teacher seeks further information, putting things into the students

perspective to gain a better understanding of the situation. In utilizing this practice, students are

not allowed to slip through the cracks as a student who cant be helped, instead the teacher finds

the values of the student and focuses on things that can be done to help. When the student

benefits, the parents benefit. When applied towards communication practices with students and

parents, understanding and communication becomes more productive and less-stressful on all

accounts. This leads to parent-teacher partnerships which further strengthen as the parent is

viewed as an asset to the student and/or the classroom.

Along with benefits to the students and parents, the administration benefits from

improved communication between parents and teachers, student performance, and all around

attitudes. With all of the benefits that come about from practicing the four professional

competencies it is understandable as to why they should become standard practice in the

classroom. As educators, we need to examine our blind spots, biases, and archetypes to better

assist our students. We need to be able to suspend our judgement on situations and individuals,

so that we dont come to unfair conclusions and unproductive solutions. We need to recognize

when we are performing below and above our locus of control. And we need to remember to
always seek the value in the individual and/or the situation to be better teachers and mentors to

our students.

Culturally Responsive Disposition and Growth

In learning about culturally responsive teaching, there will always be new insights and

perspectives to consider. We are a continuously changing world, full of individuals of various

values, practices, interests, and beliefs. Through learning new insights and perspectives of what

culturally responsive teaching is, I too have grown new insights and beliefs into what is

considered culturally responsive. One of the areas, in which, I gained new insight and

perspective, is in the capacity and responsibility to be culturally responsive. Defined as,

Teachers as agents of change. Teaching is a political and ethical activity towards promoting

equity and justice. Actions are never neutral, (Culturally Responsive Teaching: An

Introduction).

I never considered this disposition before, in fact, I thought being neutral was what was

expected of educators. Being an agent of change, was something I believed referred to helping

students to make better decisions and driving academic improvement. I never considered I would

be viewed as an agent of changing perceptions on acceptance and empathy. Acceptance and

empathy are attitudes Ive always felt everyone should exercise, but pushing this on my students

seemed like overstepping the boundaries of being a teacher. Parents can view acceptance and

empathy towards others from different perspectives, with this in mind, my idea of bringing this

practice into the classroom would be in referencing our classroom as a community. In this

practice, students are brought into a setting in which they feel equally part of. Within this

classroom community, we respect one another as individuals and contributors to the community

as a whole. I felt this to be a subtle and non-overstepping way of engaging students in practicing

acceptance, in addition to these practices being practical for use within a collaborative science

environment.
Another important aspect of culturally responsive teaching is recognition of varying

perspectives and understandings. Different students of different backgrounds are going to learn

in different ways. We all perceive information in different ways and our culture can greatly

affect how we interpret the same given information. As teachers, we need to recognize that our

students come from different roots and will react to, learn, and convey information in different

ways. We also need to find ways to make our content accessible and relevant to our students, to

promote engagement, interest, and buy-in. By creating a culture within the classroom of

acceptance and understanding, we lead by example and promote a more comfortable

environment for learning. If we can engage our students and work to understand who they are,

what they are interested in, and what helps them learn; we can better help our students to be

successful.

Culturally Responsive Practice in the Classroom

I envision a classroom community that demonstrates understanding, acceptance, and

teamwork. My goal is to embody the Culturally Responsive Teaching (CRT) principles through

setting the expectations of an environment that works as a community and through leading by

example. As stated by Villegas, Teachers attitudes toward students significantly shape the

expectations they hold for student learning, their treatment of students, and what the students

ultimately learn. Therefore, by bringing and embracing an attitude of understanding,

acceptance, and teamwork, I can better inspire these practices within my students. A specific

practice that will build affirmative attitude toward difference includes, group collaborations, in

which, students will practice a variety of roles that require teamwork and cooperation. Through

consistent group work with students of varying backgrounds and personalities, the students will

have the opportunities to work with and get to know others. The idea of creating a classroom

community is another way to practice affirmative attitude towards difference. By exampling a


community that works together and accepts one another, we can begin to bridge the gaps

between narrowed worlds.

In teaching science, it becomes very relevant within the curriculum to develop critical

consciousness. We explore, explain, elaborate, and evaluate on information. We learn to view the

evidence and seek out bias and opinion. Through this practice students will be involved in

developing a critical consciousness. Skills that can be applied in a variety of ways outside of the

classroom and allow students to critically examine information to ask important questions. By

learning to use evidence to support the information, our critical thinkers are able to better make

decisions for themselves based on fact and evidence, rather than opinion and bias.

Another CRT principle I would focus on is academic achievement. I will be able to

address this principle by teaching in a manner that provides various versions of comprehensible

input; keeping in mind and being accepting of the fact that students learn and perceive

information differently. Comprehensible input provided will include interbedded written, verbal,

visual, and tactile information. Another way to support students from varying perspective would

be to provide examples and non-examples of expectations. Through understanding and adapting

to the students individual needs, I can better support my students in their learning and be

respectful of their differences. Being culturally responsive to academic achievement requires

knowledge of your students, suspense of judgment, consistent and respectful feedback, and

comprehensible input. To truly be affective in this area requires the teacher to recognize and

adapt to the student.


References
Culturally Responsive Teaching: An Introduction. iTeachAZ. Handout.
Lucas, T. and Villegas, A. (2002). Preparing Culturally Responsive Teachers: Rethinking the
Curriculum. Journal of Teacher Education, Vol 53. Retrieved from
http://journals.sagepub.com.ezproxy1.lib.asu.edu/doi/pdf/10.1177/0022487102053001003
The Delayed or Anticipatory Consequence. (1998). Love and Logic. Retrieved from:
https://www.loveandlogic.com/documents/delayed-consequence.pdf
Underwood, J. and Webb, D. (2006). School Law for Teachers, Concepts and Applications.
Upper Saddle, New Jersey: Pearson Education, Inc.

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