SAILS
Principle 2: Attitudes and Dispositions

Developing the ability to see beyond one’s own perspective, to put oneself in the shoes of the learner and to understand the meaning of that experience in terms of learning, is perhaps the most important role of universities in the preparation of teachers.
- Linda Darling-Hammond, 2000

Theme: Developing a collaborative and inclusive attitude
What candidates do is consistently influenced by what they believe. The Unit values attitudes and dispositions that fundamentally encompass collaboration with others in school, community and home. Attitude and dispositions include: (1) enthusiasm about teaching; (2) motivation to teach others; (3) acceptance of responsibility; (4) compassion toward others; (5) trustworthiness; (6) sensitivity; (7) good citizenship; and (8) a belief that all children can learn. These are all examples of attitudes and disposition of excellent educational professionals. Candidates approach educational environments with a realistic understanding of the difficulties they will face in our educational system and are prepared to overcome these difficulties. Candidates must possess the attitudes and dispositions of good teaching if they are to work toward continuous improvement within their schools.
We seek to prepare educators who value the intrinsic nature of the profession. Teaching (used as a broad term to encompass all roles within an education community) must be viewed as a calling, not as an extrinsic means to an end. We seek to imbue this sense of commitment in our students, that being an educator is truly a noble undertaking. To do this, we prepare educators who : (1) cast professional decisions within an ethical framework that values individuals and not just philosophies; (2)value knowledge and not just myth; (3) value integrity and not just words; (4) value diversity and not just rhetoric: (5) value leadership and not just policy; and (6) value honesty and not just tradition.

Learning Outcomes
The candidate:

• Values diversity.
• Reflects on job performance.
• Engages in self-assessment.

Knowledge Base
An excellent teacher nurtures collaboration and creates supportive interactions within the classroom, school, and community (Senge, 1990; Dewey, 1916). The value of relationships between and among students, teachers, parents and the community is held in the highest regard. Echoing the words of E. M. Forester in the novel Howard’s End, excellent teachers see connections that help make sense of the world and are able to teach within it in creative ways. Teachers must develop this awareness of interconnectedness within the world, as well as an awareness of their own moral, cultural and cognitive perspectives, in order to see how their perspectives influence how they teach. They must be able to talk with anyone, practice respect and humility, and model tolerance and self-criticism (Cronon, 1999). These are essential components in developing a collaborative mindset and in providing caring, supportive interactions with others (Slavin, 1996; Sapon-Shevin, 1988; Conoley, 1988; Joyce & Weil, 1992; Johnson & Johnson, 1987; Ladsen-Billings, 1999; Bauwens, Hourcade, & Friend, 1997; Darling-Hammond & Sykes, 1999). These components provide the foundation for lifelong learning .

Attitudes and dispositions transcend the classroom and enter into the very core of what it means to be a member of a global community. An excellent teacher considers perspectives as articulated in A Curriculum for Global Citizenship (Oxfam UK, 1997):

• Is aware of the wider world and has a sense of their own role as a world citizen;
• Respects and values diversity;
• Has an understanding of how the world works economically, politically, socially, culturally, technologically and environmentally;
• Is outraged by social injustice;
• Participates in and contributes to the community at a range of levels from local to the global;
• Is willing to act to make the world a more equitable and sustainable place;
• Takes responsibility for their actions.
  This notion of a global citizen strikes at the very core of the collaborative spirit, the sense of place in the community, and the roles and responsibilities of students, teachers, parents, community members, and themselves.