PROFESSIONAL DISPOSITIONS 1

Professional Dispositions: Self Analysis

When working towards a career in educational administration, it is important to

acknowledge the moral principles and qualities that are necessary to perform well in an academic

leadership role. The authors of the book “Qualities of Effective Principals” state that “today’s

principals concentrate on influencing schools to operate as learning communities” (Stronge,

Richard, Catano, 2008, pg.4). The professional dispositions Grand Canyon University provides

for individuals working in the field of educational leadership, focus on the behaviors that allow

aspiring principals to create functioning learning communities. The dispositions laid out support

the idea that all students are capable of success when held to high expectations and given the

tools to do so. The dispositions stress the idea that respecting the diversity in a school

community and creating an environment where students feel safe and enabled to learn, is the

responsibility of the Principal. Highly effective administrators conduct themselves professionally

in all situations through reflection, curiosity, honesty, compassion, and advocacy (Grand Canyon

University, 2019). The “Professional Dispositions Guide” of Grand Canyon University describes

the essential qualities and behaviors that educational administrators should exhibit with the

purpose of establishing a learning community that is safe and fair.

Being a teacher provides me with the opportunity to grow and develop in the professional

dispositions necessary to do well as an educational administrator, but there are some areas I

believe I need to progress more in. I respect the diversity found in the individuals that belong to

my school community, but I do not fully embrace their individual differences. In the book

“Cultural Diversity in Schools: Rhetoric to Practice”, the authors begin by describing the three

essential elements of integration, communication, and cooperation and the role that that three

play in our nation’s goal of delivering a quality education to culturally diverse students
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(DeVillar, Faltis, Cummins, 1994, pg. 4). To embrace diversity, I should spend more time

learning the different backgrounds of my students (communication), incorporating their ways of

life into my teaching (cooperation). Another area that I need to spend more time developing in is

the amount of time I devote to reflection. In his essay “Pensive Professionalism”, Bryan

Cunningham states, “professional identity constantly evolves in the face of challenges which we

are presented” (Cunningham, 2018). To flow with the constant change we experience,

developing as a leader requires seeking advice and learning from others already experienced in

the profession, taking the time to reflect on our own progress. Lastly, I need to grow more as an

advocate for my students and their learning experience. In his book “Advocacy Leadership”,

Gary Anderson writes from experience that “authentic teaching was about relationality and

connecting in authentic ways with students” (Anderson, 2009, pg. 21). I need to look beyond my

role as a professional, taking the time to work with others to create a learning community where

my students feel safe and supported. I can only do that well when I put my role as an advocate

first, embracing the diversity in my community and reflecting on my time as an educational

leader.
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References

Anderson, G. L. (2009). Advocacy leadership : btoward a post-reform agenda in education.

Routledge. Retrieved from https://search-ebscohost com.lopes.idm.oclc.org/login.aspx?

direct=true&db=cat01182a&AN=gcu.143639&site=eds-live&scope=site

Cunningham, B. (2018). Pensive Professionalism: The Role of “Required Reflection” on a

Professional Doctorate. London Review of Education, 16(1), 63–74. Retrieved from

https://search-ebscohost com.lopes.idm.oclc.org/login.aspx?

direct=true&db=eric&AN=EJ1174803&site=eds-live&scope=site

DeVillar, R. A., Faltis, C., & Cummins, J. (1994). Cultural diversity in schools : from rhetoric to

practice. State University of New York Press. Retrieved from https://search-ebscohost-

com.lopes.idm.oclc.org/login.aspx?

direct=true&db=cat01182a&AN=gcu.65092&site=eds-live&scope=site

Grand Canyon University. (2019). Professional Dispositions Guide.

Stronge, J. H., Richard, H. B., & Catano, N. (2008). Qualities of effective principals.

Association for Supervision and Curriculum Development. Retrieved from https://search-

ebscohost.com.lopes.idm.oclc.org/login.aspx?

direct=true&db=cat01182a&AN=gcu.101862&site=eds-live&scope=site