1. Two dispositional areas I feel very comfortable with

Initiative and Dependability:

I feel very confident in my initiative and dependability, especially in my high school practicum. I naturally look around the classroom and step in where help is needed without waiting to be asked. Whether I am preparing materials, helping students problem solve with their clay, or supporting the flow of class, I try to be reliable and present. My mentor teacher trusts me with responsibilities because I follow through, stay prepared, and take my role seriously. I also think my confidence in ceramics helps me support students effectively, which contributes to the classroom running smoothly and students feeling comfortable asking for help.

Desire to Improve Own Performance:

I am also very strong in my desire to keep improving. Throughout my practicum, I regularly ask my mentor teacher about how she creates rubrics, how she runs her classroom, and how she designs her grading system. Understanding these decisions helps me start shaping my own approach for when I have my own classroom. After teaching or helping with lessons, I reflect on what worked and what I want to adjust next time. I try to take feedback in a positive and constructive way because I know it helps me grow. I want to be the best teacher I can be for my future students, and this disposition motivates me to seek advice, try new ideas, and use what I learn to strengthen my practice.

2. One dispositional area I want to focus on during student teaching

Cultural Responsiveness:

Cultural responsiveness is something I care deeply about, especially in the art room where students’ identities and experiences can become part of their work. While I naturally build strong connections with students, I have not had many opportunities in my practicum to fully apply culturally responsive teaching within my own lessons, since I have mostly been supporting my mentor teacher’s curriculum. Because of that, I want to focus on the actual application of culturally responsive ideas during student teaching.

I want to design lessons that include diverse artists, use examples that reflect many identities, and create systems that support every learner. I also want to be more intentional about learning who my students are and how their backgrounds and experiences shape the way they express themselves in art. This is something I care about, and student teaching will give me the chance to put these values into action.

3. Additional thoughts about Professional Dispositions

Reflecting on these dispositions helps me see my strengths as well as the areas I want to continue developing. I know I am dependable, organized, and committed to learning from my mentor teacher, and I also know how important it is to keep growing in ways that support all students. I want to be a teacher who listens, reflects, adapts, and creates a classroom environment where students feel comfortable expressing themselves and taking creative risks. These dispositions guide the way I show up in the classroom and shape the teacher I am becoming. I feel confident in the foundation I have built during practicum and excited to continue growing during student teaching.