Our academic writing service offers professional academic help to students in high schools, colleges, universities and other learning institutions.
Professional Disposition and Ethics
Professional Disposition and Ethics – Introduction
 kthometz posted on  ‎09-27-2022 11:26 AM  ‎10-25-2022 06:18 PM
WGU’s mission is to “change lives for the better by creating pathways to opportunity.â€Â Teachers College Way is to “change lives for the better by catalyzing Next-Gen teaching, learning, and leading across the education spectrum.
Next-Gen Candidates  Â
A Next-Gen candidate is transformative in teaching, learning, and leading across the education spectrum. Teachers College strives to foster organizational systems and culture that allow candidates, faculty, and staff to do their life’s best work. Next-generation education begins with the core belief that the art and science of teaching, learning, and leading in education must continually evolve, becoming better and better with each subsequent generation. Catalyzing Next-Gen teaching, learning, and leading requires experience in a transformative educational environment.
Healthy Learning
Teachers College endeavors to offer a healthy learning environment that supports the professional growth and development of each Next-Gen candidate and expands the professional opportunities for each Next-Gen graduate. The development of Professional Dispositions and Ethics for Next-Gen candidates strengthens the educational experience and conveys the Teachers College’s commitment to impactful teaching, learning, and leading to the greater professional community.
A vital aspect of transforming Professional Dispositions and Ethics is the integration of restorative practices. Next-Gen candidates are empowered to use effective, evidence-based best practices to create healthy learning environments where all learners rise and thrive. Teachers College provides candidates with a safe educational environment – a place where candidates can develop and strengthen their academic, physical, psychological, ethical, and social understandings (learn more about  Healthy Learning ). Our Professional Dispositions and Ethics at WGU is supported by the five primary critical healthy-learning focus areas that are key drivers of learner academic, professional, and personal success. These five pillars, while being powerful concepts individually, gain collective strength and create a thriving, healthy learning environment, where all individuals are equipped to fully embody and practice Teachers College Professional Disposition and Ethics.
The five pillars of Healthy Learning are:
1. Diversity, Equity, and Inclusion (DE&I)
2. Social-Emotional Learning (SEL)
3. Character Education
4. Mental Health
5. Basic Needs
Figure 1
 Figure 1:This graphic represents the research, reflection, policy & practice impact the five pillars of Healthy Learning. This figure shows that the five pillars of Healthy Learning are interconnected.
Diversity, equity, and inclusion (DE&I) impact all spaces within education. It is vital to address ongoing challenges of the inequalities of access and attainment among diverse populations. To influence and champion creating safe space for all learners, DE&I is an integral part of creating a healthy learning environment. Next-Gen candidates embark on a professional learning journey to create and sustain effective change, aligned with Teachers College Professional Disposition and Ethics. By being committed to advancing DE&I, Next-Gen candidates engage in best practices that help learners grow and develop while equipping them with effective strategies to champion DE&I work and transform systems that limit access and attainment for all candidates.
Creating a healthy learning environment integrates diversity, equity, and inclusion; social-emotional learning; character education; mental health; and basic needs to develop learners’ creative problem-solving skills, emotional intelligence knowledge, and effective tools for supporting and building thriving learning communities. Next-Gen candidates are treated as active partners in creating, maintaining, and advancing healthy learning communities centered on creating safe spaces for all. Healthy learning environments allow candidates to co-design and take ownership of their learning experiences and growth. Next-Gen candidates focus on collaborative approaches that value the lived experiences and unique identities of others.
 kthometz posted on  ‎09-27-2022 11:29 AM  ‎10-25-2022 06:26 PM
In 2021, the Teachers College began transformative work to redefine our Professional Ethics and Dispositions. Dispositional philosophies and research focus on the importance of dispositions as an underpinning for the education profession (Conderman & Walker, 2015); highlight the nature of dispositions as malleable and cultivated over time (Kindall et al., 2017; Cummins & Asemoapa, 2013), and emphasize the correlation between effective teaching and the dispositions of teachers (Notar et al., 2009; Tamim et al., 2017). Sockett’s (2006) model, built on the premise that dispositions are taught, nurtured, and championed, shaped the Teachers College’s dispositional development and provided a balanced framework guided by three ethical tenets of character, intellect, and care. The integration of the model empowers opportunity for coaching support geared toward dispositional development across a  Next-Gen candidate’s  program experience.
Teachers College identified five Professional Dispositions and three Professional Responsibilities that are aligned to both the Interstate Assessment and Support Consortium (InTASC) standards and the Model Code of Ethics for Educators (MCEE). The  InTASC standards guide the principles and foundations of teaching practice that cut across all subject areas and grade levels and that all educators share†(Council of Chief State School Officers, 2013, p.3). The  MCEE  serves as a guide for future and current educators faced with the complexities of P-12 education. The code establishes principles for ethical best practice, mindfulness, self-reflection, decision-making, setting the groundwork for self-regulation and self-accountability†(National Association of State Directors of Teacher Education and Certification, 2018, para. 1).
Teachers College includes the following definitions that comprise Professional Dispositions and Ethics:
1. Professional Dispositions consist of attitudes, beliefs, virtues, values, and ethics addressing qualities of character, intellect, and care (Sockett, 2006) as part of the fabric of the education profession. Dispositions comprise the habits built on professional action and moral commitments underlying an educator’s performance (InTASC Model Core Teaching Standards, 2013).
2. Professional Responsibilities and Ethics are essential requirements of the profession and integral for the success of Next-Gen candidates. Our candidates engage in professional learning, act with integrity, assume responsibility for student learning, respond to the needs of the diverse education population and the greater community, and collaborate effectively with others.
Teachers College identified five Professional Dispositions and three Professional Responsibilities and Ethics:
· Professional Dispositions are:
1. All Individuals Can Learn
2. Belonging
3. Empathy
4. Growth Mindset
5. Intellectual Courage
· Professional Responsibilities are:
1. Integrity
2. Professionalism
3. Communication
Professional Dispositions and Ethics – Demonstrated Behaviors
 kthometz posted on  ‎09-27-2022 11:32 AM  ‎10-25-2022 06:26 PM
Alignment to standards: InTASC 7, 8 and MCEE 2, 3Â
Highly effective  Next-Gen candidates  value learning and believe all individuals can learn. Next-Gen candidates recognize learning is transformative as they learn by making meaning of information and creating innovative ideas and knowledge (Kolb, 1994). Next-Gen candidates will act on the knowledge that learning is a process, which includes “effort, mistakes, reflection and refinement of strategies†(Digital Promise, n.d). By adapting their instruction, learning, and leading styles, Next-Gen candidates gain expertise to align with the knowledge that intelligences and capabilities are malleable (Science of Learning & Development Alliance, n.d.), Next-Gen candidates intentionally support the growth of the intellect and talent of all individuals (Dweck, 2006).
Demonstrated BehaviorsÂ
· Growth Mindset: Recognizing individuals can explore, question, and debate as part of the learning process.
· Differentiation of Teaching Styles: Meeting individuals where they are in their personal learning journey and adapting instruction.
· Reflective Practitioner: Seeking and making use of guidance and feedback from their professional community.
· Structure Learning Opportunities: Scaffolding prior skill development and experiences with new knowledge and experiences.
· Generalize Learnings: Applying knowledge and skills in diverse settings, professional environments, and other learning contexts.
Disposition – Belonging
Alignment to Standards: InTASC 2, 3, 9 and MCEE 2Â
Belonging intentionally creates and sustains an environment in which all individuals feel seen, heard, and valued (Goodenow, 1993). Next-Gen candidates demonstrate their ability to create and exhibit belonging. Embracing the conviction that all individuals can learn, belonging shows genuine care and concern for all learners. Demonstrating belonging requires Next-Gen candidates to model an inclusive mindset by amplifying the voices of others, intentionally creating equitable teaching practices, and cultivating a classroom culture where all are welcomed. Next-Gen candidates consider the broader social contexts that impact learning and educational climate by developing culturally responsive perspectives (Gay, 2000). Next-Gen candidates critique and transform pedagogical assumptions, beliefs, and practices impacting teaching and learning (Neito, 1999). Next-Gen candidates regularly display belonging in their interactions within the school and within their communities.
Demonstrated BehaviorsÂ
· Community Care: Creating cultural bridges between academic learning and the lived experience of others by establishing positive classroom norms and healthy professional communities.
· Lifelong Learning: Engaging in ongoing processes of self-knowing, self-reflection, and self-assessment.
· Self-Awareness: Reflecting critically on how their knowledge, beliefs, ideas, attitudes, and actions impact others.
· Individual Innovator: Creating opportunities for individual expression in a safe environment while encouraging the identification of – and courage to confront – institutional, cultural, social, physical, and professional barriers (Gay, 2000).
· Growth-Oriented Assessment: Believing all individuals can learn by leading critical discussions around closing achievement gaps and supporting individual learner needs (Crowther, 2002).
· Respect: Demonstrating respect and appreciation for the voices, perspectives, differences, and lived experiences of others (including but not limited to disabilities and/or differences (including but not limited to physical, mental, or emotional disabilities and ethnic, racial, cultural, political, religious, gender, or socioeconomic differences).
· Inclusiveness: Creating a healthy, safe, supportive, and respectful environment for all learners and colleagues.
Disposition – Empathy
Alignment to Standards: InTASC 3 and MCEE 3, 4
Empathy requires awareness, understanding, and experience related to the feelings, thoughts, and needs of others (Hashim, 2019). Next-Gen candidates demonstrate empathy by creating and exhibiting a safe and supportive educational environment. Next-Gen teaching and leading involves more than conveying cognitive learning – it encompasses compassion, responsiveness to others, and valuing their lived experience. Educators who intentionally work on understanding learners will be more successful (Monahan, 2017). Learners who perceive educators as understanding and caring work harder and have greater academic success (Coffman, 2018).
Are you busy and do not have time to handle your assignment? Are you scared that your paper will not make the grade? Do you have responsibilities that may hinder you from turning in your assignment on time? Are you tired and can barely handle your assignment? Are your grades inconsistent?
Whichever your reason is, it is valid! You can get professional academic help from our service at affordable rates. We have a team of professional academic writers who can handle all your assignments.
Students barely have time to read. We got you! Have your literature essay or book review written without having the hassle of reading the book. You can get your literature paper custom-written for you by our literature specialists.
Finance
Do you struggle with finance? No need to torture yourself if finance is not your cup of tea. You can order your finance paper from our academic writing service and get 100% original work from competent finance experts.
Computer science
Computer science is a tough subject. Fortunately, our computer science experts are up to the match. No need to stress and have sleepless nights. Our academic writers will tackle all your computer science assignments and deliver them on time. Let us handle all your python, java, ruby, JavaScript, php , C+ assignments!
Psychology
While psychology may be an interesting subject, you may lack sufficient time to handle your assignments. Don’t despair; by using our academic writing service, you can be assured of perfect grades. Moreover, your grades will be consistent.
Engineering
Engineering is quite a demanding subject. Students face a lot of pressure and barely have enough time to do what they love to do. Our academic writing service got you covered! Our engineering specialists follow the paper instructions and ensure timely delivery of the paper.
Nursing
In the nursing course, you may have difficulties with literature reviews, annotated bibliographies, critical essays, and other assignments. Our nursing assignment writers will offer you professional nursing paper help at low prices.
Sociology
Truth be told, sociology papers can be quite exhausting. Our academic writing service relieves you of fatigue, pressure, and stress. You can relax and have peace of mind as our academic writers handle your sociology assignment.
Business
We take pride in having some of the best business writers in the industry. Our business writers have a lot of experience in the field. They are reliable, and you can be assured of a high-grade paper. They are able to handle business papers of any subject, length, deadline, and difficulty!
Statistics
We boast of having some of the most experienced statistics experts in the industry. Our statistics experts have diverse skills, expertise, and knowledge to handle any kind of assignment. They have access to all kinds of software to get your assignment done.
Law
Writing a law essay may prove to be an insurmountable obstacle, especially when you need to know the peculiarities of the legislative framework. Take advantage of our top-notch law specialists and get superb grades and 100% satisfaction.
What discipline/subjects do you deal in?
We have highlighted some of the most popular subjects we handle above. Those are just a tip of the iceberg. We deal in all academic disciplines since our writers are as diverse. They have been drawn from across all disciplines, and orders are assigned to those writers believed to be the best in the field. In a nutshell, there is no task we cannot handle; all you need to do is place your order with us. As long as your instructions are clear, just trust we shall deliver irrespective of the discipline.
Our essay writers are graduates with bachelor's, masters, Ph.D., and doctorate degrees in various subjects. The minimum requirement to be an essay writer with our essay writing service is to have a college degree. All our academic writers have a minimum of two years of academic writing. We have a stringent recruitment process to ensure that we get only the most competent essay writers in the industry. We also ensure that the writers are handsomely compensated for their value. The majority of our writers are native English speakers. As such, the fluency of language and grammar is impeccable.
What if I don’t like the paper?
There is a very low likelihood that you won’t like the paper.
Reasons being:
When assigning your order, we match the paper’s discipline with the writer’s field/specialization. Since all our writers are graduates, we match the paper’s subject with the field the writer studied. For instance, if it’s a nursing paper, only a nursing graduate and writer will handle it. Furthermore, all our writers have academic writing experience and top-notch research skills.
We have a quality assurance that reviews the paper before it gets to you. As such, we ensure that you get a paper that meets the required standard and will most definitely make the grade.
In the event that you don’t like your paper:
The writer will revise the paper up to your pleasing. You have unlimited revisions. You simply need to highlight what specifically you don’t like about the paper, and the writer will make the amendments. The paper will be revised until you are satisfied. Revisions are free of charge
We will have a different writer write the paper from scratch.
Last resort, if the above does not work, we will refund your money.
Will the professor find out I didn’t write the paper myself?
Not at all. All papers are written from scratch. There is no way your tutor or instructor will realize that you did not write the paper yourself. In fact, we recommend using our assignment help services for consistent results.
What if the paper is plagiarized?
We check all papers for plagiarism before we submit them. We use powerful plagiarism checking software such as SafeAssign, LopesWrite, and Turnitin. We also upload the plagiarism report so that you can review it. We understand that plagiarism is academic suicide. We would not take the risk of submitting plagiarized work and jeopardize your academic journey. Furthermore, we do not sell or use prewritten papers, and each paper is written from scratch.
When will I get my paper?
You determine when you get the paper by setting the deadline when placing the order. All papers are delivered within the deadline. We are well aware that we operate in a time-sensitive industry. As such, we have laid out strategies to ensure that the client receives the paper on time and they never miss the deadline. We understand that papers that are submitted late have some points deducted. We do not want you to miss any points due to late submission. We work on beating deadlines by huge margins in order to ensure that you have ample time to review the paper before you submit it.
Will anyone find out that I used your services?
We have a privacy and confidentiality policy that guides our work. We NEVER share any customer information with third parties. Noone will ever know that you used our assignment help services. It’s only between you and us. We are bound by our policies to protect the customer’s identity and information. All your information, such as your names, phone number, email, order information, and so on, are protected. We have robust security systems that ensure that your data is protected. Hacking our systems is close to impossible, and it has never happened.
You fill all the paper instructions in the order form. Make sure you include all the helpful materials so that our academic writers can deliver the perfect paper. It will also help to eliminate unnecessary revisions.
2. Pay for the order
Proceed to pay for the paper so that it can be assigned to one of our expert academic writers. The paper subject is matched with the writer’s area of specialization.
3. Track the progress
You communicate with the writer and know about the progress of the paper. The client can ask the writer for drafts of the paper. The client can upload extra material and include additional instructions from the lecturer. Receive a paper.
4. Download the paper
The paper is sent to your email and uploaded to your personal account. You also get a plagiarism report attached to your paper.
PLACE THIS ORDER OR A SIMILAR ORDER WITH US TODAY AND GET A PERFECT SCORE!!!
Professional Disposition and Ethics
Professional Disposition and Ethics – Introduction
 kthometz posted on  ‎09-27-2022 11:26 AM  ‎10-25-2022 06:18 PM
WGU’s mission is to “change lives for the better by creating pathways to opportunity.â€Â Teachers College Way is to “change lives for the better by catalyzing Next-Gen teaching, learning, and leading across the education spectrum.
Next-Gen Candidates  Â
A Next-Gen candidate is transformative in teaching, learning, and leading across the education spectrum. Teachers College strives to foster organizational systems and culture that allow candidates, faculty, and staff to do their life’s best work. Next-generation education begins with the core belief that the art and science of teaching, learning, and leading in education must continually evolve, becoming better and better with each subsequent generation. Catalyzing Next-Gen teaching, learning, and leading requires experience in a transformative educational environment.
Healthy Learning
Teachers College endeavors to offer a healthy learning environment that supports the professional growth and development of each Next-Gen candidate and expands the professional opportunities for each Next-Gen graduate. The development of Professional Dispositions and Ethics for Next-Gen candidates strengthens the educational experience and conveys the Teachers College’s commitment to impactful teaching, learning, and leading to the greater professional community.
A vital aspect of transforming Professional Dispositions and Ethics is the integration of restorative practices. Next-Gen candidates are empowered to use effective, evidence-based best practices to create healthy learning environments where all learners rise and thrive. Teachers College provides candidates with a safe educational environment – a place where candidates can develop and strengthen their academic, physical, psychological, ethical, and social understandings (learn more about  Healthy Learning ). Our Professional Dispositions and Ethics at WGU is supported by the five primary critical healthy-learning focus areas that are key drivers of learner academic, professional, and personal success. These five pillars, while being powerful concepts individually, gain collective strength and create a thriving, healthy learning environment, where all individuals are equipped to fully embody and practice Teachers College Professional Disposition and Ethics.
The five pillars of Healthy Learning are:
1. Diversity, Equity, and Inclusion (DE&I)
2. Social-Emotional Learning (SEL)
3. Character Education
4. Mental Health
5. Basic Needs
Figure 1
 Figure 1:This graphic represents the research, reflection, policy & practice impact the five pillars of Healthy Learning. This figure shows that the five pillars of Healthy Learning are interconnected.
Diversity, equity, and inclusion (DE&I) impact all spaces within education. It is vital to address ongoing challenges of the inequalities of access and attainment among diverse populations. To influence and champion creating safe space for all learners, DE&I is an integral part of creating a healthy learning environment. Next-Gen candidates embark on a professional learning journey to create and sustain effective change, aligned with Teachers College Professional Disposition and Ethics. By being committed to advancing DE&I, Next-Gen candidates engage in best practices that help learners grow and develop while equipping them with effective strategies to champion DE&I work and transform systems that limit access and attainment for all candidates.
Creating a healthy learning environment integrates diversity, equity, and inclusion; social-emotional learning; character education; mental health; and basic needs to develop learners’ creative problem-solving skills, emotional intelligence knowledge, and effective tools for supporting and building thriving learning communities. Next-Gen candidates are treated as active partners in creating, maintaining, and advancing healthy learning communities centered on creating safe spaces for all. Healthy learning environments allow candidates to co-design and take ownership of their learning experiences and growth. Next-Gen candidates focus on collaborative approaches that value the lived experiences and unique identities of others.
 kthometz posted on  ‎09-27-2022 11:29 AM  ‎10-25-2022 06:26 PM
In 2021, the Teachers College began transformative work to redefine our Professional Ethics and Dispositions. Dispositional philosophies and research focus on the importance of dispositions as an underpinning for the education profession (Conderman & Walker, 2015); highlight the nature of dispositions as malleable and cultivated over time (Kindall et al., 2017; Cummins & Asemoapa, 2013), and emphasize the correlation between effective teaching and the dispositions of teachers (Notar et al., 2009; Tamim et al., 2017). Sockett’s (2006) model, built on the premise that dispositions are taught, nurtured, and championed, shaped the Teachers College’s dispositional development and provided a balanced framework guided by three ethical tenets of character, intellect, and care. The integration of the model empowers opportunity for coaching support geared toward dispositional development across a  Next-Gen candidate’s  program experience.
Teachers College identified five Professional Dispositions and three Professional Responsibilities that are aligned to both the Interstate Assessment and Support Consortium (InTASC) standards and the Model Code of Ethics for Educators (MCEE). The  InTASC standards guide the principles and foundations of teaching practice that cut across all subject areas and grade levels and that all educators share†(Council of Chief State School Officers, 2013, p.3). The  MCEE  serves as a guide for future and current educators faced with the complexities of P-12 education. The code establishes principles for ethical best practice, mindfulness, self-reflection, decision-making, setting the groundwork for self-regulation and self-accountability†(National Association of State Directors of Teacher Education and Certification, 2018, para. 1).
Teachers College includes the following definitions that comprise Professional Dispositions and Ethics:
1. Professional Dispositions consist of attitudes, beliefs, virtues, values, and ethics addressing qualities of character, intellect, and care (Sockett, 2006) as part of the fabric of the education profession. Dispositions comprise the habits built on professional action and moral commitments underlying an educator’s performance (InTASC Model Core Teaching Standards, 2013).
2. Professional Responsibilities and Ethics are essential requirements of the profession and integral for the success of Next-Gen candidates. Our candidates engage in professional learning, act with integrity, assume responsibility for student learning, respond to the needs of the diverse education population and the greater community, and collaborate effectively with others.
Teachers College identified five Professional Dispositions and three Professional Responsibilities and Ethics:
· Professional Dispositions are:
1. All Individuals Can Learn
2. Belonging
3. Empathy
4. Growth Mindset
5. Intellectual Courage
· Professional Responsibilities are:
1. Integrity
2. Professionalism
3. Communication
Professional Dispositions and Ethics – Demonstrated Behaviors
 kthometz posted on  ‎09-27-2022 11:32 AM  ‎10-25-2022 06:26 PM
Alignment to standards: InTASC 7, 8 and MCEE 2, 3Â
Highly effective  Next-Gen candidates  value learning and believe all individuals can learn. Next-Gen candidates recognize learning is transformative as they learn by making meaning of information and creating innovative ideas and knowledge (Kolb, 1994). Next-Gen candidates will act on the knowledge that learning is a process, which includes “effort, mistakes, reflection and refinement of strategies†(Digital Promise, n.d). By adapting their instruction, learning, and leading styles, Next-Gen candidates gain expertise to align with the knowledge that intelligences and capabilities are malleable (Science of Learning & Development Alliance, n.d.), Next-Gen candidates intentionally support the growth of the intellect and talent of all individuals (Dweck, 2006).
Demonstrated BehaviorsÂ
· Growth Mindset: Recognizing individuals can explore, question, and debate as part of the learning process.
· Differentiation of Teaching Styles: Meeting individuals where they are in their personal learning journey and adapting instruction.
· Reflective Practitioner: Seeking and making use of guidance and feedback from their professional community.
· Structure Learning Opportunities: Scaffolding prior skill development and experiences with new knowledge and experiences.
· Generalize Learnings: Applying knowledge and skills in diverse settings, professional environments, and other learning contexts.
Disposition – Belonging
Alignment to Standards: InTASC 2, 3, 9 and MCEE 2Â
Belonging intentionally creates and sustains an environment in which all individuals feel seen, heard, and valued (Goodenow, 1993). Next-Gen candidates demonstrate their ability to create and exhibit belonging. Embracing the conviction that all individuals can learn, belonging shows genuine care and concern for all learners. Demonstrating belonging requires Next-Gen candidates to model an inclusive mindset by amplifying the voices of others, intentionally creating equitable teaching practices, and cultivating a classroom culture where all are welcomed. Next-Gen candidates consider the broader social contexts that impact learning and educational climate by developing culturally responsive perspectives (Gay, 2000). Next-Gen candidates critique and transform pedagogical assumptions, beliefs, and practices impacting teaching and learning (Neito, 1999). Next-Gen candidates regularly display belonging in their interactions within the school and within their communities.
Demonstrated BehaviorsÂ
· Community Care: Creating cultural bridges between academic learning and the lived experience of others by establishing positive classroom norms and healthy professional communities.
· Lifelong Learning: Engaging in ongoing processes of self-knowing, self-reflection, and self-assessment.
· Self-Awareness: Reflecting critically on how their knowledge, beliefs, ideas, attitudes, and actions impact others.
· Individual Innovator: Creating opportunities for individual expression in a safe environment while encouraging the identification of – and courage to confront – institutional, cultural, social, physical, and professional barriers (Gay, 2000).
· Growth-Oriented Assessment: Believing all individuals can learn by leading critical discussions around closing achievement gaps and supporting individual learner needs (Crowther, 2002).
· Respect: Demonstrating respect and appreciation for the voices, perspectives, differences, and lived experiences of others (including but not limited to disabilities and/or differences (including but not limited to physical, mental, or emotional disabilities and ethnic, racial, cultural, political, religious, gender, or socioeconomic differences).
· Inclusiveness: Creating a healthy, safe, supportive, and respectful environment for all learners and colleagues.
Disposition – Empathy
Alignment to Standards: InTASC 3 and MCEE 3, 4
Empathy requires awareness, understanding, and experience related to the feelings, thoughts, and needs of others (Hashim, 2019). Next-Gen candidates demonstrate empathy by creating and exhibiting a safe and supportive educational environment. Next-Gen teaching and leading involves more than conveying cognitive learning – it encompasses compassion, responsiveness to others, and valuing their lived experience. Educators who intentionally work on understanding learners will be more successful (Monahan, 2017). Learners who perceive educators as understanding and caring work harder and have greater academic success (Coffman, 2018).
Demonstrated BehaviorsÂ
· Respect: Respecting the beliefs, values, and talents of others.
· Compassion: Feeling the actions, feelings, and beliefs of others without judgement or bias.
· Care: Ensuring care for the health, comfort, and safety of others in the professional community.
· Trust: Establishing trust and consistent interaction with other.
Disposition – Growth Mindset
Alignment to Standards: InTASC 7, 9 and MCEE 2,3
Next-Gen candidates demonstrate their ability to create and exhibit growth mindset, which involves the learning process where talent and skills are developed (Dweck, 2006). When a growth mindset is present, Next-Gen educators are more willing to embrace challenges, persist when dealing with adversity, and show resilience in meeting goals (Keesey et al., 2018). Next-Gen candidates intentionally cultivate a growth mindset within themselves and in their students. Next-Gen candidates who favor a growth mindset show improvement in academic achievement, engagement, and resilience (Dweck, 2010; Zeng, et al., 2019). A growth mindset is integral to ensuring continuous improvement in professional knowledge and skills (Keesey et al., 2018).
Demonstrated Behaviors
· Learning: Emphasizing and modeling the process of learning.
· Rigor: Ensuring candidates are challenged to develop advanced skills and knowledge.
· Relevance: Helping candidates see the value of what they are learning.
· All Individuals Can Learn: Working to uncover potential in all individuals (Ricci, 2013).
· Reflection: Using self-analysis and feedback to learn and grow.
· Innovation: Showing and encouraging others to try novel approaches and strategies.
· Perseverance: Using problem-solving skills when faced with adversity or challenges.
Disposition -Â Intellectual Courage
Alignment to Standards: InTASC 1, 4, 5 and MCEE 1, 2, 4
Intellectual courage is personal (Anton, 2018), involves big, bold critical thinking, and intentional, conscious reflection. Next-Gen candidates demonstrate and support intellectual courage. Intellectual courage for Next-Gen candidates is centered around continuous growth and development. Intellectual courage is demonstrated when one can do what is right, not what is popular (Snow, 2018). Next-Gen candidates demonstrate intellectual courage by engaging in a professional and respectful manner while remaining open to feedback and criticism (Axtell, 2000). The Next-Gen candidate who consistently displays intellectual courage will earn the trust of colleagues and students through genuinely listening and treating others with respect.
Demonstrated Behaviors
· Fair-Minded: Exhibiting open-mindedness and empathy toward opinions both similar and different to their own.
· Critical Thinking: Recognizing and demonstrating the ability to make meaningful connections and apply knowledge in new ways.
· Teachers College Way: Modeling and evaluating experiences based on Teachers College Professional Dispositions and Professional Responsibilities and Ethics.
· Reflection: Considering one’s view, idea, or behavior may be wrong, incomplete, or harmful.
· Courage: Taking cognitive risks in learning to cultivate a healthy learning environment and fair-minded thinkers.
· Ownership: Creating multiple pathways to become a courageous thinker through continuous professional learning and development.
· Communication: Engaging in fair, respectful, and open communication pertaining to topics that evoke strong emotions.
Disposition – Communication
Alignment to Standards: InTASC 6, 10 and MCEE 1, 5
Next-Gen candidates minimize barriers to communication by using effective forms of professional communication: verbal, nonverbal, written, and visual in both personal and digital modalities. Next-Gen candidates are responsible and accountable for communicating professionally and effectively with learners, colleagues, and community stakeholders by recognizing that all forms of communication, intended or not, have an impact. Next-Gen candidates understand how lived experiences and culture shape communication both in verbal and nonverbal ways (Neito, 1999). Next-Gen candidates utilize emotional awareness through communication that uplift and encourage. Next-Gen candidates avoid the use of discriminatory remarks, threats of violence, and sharing content meant to harm, demean, or incite a negative environment based on sexual orientation, gender, race, religion, disability, and age. Next-Gen candidates treat digital space as an extension of the professional workspace by displaying respect for others, protecting K-12 learners and the privacy of all stakeholders, and maintaining professional and ethical teaching standards. Digital communication or footprint includes, but is not limited to emails, texting, “direct messagingâ€, “friending,†“following,†“commenting,â€, “sharing,†“reposting,†and “posting messages.â€Â Next-Gen candidates choose not to engage in malicious, obscene, intimidating, or threatening actions.
Demonstrated Behaviors
· Verbal Communication: Using appropriate verbal language by responding to situations in a timely, empathetic, and professional manner with all WGU staff and community stakeholders
· Nonverbal Communication: Using appropriate nonverbal cues by responding to situations in a professional and empathetic manner with all WGU staff and community stakeholders
· Written Communication: Using appropriate written language by responding to situations in a professional and timely manner with all WGU staff and community stakeholders
· Digital Citizenship: Using digital technology in an appropriate manner to communicate with others that aligns with legal, ethical, and professional requirements
· Digital advocacy: Advocating for equal access to technology for all learners, especially historically underserved populations (Rafalow, 2021)
· Social Media: Maintaining an ethical, professional, and respectful identity in all forms of digital space (personal and/or professional social media) honoring the boundaries of all stakeholders
Disposition – Integrity
Alignment to Standards: InTASC 6, 9 and MCEE 1, 2, 4Â
Integrity is the consistency between words and actions (Palanski & Yammarino, 2007) within a morally justified set of values and ethical principles (Van Niekerk & May, 2019). Next-Gen candidates demonstrate integrity in all aspects of professional and personal interactions. Integrity requires alignment to the moral and ethical principles of the individual, organizations, and communities. Demonstrating integrity leads to belonging, resulting in collaboration for mutually beneficial outcomes (Moorman & Groover, 2009).
Demonstrated Behaviors
· Reliability: Displaying consistent professional behaviors and meeting expectations.
· Honesty: Exhibiting truthfulness in both verbal and written communication.
· Ethical: Maintaining clearly defined values and beliefs within the profession, university, school, and communities.
· Moral Standard: Aligning conduct to the beliefs and principles of what is professionally right.
· Adherence: Committing to the standards for professional and ethical conduct.
Disposition – Professionalism
Alignment to Standards: InTASC 9, 10 and MCEE 1, 2
Next-Gen candidates demonstrate professionalism by performing as exemplars of professional service and integrity throughout their profession and communities. As a priority, Next-Gen candidates exhibit honesty by engaging in respectful written, verbal, and non-verbal communication and collaborating as responsible digital citizens. Furthermore, Next-Gen candidates fully embrace ownership and remain accountable in all aspects of professionalism.
Demonstrated Behaviors
· Truthfulness: Adhering to genuine honesty in all actions and communications.
· Responsiveness: Displaying timely and appropriate responses to all outreach from WGU staff, community members, and professional stakeholders.
· Leadership: Serving as examples within the community by following the standards and policies set forth within the profession.
· Safety and Confidentiality: Abiding by local and federal guidelines to protect the physical safety and privacy rights of students and parents to maintain a trusting and safe environment.
· Respect: Valuing diversity and inclusion, recognizing the uniqueness of their students and parents, and showing respect for the ideas and opinions of others (Martin & Mulvihill 2017).
· Humility: Showing compassion and understanding (Dahlstrom 2017) and valuing the lived experience of others.
· Ownership: Manifesting self-awareness, transparency, and accountability (Green 2010).
Teachable Moment Restorative Practices
joshua.newey posted on  ‎10-25-2022 11:50 AM  ‎10-25-2022 06:40 PM
Restorative practices offer  Next-Gen candidates  an alternative to punitive disciplinary practices by focusing on resolving conflict, repairing harm, equipping learners, and healing relationships. Building restorative community is a transformative process. When implemented effectively restorative practices improve the learning environment, promote positive relationships, and promote safety, inclusion, and respect (Kline, 2016). Restorative practices integrate effective social-emotional learning initiatives along with diversity and inclusion best practices. Using the five pillars of a healthy learning environment, Teachable Moment Restorative Practices center around:
1. Building connections as a tool to support Next-Gen candidates.
2. Using proactive strategies to create collegewide culture embracing healthy relationships, sense of belonging, advocacy, and developing critical thinking and conflict resolutions skills.
3. Believing all individuals are worthy.
A vital aspect of transforming Professional Dispositions and Ethics is the integration of restorative practices.
Definition: Teachable Moments are opportunities to coach learners through self-awareness, honest dialogue, and application of Next-Gen Teaching Dispositions and Ethics. Aligning with the belief all individuals can learn, we use restorative practices as an opportunity for growth not punishments for Next-Gen candidate error.
Teachers College creates a space for all individuals to thrive does not hinder the personal beliefs of our Next-Gen candidates. Instead, the Teachable Moments Restorative Practices allows Next-Gen candidates to expand their perspectives, value the lived experiences of others, and create brave spaces for all to rise and thrive.
Coaching through Crucial Conversations
Throughout a Next-Gen candidates’ professional journey, there will be multiple opportunities to interact in a crisis or challenging situation, provide support and encouragement, and advocate for personal agency. Teachable Moments Restorative Practices provide Next-Gen candidates a means of support from “crisis to conversation,†addressing problems to enhance resiliency, increase productivity, and maintain healthy professional relationships. When misunderstandings, personal and professional biases, lived experiences, and limited or avoidance of communication occur, “Crucial Conversations†provide essential tools for the coaching experience. Although crucial conversations may be complex to navigate, all involved parties will engage using these foundational strategies (Maxfield, 2009).
· The time to talk is when the problem is emerging, to avoid allowing problems and concerns to fester, creating unhealthy environments for self and others.
· In all crucial conversations, it is important for the Next-Gen candidate to recognize others as individuals, which includes, but is not limited to, the person’s lived experience along with the intersectionality of differences in race, culture, ethnicity, gender, religion, perspectives, and emotions and disabilities in physical, mental, or emotional conditions.
· Next-Gen candidates begin all crucial conversations by finding common ground, shared interests, and establish a condition of safety before engaging in the coaching process
· Within the conversation, it is important for Next-Gen candidates to eliminate excuses to help orient to the concern or issue
· Most importantly, crucial conversations are a dialogue, not a monologue. Next-Gen candidates remain open to other perspectives leading to mutual learning
Building relationships with colleagues, Next-Gen candidates, and the community begins with authentic communication. Crucial conversations place a high value on communication as a means of helping Next-Gen candidates walk through difficulties, challenges, and opportunities for growth. Open, honest communication with empathy and compassion supports a Next-Gen candidate’s need to feel heard, seen, and valued. Restorative Practices use crucial conversations to understand the situation, discuss the concern or issue, involve the impacted party in determining a specific direction with a follow-up date, and jointly agree on a plan of action (Priftanji et al., 2020). Throughout the coaching experience, the focus is on the value and dignity of the Next-Gen candidate within a framework of support, collaboration, and continued professional growth and development.
 Figure 1. Teachable Moments Restorative Framework flow chart.
Within the Teachable Moments Restorative Practices, Next-Gen candidates are supported through  three coaching tiers. Within Teachers College, coaching tiers are based upon the level of support needed to help facilitate Next-Gen candidate growth and development to meet professional dispositions and ethics. All Teachable Moments coaching conversations, action plans, and work related to the Teachable Moment Restorative Practices are documented within the Next-Gen candidate record for internal use only to demonstrate professional growth and development. This information will be used to provide effective support for the Next-Gen candidate throughout the Next-Gen candidate journey to demonstrate growth in our Teachers College Dispositions and Professional Ethics. All coaching tiers must be completed and cleared prior to completing the application to Preclinical Experience and Demonstration Teaching.
Next-Gen candidates are expected to respond and engage in all required aspects of the Teachable Moments Restorative Practices. This includes scheduling appointments, responding to all written requests, and demonstrating a willingness to apply Professional Dispositions and Ethics. Next-Gen candidates are expected to complete all aspects of the chosen Tier prior to term end and future term enrollment.
Coaching Tier 1
Next-Gen candidates are provided support and guidance modeling Professional Dispositions and Ethics through one-on-one coaching. This restorative approach includes faculty and staff helping learners gain self-awareness of how to model Teachers College Professional Disposition and Ethics. Coaching Tier one is embedded support with guided coaching to address professional growth opportunities. During this tier, Next-Gen candidates are introduced to restorative practices using a Teachable Moment, which is a coaching conversation. Next-Gen candidates and faculty collaborate to enrich understanding and application of Professional Disposition and Ethics to create a healthy learning environment. Next-Gen candidates are expected to complete all aspects of the chosen Tier prior to term end and future term enrollment.
Coaching Tier 2
If additional support and development are needed to help the Next-Gen candidate with the application of Professional Disposition and Ethics, the candidate may be moved to Coaching Tier 2. In addition to self-reflection and coaching with faculty and staff, Next-Gen candidates engage in a co-design action plan and work with additional leadership to give practical steps toward growth and development in Teachers College Dispositions and Ethics. Next-Gen candidates are active partners in the co-design action plan process. Action plans exist because Teachers College Next-Gen candidates may need additional support and structure to exemplify Professional Dispositions and Ethics. Action plans identify strategies for expanded support and partnership between the learner and WGU faculty. Next-Gen candidates are notified in writing. Next-Gen candidates are expected to complete all aspects of the chosen Tier prior to term end and future term enrollment.
Coaching Tier 3
If previous coaching strategies are ineffective and/or escalated candidate behavior occurs, Next-Gen candidates are placed in Coaching Tier 3. Building upon the strategies and best practices in Coaching Tier 1 and 2, in-depth guidance and support are provided in Tier 3. Next-Gen candidates continue the co-design process with a committee to assist in their growth and development. Learners and faculty are included in the development of the action plan and identification of growth in Professional Disposition and Ethics. Next-Gen candidates are expected to complete all aspects of the chosen Tier prior to term end and future term enrollment. The Coaching Tier 3 plan must be completed and cleared prior to applying to Demonstration Teaching.
Code of Conduct
When needed and/or based upon egregious WGU student behavior, Next-Gen candidates will be referred to the WGU Code of Conduct:  Code of Conduct .
.
Next-Gen Candidate Journey
Professional Dispositions and Ethics are an integral part of the journey for all Next-Gen candidates, from enrollment to graduation. This includes all experiences with faculty engagement, course work and assessments, clinical experiences, professional stakeholders, graduation, and recommendation for licensure.
Next-Gen Candidate Appeal Process
Once Next-Gen candidates are informed about a Teachable Moment, the candidate can complete a Request for Appeal Form and submit it to the committee within 7 days of notification. All appeals must be written within 7 days of the first notification sent and may not be made verbally.
All Professional Disposition and Ethics concerns will begin with a conversation with the Next-Gen candidate. The conversation is to give the Next-Gen candidate an understanding of Professional Dispositional and Ethics and gain additional information that may be relevant to the concern. The initial conversation is a requirement for the appeal process.
Within 14 days of receiving the appeal, the “Special Committee†will review the appeal, submit documentation, and/or additional information that is relevant to the appeal. The team will notify the Next-Gen candidate in writing, the program mentor, and any additional faculty member(s) of the decision and any next steps that apply.
Professional Disposition and Ethics – Glossary
 kthometz posted on  ‎09-27-2022 11:33 AM  ‎10-25-2022 11:55 AM
· Bias (conscious or unconscious): prejudice in favor of or against a person, idea, thing, or group, typically in a way that would be considered unfair.
· Diversity: reflecting the mixture of differences and similarities found in the world and acknowledging the related tensions as we strive to develop more inclusive and high-performing environments.
· Disposition: consist of beliefs, virtues, values, and ethics addressing qualities of character, intellect, and care as part of the fabric of the education profession. Dispositions comprise the habits built on professional action and moral commitments underlying an educator’s performance.
· Equity: explicit commitment to access, opportunity, and advancement for all people. It is the active identification of and elimination of barriers that prevent the full participation of any group.
· Inclusion: creating, embracing, and maintaining an environment in which an individual’s uniqueness, contributions, and strengths are welcomed and valued. This includes an explicit commitment to full access for all WGU employees and students.
· Healthy Learning Environment: safe educational environment, a place where their academic, physical, psychological, and social selves can be better formed and developed that includes five pillars: Diversity, Equity, and Inclusion (DE&I), Social-Emotional Learning (SEL), Character Education, Mental Health, and Basic Needs.
· Next-Gen Candidate: a candidate that is transformative in teaching, learning, and leading across the education spectrum.
· Professional Responsibility: performing as exemplars of professional service and integrity throughout their profession and communities.
· Restorative Practice: an alternative to punitive disciplinary practices by focusing on resolving conflict, repairing harm, equipping students, and healing relationships.
· Teachable Moment: opportunities to coach learners through self-awareness, honest dialogue, and application of Next-Gen Professional Dispositions and Ethics. Aligning with the belief all individuals can learn, we use restorative practices as an opportunity for growth not punishments for learner error.
· Find more articles tagged with:
Professional Disposition and Ethics – References
 kthometz posted on  ‎09-27-2022 11:33 AM  ‎09-27-2022 06:24 PM
Professional Dispositions and Ethics References
Note: To save space, single spacing bibliographic references.
· Anton, A. L. (2018). The bright and the good: The connection between intellectual and moral virtues. Rowman & Littlefield Publishing Group, Inc.
· Axtell, G. (2000). Knowledge, belief, and character: Readings in virtue epistemology. Rowman & Littlefield Publishers.
· Coffman, S. L. (1981). Empathy as a relevant instructor variable in the experiential classroom.  Group & Organization Studies, 6(1), 114-120.
· Conderman, Greg, and David A. Walker. “Assessing Dispositions in Teacher Preparation Programs: Are Candidates and Faculty Seeing the Same Thing?â€â€¯Â Teacher Educator 50, no. 3 (2015): 215-31.  https://doi.org/10.1080/08878730.2015.1010053Â
· Crowther, F., Kaagan, S., et. al. (2002) Developing Teacher Leaders: How teacher leadership enhances school success. Corwin Press.
· Council of Chief State School Officers. (2013, April). Interstate Teacher Assessment and Support Consortium InTASC Model Core Teaching Standards and Learning Progressions for Teachers 1.0: A Resource for Ongoing Teacher Development. Washington, DC: Author.
· Cummins, Lauren, and Bridget Asempapa. “Fostering Teacher Candidate Dispositions in Teacher Education Programs.â€Â  Journal of the Scholarship of Teaching and Learning, Indiana University. Web Site:  Http://Www.iupui.edu/~Josotl , 31 July 2013,  https://eric.ed.gov/?id=EJ1017120 .
· Dahlstrom, D. O. (2017).  Identity, authenticity, and humility. ProQuest Ebook Central  https://ebookcentral.proquest.com Dweck, C. S. (2016). The Remarkable Reach of Growth Mind-Sets. Scientific American Mind, 27(1), 36–41
· Digital Promise. (n.d.) The Learning Sciences: 10 Key Principles. Digital Promise, Washington, D.C.
· Dweck, C. S. (2006). Mindset: The new psychology of success (1st ed.). Random House.
· Dweck, C. S. (2007). Mindset: The New Psychology of Success. Developing and supporting critically reflective teachers: Diverse perspectives in the twenty-first century. (2017). ProQuest Ebook Central  https://ebookcentral.proquest.comÂ
· Dweck, C. S. (2010). Even Geniuses Work Hard. Educational Leadership, 68(1), 16–20.
· Gay, G. (2000).  Culturally Responsive Teaching: Theory, Research, & Practice. Teacher College Press.
· Goodenow, C. (1993). Classroom Belonging among early adolescent students: Relationships to motivation and achievement.  The Journal of Early Adolescence 13 (1), 21-43.
· Green, J. (2010).  Education, professionalism, and the quest for accountability: Hitting the target but missing the point. ProQuest Ebook Central  https://ebookcentral.proquest.comÂ
· Hashim, A. M., Aris, S. R. S., & Fook, C. Y. (2019). Promoting Empathy Using Design Thinking in Project-Based Learning and as a Classroom Culture.  Asian Journal of University Education,  15(3), 14–23.   https://eric.ed.gov/?q=Empathy+by+teachers&ft=on&id=EJ1238637Â
· Keesey, S., Schaefer, A., Loy, M., & Allen, C.J. (2018) “Developing growth mindset and GRIT in preservice teachers,”  Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children: 5(1), Article 3. Available at:  https://digitalcommons.murraystate.edu/ktej/vol5/iss1/3Â
· Kline, Dana M. “Can Restorative Practices Help to Reduce Disparities in School Discipline Data? A Review of the Literature.â€Â  Multicultural Perspectives, vol. 18, no. 2, 2016, pp. 97–102.,  https://doi.org/10.1080/15210960.2016.1159099 .
· Kolb, D. A. (1984).  Experiential Learning. Englewood Cliffs, NJ: Prentice-Hall.
· Martin, L. E., & Mulvihill, T. M.  (2017). Voices in Education: Professional Dispositions in Teacher Education. Teacher Educator, 52(3), 173–181.  https://doi.org/10.1080/08878730.2017.1316603Â
· Maxfield, D. (2009). Speak Up or Burn Out: Five Crucial Conversations that Drive Educational Excellence.  Education Digest, 75(2), 26-30.
· Moorman, R. H., & Grover, S. (2009). Why does leader integrity matter to followers? An uncertainty management-based explanation.  International Journal of Leadership Studies, 5(2), 102-114.
· Priftanji, D., Hill, J. D., & Ashby, D. M. (2020). Managing difficult conversations.  American Journal of Health-System Pharmacy,  77(21), 1723–1726.  https://doi.org/10.1093/ajhp/zxaa149Â
· Snow, N. (2018). The Oxford Handbook of Virtue. Oxford University Press US.
· Sockett, H. (2006).  Teacher dispositions: Building a teacher education framework of moral standards. AACTE.
· Tamim, R. M., L. K. Colburn, and K. Karp. “High-quality Teachers for High-impact Learning.†In Michelli, N.M., Dada, R., Eldridge, D. Tamin, R.M. & Karp, K. (Eds.)  Teacher Quality and Teacher Education Quality. (pp.3-18). New York: Routledge. (2017).
· Van Niekerk, A., & May, M. S. (2019). Co-constructing integrity: A conceptual framework.  SA Journal of Industrial Psychology, 45(1), 1-12.  https://doi.org/10.4102/sajip.v45i0.1498Â
· Zeng G; Chen X; Cheung HY; Peng. “Teachers’ Growth Mindset and Work Engagement in the Chinese Educational Context: Well-Being and Perseverance of Effort as Mediators.â€Â  Frontiers in Psychology, U.S. National Library of Medicine,  https://pubmed.ncbi.nlm
Are you busy and do not have time to handle your assignment? Are you scared that your paper will not make the grade? Do you have responsibilities that may hinder you from turning in your assignment on time? Are you tired and can barely handle your assignment? Are your grades inconsistent?
Whichever your reason is, it is valid! You can get professional academic help from our service at affordable rates. We have a team of professional academic writers who can handle all your assignments.
Students barely have time to read. We got you! Have your literature essay or book review written without having the hassle of reading the book. You can get your literature paper custom-written for you by our literature specialists.
Finance
Do you struggle with finance? No need to torture yourself if finance is not your cup of tea. You can order your finance paper from our academic writing service and get 100% original work from competent finance experts.
Computer science
Computer science is a tough subject. Fortunately, our computer science experts are up to the match. No need to stress and have sleepless nights. Our academic writers will tackle all your computer science assignments and deliver them on time. Let us handle all your python, java, ruby, JavaScript, php , C+ assignments!
Psychology
While psychology may be an interesting subject, you may lack sufficient time to handle your assignments. Don’t despair; by using our academic writing service, you can be assured of perfect grades. Moreover, your grades will be consistent.
Engineering
Engineering is quite a demanding subject. Students face a lot of pressure and barely have enough time to do what they love to do. Our academic writing service got you covered! Our engineering specialists follow the paper instructions and ensure timely delivery of the paper.
Nursing
In the nursing course, you may have difficulties with literature reviews, annotated bibliographies, critical essays, and other assignments. Our nursing assignment writers will offer you professional nursing paper help at low prices.
Sociology
Truth be told, sociology papers can be quite exhausting. Our academic writing service relieves you of fatigue, pressure, and stress. You can relax and have peace of mind as our academic writers handle your sociology assignment.
Business
We take pride in having some of the best business writers in the industry. Our business writers have a lot of experience in the field. They are reliable, and you can be assured of a high-grade paper. They are able to handle business papers of any subject, length, deadline, and difficulty!
Statistics
We boast of having some of the most experienced statistics experts in the industry. Our statistics experts have diverse skills, expertise, and knowledge to handle any kind of assignment. They have access to all kinds of software to get your assignment done.
Law
Writing a law essay may prove to be an insurmountable obstacle, especially when you need to know the peculiarities of the legislative framework. Take advantage of our top-notch law specialists and get superb grades and 100% satisfaction.
What discipline/subjects do you deal in?
We have highlighted some of the most popular subjects we handle above. Those are just a tip of the iceberg. We deal in all academic disciplines since our writers are as diverse. They have been drawn from across all disciplines, and orders are assigned to those writers believed to be the best in the field. In a nutshell, there is no task we cannot handle; all you need to do is place your order with us. As long as your instructions are clear, just trust we shall deliver irrespective of the discipline.
Our essay writers are graduates with bachelor's, masters, Ph.D., and doctorate degrees in various subjects. The minimum requirement to be an essay writer with our essay writing service is to have a college degree. All our academic writers have a minimum of two years of academic writing. We have a stringent recruitment process to ensure that we get only the most competent essay writers in the industry. We also ensure that the writers are handsomely compensated for their value. The majority of our writers are native English speakers. As such, the fluency of language and grammar is impeccable.
What if I don’t like the paper?
There is a very low likelihood that you won’t like the paper.
Reasons being:
When assigning your order, we match the paper’s discipline with the writer’s field/specialization. Since all our writers are graduates, we match the paper’s subject with the field the writer studied. For instance, if it’s a nursing paper, only a nursing graduate and writer will handle it. Furthermore, all our writers have academic writing experience and top-notch research skills.
We have a quality assurance that reviews the paper before it gets to you. As such, we ensure that you get a paper that meets the required standard and will most definitely make the grade.
In the event that you don’t like your paper:
The writer will revise the paper up to your pleasing. You have unlimited revisions. You simply need to highlight what specifically you don’t like about the paper, and the writer will make the amendments. The paper will be revised until you are satisfied. Revisions are free of charge
We will have a different writer write the paper from scratch.
Last resort, if the above does not work, we will refund your money.
Will the professor find out I didn’t write the paper myself?
Not at all. All papers are written from scratch. There is no way your tutor or instructor will realize that you did not write the paper yourself. In fact, we recommend using our assignment help services for consistent results.
What if the paper is plagiarized?
We check all papers for plagiarism before we submit them. We use powerful plagiarism checking software such as SafeAssign, LopesWrite, and Turnitin. We also upload the plagiarism report so that you can review it. We understand that plagiarism is academic suicide. We would not take the risk of submitting plagiarized work and jeopardize your academic journey. Furthermore, we do not sell or use prewritten papers, and each paper is written from scratch.
When will I get my paper?
You determine when you get the paper by setting the deadline when placing the order. All papers are delivered within the deadline. We are well aware that we operate in a time-sensitive industry. As such, we have laid out strategies to ensure that the client receives the paper on time and they never miss the deadline. We understand that papers that are submitted late have some points deducted. We do not want you to miss any points due to late submission. We work on beating deadlines by huge margins in order to ensure that you have ample time to review the paper before you submit it.
Will anyone find out that I used your services?
We have a privacy and confidentiality policy that guides our work. We NEVER share any customer information with third parties. Noone will ever know that you used our assignment help services. It’s only between you and us. We are bound by our policies to protect the customer’s identity and information. All your information, such as your names, phone number, email, order information, and so on, are protected. We have robust security systems that ensure that your data is protected. Hacking our systems is close to impossible, and it has never happened.
You fill all the paper instructions in the order form. Make sure you include all the helpful materials so that our academic writers can deliver the perfect paper. It will also help to eliminate unnecessary revisions.
2. Pay for the order
Proceed to pay for the paper so that it can be assigned to one of our expert academic writers. The paper subject is matched with the writer’s area of specialization.
3. Track the progress
You communicate with the writer and know about the progress of the paper. The client can ask the writer for drafts of the paper. The client can upload extra material and include additional instructions from the lecturer. Receive a paper.
4. Download the paper
The paper is sent to your email and uploaded to your personal account. You also get a plagiarism report attached to your paper.
PLACE THIS ORDER OR A SIMILAR ORDER WITH US TODAY AND GET A PERFECT SCORE!!!
 kthometz posted on  ‎09-27-2022 11:26 AM  ‎10-25-2022 06:18 PM
