Globally competent dispositions are the attitudes needed to understand and act on global issues. These attitudes include empathy and valuing multiple perspectives and a commitment to promoting equity worldwide.

  • Empathy is an understanding of others, developed through being open-minded and listening to the voices of others.
  • To value multiple perspectives, educators must first look inward to recognize what the individual perspectives they hold and the beliefs and experiences that shaped them, then reflect on the perceptions they hold, especially when those perceptions clash with perspectives that diverge from their own.
  • A commitment to promoting equity worldwide requires that educators strive toward the betterment of the human condition by promoting global peace and environmental sustainability and tackling issues such as hunger, poverty, illiteracy, health, and oppression. This commitment includes taking actions locally and globally, both within and outside of teachers' professional contexts.

Teacher Dispositions
ELEMENT Nascent Beginning Progressing Proficient Advanced
1. Empathy and valuing multiple perspectives I have not yet explored how my personal beliefs have shaped my worldview. I can identify my personal beliefs and experiences and recognize how they shape my view of the world. I recognize that I might hold stereotypes. I understand that my beliefs and experiences are not universally shared. I can identify the influences that shape how others and I view the world. I am willing to explore the experiences and perspectives of people who challenge my beliefs. I recognize biases and limitations of my own perspective and those of others’ perspectives. I recognize how my personal beliefs influence my decisions as a teacher. I empathize by seeking to understand the perspectives of others. I challenge my personal assumptions to understand viewpoints that differ from my own. I value diverse perspectives, including those that challenge my own.
2. Commitment to promoting equity worldwide I have not yet considered local and global inequities. I care about the well being of others. I recognize that inequities exist locally and globally (e.g., poverty and discrimination). I understand that there are barriers to equity locally and globally. I seek opportunities to contribute to efforts to address inequities. I engage in opportunities that address particular issues of local and/or global inequity (e.g., poverty and discrimination). I take responsibility for helping my students and others in my school to recognize inequities. I actively seek to understand why inequities exist and challenge those underlying causes. I lead students and others in my school to act on issues of equity locally and globally.

Source: The Globally Competent Teaching Continuum was originally developed in 2014 by J. M. Cain, J. Glazier, H. Parkhouse, and A. Tichnor-Wagner at the University of North Carolina at Chapel Hill.