Professional Dispositions are professional attitudes, values, and beliefs demonstrated through both verbal and non-verbal behaviors as educational professionals interact with students, families, colleagues, and communities. These positive behaviors support effective classroom teaching, professional interactions, and learning and development. The ultimate goal of the support process for professional dispositions is to promote candidates’ success in becoming exemplary educators. Dispositions are assessed during classes and all field experiences.
A caring educator values and works to create positive learning environments, respects the learning process, makes decisions ethically and fairly, respects teaching as a professional endeavor, and is a reflective learner.
| ACCEPTABLE – The candidate has demonstrated all of these performance indicators consistently (as appropriate to the course), and there is no significant concern apparent with any of the performance indicators. | ALERT – The candidate has demonstrated one or more of these performance indicators with enough consistency to result in a concern. |
| A) The candidate is aware of the need and is likely to foster a positive learning environment in her/his future classroom. | A) The candidate is not aware of the need to foster a positive learning environment, or may foster a negative learning environment in her/his future classroom. |
| B) There is evidence of trust, respect for others (e.g., peers, cooperating teachers, supervisors), and mutual responsibility in lesson plans, planned activities, group work, other written products, and presentations. | B) There is little evidence of trust, respect for others (e.g., peers, cooperating teachers, supervisors), or mutual responsibility in lesson plans, planned activities, group work, other written products, or presentations. |
| C) Ethical decision making is demonstrated by maintaining confidentiality in all situations, following FERPA requirements, and displaying academic integrity. | C) There is evidence of unethical decision making such as academic misconduct (e.g., plagiarism, cheating, forging signatures, etc.), violation of FERPA requirements, or breach of confidentiality. |
| D) Respect for the learning process is demonstrated by being alert, engaged, on-task, prepared, and responsive. | D) Disrespect for the learning process is demonstrated by lack of attention or engagement, off-task or disruptive behaviors (e.g., inappropriate use of cell phones or other electronic devices, talking to peers), or unpreparedness. |
| E) There is evidence of respect for teaching as a professional endeavor (e.g., neat and clean in appearance, appropriate attire for the context/situation, appropriate overall demeanor, prepared for assigned tasks, social sites on the Internet are private or have no offensive material, etc.). | E) There is a lack of respect for teaching as a professional endeavor (e.g., unkempt or unclean in appearance, inappropriate attire for the context/situation, inappropriate demeanor, unprepared for assigned tasks, social sites on the Internet are not private and have offensive material, etc.). |
| F) The candidate demonstrates respect for teaching as a professional endeavor with thorough attention to all details including writing mechanics, content, and reflection as appropriate. | F) The candidate demonstrates disrespect for teaching as a professional endeavor. The candidate has not paid sufficient attention to all details of written assignments, writing mechanics, content, or reflection as appropriate. |
| G) Respect for the learning process is demonstrated by attending class sessions, arriving at class and returning from breaks on time, staying until the end of class sessions, and punctual submission of assignments. | G) Disrespect for the learning process is demonstrated by unexcused absences, late arrival at class, late return from breaks, leaving before the end of class sessions, or late submission of assignments. |
| H) The candidate demonstrates the overall work ethic necessary to promote success as an educator (e.g., initiative, self-direction, diligence, responsibility, fairness, commitment to quality in all endeavors, dependability, compliance with required procedures, honesty, etc.). | H) The candidate demonstrates a pattern of behaviors indicating that he or she does not possess the overall work ethic necessary to promote success as an educator (e.g., initiative, self-direction, diligence, responsibility, fairness, commitment to quality in all endeavors, dependability, compliance with required procedures, honesty, etc.). |
The exemplary educator values and appreciates collaboration. In order to create a collaborative working environment, members of a collaborative group need to exchange ideas, share in the learning process, accept different perspectives, and build consensus by communicating efficiently and effectively.
| ACCEPTABLE – The candidate has demonstrated all of these performance indicators consistently (as appropriate to the course), and there is no significant concern apparent with any of the performance indicators. | ALERT – The candidate has demonstrated one or more of these performance indicators with enough consistency to result in a concern. |
| A) The candidate demonstrates appropriate interpersonal, listening, and communication skills. | A) The candidate demonstrates inappropriate interpersonal, listening, or communication skills. |
| B) There is evidence of the ability to compromise and of respect for others’ opinions. | B) There is evidence of counter-productive arguing, lack of ability to compromise, or disrespect for others’ opinions. |
| C) The candidate actively engages in collaborative efforts to build consensus and to pursue common goals. | C) The candidate does not engage in collaborative efforts to build consensus or to pursue common goals. |
| D) The candidate uses appropriate strategies for conflict resolution. | D) The candidate neglects to use appropriate strategies for conflict resolution with peers, the instructor, or others. |
The exemplary educator values and works to foster creative and critical thinking strategies that are vital to successful teaching and learning. Candidates demonstrate this by exploring ideas, generating possibilities, and expanding their perspectives to solve problems.
| ACCEPTABLE – The candidate has demonstrated all of these performance indicators consistently (as appropriate to the course), and there is no significant concern apparent with any of the performance indicators. | ALERT – The candidate has demonstrated one or more of these performance indicators with enough consistency to result in a concern. |
| A) The candidate is receptive to new ideas and multiple perspectives. The candidate seems to appreciate course content as relevant to future endeavors. | A) The candidate is not receptive to new ideas or multiple perspectives. The candidate seems to lack an appreciation for course content as relevant to future endeavors. |
| B) There is evidence of the ability to analyze, prioritize, and act on appropriate decisions. | B) There is evidence of the inability to analyze, prioritize, or act on appropriate decisions. |
| C) The candidate encourages creative and critical thinking among others by sharing new ideas and generating possibilities. | C) The candidate does not encourage creative or critical thinking among others by sharing new ideas or generating possibilities. |
The exemplary educator is an active learner. Candidates demonstrate this disposition by approaching problems systematically, researching thoroughly, and seeking opportunities to learn and grow.
| ACCEPTABLE – The candidate has demonstrated all of these performance indicators consistently (as appropriate to the course), and there is no significant concern apparent with any of the performance indicators. | ALERT – The candidate has demonstrated one or more of these performance indicators with enough consistency to result in a concern. |
| A) When possible, the candidate participates in professional development activities that are recommended, even when not required. | A) The candidate does not participate in professional development activities that are recommended, even when possible. |
| B) The candidate uses best pedagogical practices and new knowledge based on current research. | B) The candidate does not use best pedagogical practices or new knowledge based on current research. |
| C) The candidate pursues new knowledge. | C) The candidate does not pursue new knowledge. |
| D) The candidate is responsible with regard to scholarship, assessment practices, and use of data (e.g., avoidance of hasty judgments when assessing students, careful analysis of data). | D) The candidate is irresponsible with regard to scholarship, assessment practices, or use of data (e.g., makes hasty judgments when assessing students, not careful with analysis of data). |
| E) The candidate seems to invest significant effort in learning. | E) The candidate seems to invest minimum effort in learning. |
The exemplary educator has an appreciation for human diversity and enjoys working with students representing a broad range of diverse groups in an equitable and non-discriminatory manner.
| ACCEPTABLE – The candidate has demonstrated all of these performance indicators consistently (as appropriate to the course), and there is no significant concern apparent with any of the performance indicators. | ALERT – The candidate has demonstrated one or more of these performance indicators with enough consistency to result in a concern. |
| A) The candidate believes that all students are capable of learning and demonstrates inclusive practices. | A) The candidate does not believe that all students are capable of learning or does not demonstrate inclusive practices. |
| B) The candidate uses multiple strategies and applies modifications to address the needs of all learners. | B) The candidate does not use multiple strategies or does not apply modifications to address the needs of all learners. |
| C) The candidate interacts respectfully with diverse peers, instructors, students, and other individuals. | C) The candidate interacts disrespectfully with diverse peers, instructors, students, or other individuals. |