Dispositions are an extremely important piece of your professional education program. The disposition statements explain attitudinal and behavioral expectations in the College of Education and Allied Sciences (CEAS). Some programs have additional dispositions that are required by their professional associations. As a teacher candidate in a professional education program of the CEAS, your dispositions will be observed by faculty members, student teaching (practicum) supervisors and clinical practitioners. Since the successful completion of your program will include the evaluation of your dispositions, this survey will familiarize you with the expectations and your ability to meet this requirement. By completing this survey you show us that you are aware of our expectations, and will strive to meet them. This survey will be completed two to three times as defined in each of the CEAS programs.
The College of Education and Allied Studies faculty use an “At Risk” form when teacher candidates do not live up to these expectations. Please read each disposition carefully, and using the rubric description self-rate yourself on the following dispositions. This will allow you to identify your own strengths and enable you to plan for growth in needed areas.
After reading and thinking about the disposition you will give yourself a rating of 6 to 0. You need to think seriously about where you feel you are strong and where you feel you need more growth. As you read the dispositions think of them in first person as they would pertain to you. The rating of 6 to 0 is defined this way:
6 means: This is definitely my strength. My professional behavior inside and outside the classroom and my classroom instruction exemplifies this philosophical stance. I think this is a critical piece as a professional educator.
5 means: I am extremely strong in this area. I can offer a great deal of examples from my professional behavior in and outside of the classroom and/or lesson plans that show this strength. I understand the importance of this to teaching.
4 means: I'm really comfortable here. I put effort into making sure I am this kind of educator. This is an important disposition to me as I become a professional educator. I can cite some of my professional behavior in and outside of the classroom and/or share lessons that can prove that I am at an acceptable level.
3 means: I feel that I am at a satisfactory level with this disposition. I try to be this kind of educator. Some of what I do inside and outside the class shows this behavior.
2 means: I think I understand what this disposition means. I probably should put more effort into living up to the expectations of this disposition, but some of my actions may show this behavior.
1 means: I'm not sure I fully understand or am meeting this disposition. I realize I need more work to live up to the expectations of this disposition.
0 means: I have no understanding of this disposition. I need to do some studying to understand exactly what is meant here. I need to work hard at living up to the expectation of this disposition.
Disposition 1: Exhibits sensitivity to community and cultural norms while recognizing individual differences and experiences.
Following are some teaching behaviors that evidence this disposition:
- Avoids stereotyping (except when teaching what stereotyping is)
- Uses inclusive language (uses pop culture, music, etc.)
- Develops activities to support/celebrate diversity (of the community)
- Knows his or her students' backgrounds/home environments
- Respects students as individuals with differing personal and family backgrounds and various skills, abilities, perspectives, talents, and interests
- Recognizes the potential of bias in his/her representation of the discipline and seeks to appropriately address problems or bias
- Values diverse languages and dialects and seeks to integrate them into his or her instructional practice to engage students in learning
- Respects parents and their beliefs
- Includes parents when developing planning
- Uses relatives of students as outside speakers/presenters
- Actively builds community based events and activities into teaching (Bank’s fourth level)
Scale: from 6 = 'strong' to 0 = 'not ready yet' | 6 | 5 | 4 | 3 | 2 | 1 | 0 |
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| My Rating for Disposition 1: | | | | | | | |
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Disposition 2: Demonstrates a willingness to work with other professionals and members of the community to improve the overall learning environment for students.
Following are some teaching behaviors that evidence this disposition:
- Values curriculum planning as a collegial activity that takes into consideration the input of students, colleagues, families, and the larger community
- Values collaboration with learners, colleagues, families, and the larger community in the design and implementation of learning experiences that are linked to instructional goals
- Contributes equally to group work
- Shows up on time for class and group meetings
- Shows up prepared to work
- Accepts and is respectful of the ideas of others
- Positively impacts team work
- Finds ways to work with difficult people
- Limits backroom gossip
Scale: from 6 = 'strong' to 0 = 'not ready yet'
| 6 | 5 | 4 | 3 | 2 | 1 | 0 |
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| My Rating for Disposition 2: | | | | | | | |
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Disposition 3: Establishes a positive classroom climate and contributes to a positive school climate by engaging in appropriate professional and supportive practices for self and colleagues.
Following are some teaching behaviors that evidence this disposition:
- Gives thoughtful, constructive feedback to peers
- Takes responsibility to grow and develop with colleagues through interactions that enhance practice and support student learning
- Offers attentive, supportive feedback and constructive criticism
- Encourages put ups not put downs
Scale: from 6 = 'strong' to 0 = 'not ready yet'
| 6 | 5 | 4 | 3 | 2 | 1 | 0 |
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| My Rating for Disposition 3: | | | | | | | |
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Disposition 4: Appreciates and respects individuals and their rights to privacy and confidentiality of information
Following are some teaching behaviors that evidence this disposition:
- Is knowledgeable about FERPA (Family Educational Rights and Privacy Act)
- Follows the code of ethics
- Employs anonymous data reporting
- Discusses sensitive issues in appropriate settings
Scale: from 6 = 'strong' to 0 = 'not ready yet'
| 6 | 5 | 4 | 3 | 2 | 1 | 0 |
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| My Rating for Disposition 4: | | | | | | | |
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Disposition 5: Provides fair and equitable access to all learners and exhibits personal integrity and ethical behaviors with all members of the learning community.
Following are some teaching behaviors that evidence this disposition:
- Uses differentiated instruction
- Adheres to IEP requirements
- Does not allow (or do) scapegoating
- Accepts and values all
- Removes obstacles
- Believes that all children can learn at high levels and persists in helping all children reach their full potential
- Respects students as individuals with differing personal and family backgrounds and various skills, abilities, perspectives, talents and interests
- Values diverse languages and dialects and seeks to integrate them into his or her instructional practice to engage students in learning
- Shows patience to students who don’t understand
- Designs modifications on lesson plans
- Includes all students in class activities
- Cites sources of information
- Communicates with others in a positive, acceptable manner
- Demonstrates knowledge of correct use of the English language
- Employs ethical use of student assessment data
Scale: from 6 = 'strong' to 0 = 'not ready yet'
| 6 | 5 | 4 | 3 | 2 | 1 | 0 |
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| My Rating for Disposition 5: | | | | | | | |
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Disposition 6: Nurtures all aspects of each student's well being which may include cognitive, emotional, social and physical well being as appropriate.
Following are some teaching behaviors that evidence this disposition:
- Teaches to multiple intelligences/learning profile
- Respects students' differing strengths and needs and is committed to using this information to further each student's development
- Is committed to using the students' strengths as a basis for growth, and their misconceptions as opportunities for learning
- Takes responsibility for promoting students' growth and development
- Values the input and contributions of families, colleagues and other professionals in understanding each student's development
- Shows acceptance of mistakes and wrong answers as part of the process of learning
Scale: from 6 = 'strong' to 0 = 'not ready yet'
| 6 | 5 | 4 | 3 | 2 | 1 | 0 |
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| My Rating for Disposition 6: | | | | | | | |
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Disposition 7: Plans, assesses, reflects, and revises instruction based on needs and changing circumstances and social contexts.
Following are some teaching behaviors that evidence this disposition:
- Respects students' differing strengths and needs and is committed to using this information to further each students development
- Uses students’ strengths as a basis for growth and their misconception as opportunities for learning.
- Takes responsibility for promoting student growth and development
- Values family input - Uses prior instruction’s assessment to make next plan
- Modifies plans “on the fly” based on what students are demonstrating they understand
- Plans differentiated instruction based on assessment results
- Makes learning “safe” for all in class
- Is open to diverse opinions, behaviors, discourse, ways of demonstrating knowledge
- Uses a variety of assessments
- Considers ELL students when developing assessments
- Shows ethical use of assessments
- Teaches to the child, not to the lesson
Scale: from 6 = 'strong' to 0 = 'not ready yet'
| 6 | 5 | 4 | 3 | 2 | 1 | 0 |
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| My Rating for Disposition 7: | | | | | | | |
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Disposition 8: Demonstrates thoughtful, effective, verbal and nonverbal communication skills and responsive listening skills.
Following are some teaching behaviors that evidence this disposition:
- Communicates well in mock teaching experiences and in-class presentations
- Strives for clear written products in course work.
- Is a thoughtful and responsive listener/observer
- Participates respectfully in class discussions
- Uses appropriate class management strategies
- Collaborates effectively
- Contributes and accepts others' contributions
Scale: from 6 = 'strong' to 0 = 'not ready yet'
| 6 | 5 | 4 | 3 | 2 | 1 | 0 |
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| My Rating for Disposition 8: | | | | | | | |
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Disposition 9: Evinces commitment to professional growth and enthusiasm for all subjects taught and keeps abreast of new ideas and developments in the field.
Following are some teaching behaviors that evidence this disposition:
- Takes part in departmental conversations about teaching and learning (practicum) (school placement)
- Subscribes to and reads professional journals
- Belongs to professional associations and learning communities
- Values and seeks professional development conferences, workshops, and/or graduate courses
Scale: from 6 = 'strong' to 0 = 'not ready yet'
| 6 | 5 | 4 | 3 | 2 | 1 | 0 |
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| My Rating for Disposition 9: | | | | | | | |
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Disposition 10: Makes academic content meaningful by connecting it to students' lives and communities.
Following are some teaching behaviors that evidence this disposition:
- Uses everyday life connections in the lesson plan
- Makes cultural connections
- Uses appropriate and applicable current/cultural events
- Values the larger community in curriculum planning
- Participates in faculty meetings
- Encourages family links to classroom teaching
- Sends home information to attend open houses, etc.
- Uses local/in class examples to teach
- Brings in outside speakers from the content/community
- Uses media links
Scale: from 6 = 'strong' to 0 = 'not ready yet'
| 6 | 5 | 4 | 3 | 2 | 1 | 0 |
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| My Rating for Disposition 10: | | | | | | | |
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Please select the phase (where you are now) in your program:
IF YOU ARE AN UNDERGRADUATE, please select your major in Question 15, do not answer Question #16
IF YOU ARE IN A GRADUATE PROGRAM, do not answer Question 15, please select your licensure program in Question #16
IF YOU ARE AN UNDERGRADUATE, please select your major here:
IF YOU ARE IN A GRADUATE PROGRAM, please select your licensure here:
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