Professional Dispositions - Updated Fall 2014
These statements apply to all teacher candidates at all times in real world interactions
and in all on-line activities that are accessible by other professionals and the public.
Each statement is aligned with the specific Interstate Teacher Assessment and Support
Consortium (InTASC) standard referenced in parentheses and followed by a bulleted
list of indicators. These dispositions may also be measured at any time by any of
the candidate's instructors using an Instructor Initiated Form. The following is a description of the professional dispositions:
- Disposition 1. The teacher candidate demonstrates the cognitive ability to assume
responsibility in his/her own and his/her students' development. (InTASC 1)
- Creates developmentally appropriate practice for students, fostering the contributions
of families, colleagues, and other professionals.
- Incorporates differentiated instruction to support student development of critical
thinking, problem-solving and performance abilities.
- Disposition 2. The teacher candidate appreciates and values human diversity and shows
respect for others’ varied talents and perspectives. (InTASC 2)
- Listens to others’ perspectives in a respectful manner.
- Exhibits an understanding of the complexities of race, power, gender, class, sexual
orientation and privilege in American society.
- Disposition 3. The teacher candidate contributes to a positive climate in the university
classroom and PreK-12 setting. (InTASC3)
- Participates actively in class discussions and assignments; works effectively with
- Shows respect for and consideration for the thoughts and feelings of others.
- Disposition 4. The teacher candidate develops a mastery of content and effectively
creates learning experiences that assure mastery of content for pupils. (InTASC 4)
- Demonstrates a commitment to professional development and attention to new ideas in
both content and pedagogy.
- Appreciates multiple perspectives and recognizes the potential for bias in his or
her representation of the content area.
- Disposition 5. The teacher candidate is committed to developing as a creative and
collaborative problem-solver. (InTASC 5)
- Uses disciplinary knowledge to address local and global issues.
- Values knowledge from across content areas, in addition to the candidate' s own area(s)
- Values flexible learning environments that encourage exploration, discovery, and creative
- Disposition 6. The teacher candidate is committed to reflection, assessment, and
learning as an ongoing process. (InTASC 6)
- Reflects on information provided and demonstrates an ability to apply ideas to his/her
own practice or life.
- Able to modify behavior and/or understanding when provided with new information or
- Demonstrates an interest in and commitment to lifelong learning.
- Disposition 7. The teacher candidate plans instruction that supports every student
in meeting rigorous learning goals by drawing upon knowledge of content, curriculum
and pedagogy in context. (InTASC 7)
- Develops, reflects on, and refines plans based on learners’ diverse needs.
- Values the input, when planning, of learners, other professionals, families, and the
- Disposition 8. The teacher candidate understands and uses a variety of instructional
strategies to encourage learners to develop deep understanding of content areas and
their connections to other areas. (InTASC 8)
- Adapts instruction to meet students’ diverse needs and learning styles.
- Applies technology to promote learning and communication.
- Disposition 9. The teacher candidate demonstrates a level of responsibility appropriate
for a professional. (InTASC 9)
- Attends all classes, practicum experiences, and required activities and arrives on
time and prepared.
- Dresses for the practicum experiences in an appropriate manner.
- Communicates in a professional manner regarding extenuating circumstances that may
- Demonstrates academic integrity.
- Disposition 10. The teacher candidate is sensitive to community and cultural norms
of the teacher education program, the university classroom, and practicum settings.
- Uses language that demonstrates sensitivity to others.
- Communicates effectively with peers, instructors, PreK-12 pupils, and cooperating
- Shows an awareness of the context in which s/he is interacting.