Candidates in the College of Education-Professional Education Unit are expected to conduct themselves professionally at all times. A set of professional dispositions, as described in Model Standards for Beginning Teacher Licensing, Assessment and Development: A Resource for State Dialogue Developed by Interstate New Teacher Assessment and Support Consortium (INTASC, 1992), are measured at specific times within each candidate's program. 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 candidate contributes to a positive climate in the university classroom and P-12 setting by demonstrating the ability to: Participate actively in class discussion and assignments; works effectively with others; shows respect of and consideration for the thought and feelings of others.
- Disposition 2. The candidate demonstrates mastery of written and spoken language for self-expression, as well as for learning purposes by demonstrating the ability to: Communicate effectively verbally; demonstrate an ability to write in a clear, organized, fluent manner; adhere to the conventions of the language when appropriate; recognize distinctions between formal and informal communication.
- Disposition 3. The candidate is a thoughtful and responsive listener as demonstrated by an ability to: Solicit feedback that demonstrates an understanding of program and professional goals and objectives; receive feedback in a positive manner and make necessary adjustments; listen and respond to others.
- Disposition 4. The candidate is committed to reflection, assessment, and learning as an ongoing process by demonstrating an ability to: Reflect on information provided and demonstrate an ability to apply ideas to his/her own practice or life; modify behavior and/or understanding when provided with new information or experience; demonstrate an interest in and commitment to lifelong learning.
- Disposition 5. The candidate is willing to give and receive help by demonstrating an ability to: Assist others in the university classroom; accept assistance from others.
- Disposition 6. The candidate is sensitive to community and cultural norms of the teacher education program and the university classroom through demonstrating an ability to: Use language that demonstrates sensitivity to others; communicate effectively with peers, and instructors; show an awareness of the context in which s/he is interacting.
- Disposition 7. The candidate appreciates and values human diversity and shows respect for others’ varied talents and perspectives by demonstrating an ability to: Listen to others' perspectives in a respectful manner; exhibit an understanding of the complexities of race, power, gender, class, sexual orientation and privilege in American society.
- Disposition 8. The candidate values the development of critical thinking, independent problem solving, and performance capabilities in him or herself and in P-12 pupils by demonstrating an ability to: Identify, analyze, and evaluate complex issues; solve problems both independently and in cooperation with others; set and achieve high standards.
- Disposition 9. The candidate demonstrates a commitment to keeping abreast of new ideas and understandings in the field of education by revealing an ability to: Identify and analyze important trends in education; look for opportunities to integrate theory and practice; demonstrate enthusiasm for learning new ideas and strategies; relate class discussions and issues to current events in education.
- Disposition 10. The candidate demonstrates a level of responsibility appropriate for a professional through an ability to: Attend all classes, participate in required activities and arrive on time; dress appropriately; communicate in a professional manner regarding extenuating circumstances that may prevent attendance; come to class prepared.