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Louisiana State University

School of Education

PK-3 Teacher Education Program

Professional Education Dispositions

Candidate: Victoria Pecot

id# Faculty:

As part of professional growth and development in the PK-3 Teacher Education Program, there is an expected demonstration and
understanding of a commitment to the following attributes and behaviors that are characteristics of an ideal, effective professional educator.
These dispositions must be consistently demonstrated in order to maintain good standing in the PK-3 Teacher Education Program.

M–Meets Standards: The candidate’s behavior consistently demonstrates this disposition.

I–Needs Improvement: The candidate’s behavior occasionally demonstrates this disposition.
U–Unacceptable: The candidate does not demonstrate this disposition.
N–Not able to Assess: There is not an opportunity to assess the candidate on this disposition.

Planning and Instruction:

M I U N 1. Preparation: The pre-service teacher candidate comes prepared for all lessons with material ready to go and lesson
plans thorough and reviewed prior to teaching.

M I U N 2. Knowledge: The pre-service teacher candidate demonstrates content and pedagogical knowledge about the subject
area.

M I U N 3. Flexibility: The pre-service teacher candidate constantly critiques his or her instructional decisions and adapts the
lesson as needed, based on student need.

M I U N 4. Inclusiveness: The pre-service teacher candidate appreciates and capitalizes upon student diversity.

M I U N 5. Facilitator: The pre-service teacher candidate uses flexible grouping and encourages students to take responsibility
for their learning.

M I U N 6. Creativity: The pre-service teacher candidate exhibits creative thinking and nurtures and supports creativity in the
classroom.

Learning Environment and Management:

M I U N 7. Respect: The pre-service teacher candidate develops a rapport with the students and creates an environment of
mutual respect.

M I U N 8. Acceptance: The pre-service teacher candidate is sensitive to individual differences and promotes understanding of
students’ varied cultural traditions and learning strengths and needs.

M I U N 9. Fairness: The pre-service teacher candidate treats all children fairly and promotes fairness in students’ interactions
with others.

Communication:

M I U N 10. Oral Communication: The pre-service teacher candidate is articulate, personable, and animated with few
grammatical errors in his or her speech.

M I U N 11. Written Communication: The pre-service teacher candidate clearly organizes and communicates ideas in writing
with few spelling, usage, or grammatical errors.
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Professionalism:

M I U N 12. Appearance: The pre-service teacher candidate is professional in grooming and dress and does not cause a
distraction in the learning environment.

M I U N 13. Demeanor: The pre-service teacher candidate is professional and congenial in interactions with students, peers,
teachers, parents, and others.

M I U N 14. Attendance: The pre-service teacher candidate is reliable and punctual in attendance.

M I U N 15. Participation: The pre-service teacher candidate actively participates in classroom and school responsibilities and
functions.

M I U N 16. Collaboration: The pre-service teacher candidate engages in thoughtful collaboration with peers, teachers, and
other school personnel.

M I U N 17. Work Ethic: The pre-service teacher candidate thoroughly and accurately completes tasks/assignments in a timely
manner.

Professional Growth:

M I U N 18. Reflective Practitioner: The pre-service teacher candidate regularly examines his or her classroom practices and
reflects critically on what can be improved or modified.

M I U N 19. Open-mindedness: The pre-service teacher candidate consistently accepts and utilizes constructive criticism from
cooperating teachers and university faculty and supervisors.

M I U N 20. Adaptability: The pre-service teacher candidate demonstrates the ability to adapt to all aspects of school culture and
to change and acclimate to changing responsibilities, materials, and schedules.

Additional comments:

I feel that this better accurately represents my character of this semester in teaching than the
rubric filled out by my mentor teacher.
I am exceedingly upset about the rubric on her behalf and do not believe it is completely accurate
of me.