DISPOSITIONAL EXPECTATIONS AND INDICATIONS

Fall 2022

Dear College of Education Student,

Dispositions are an important part of who you are as an educator. In the College of Education,
we assess dispositions based upon 4 main indicators:

1. Displays and takes responsibility for professional behavior and ethics

2. Demonstrates a belief that all students can learn
3. Shows appreciation and skills needed for teaching, learning, and mentoring
4. Demonstrates collegiality and collaboration

We also recognize that you will develop disposition attributes as you move through your degree
program, so indicators for success are based upon what “Core” you are currently in. For
example, the expectations of you in ED199 (Core I) are different than those of ED299 (Core 2).

This semester your instructor has deemed that you have met the dispositional expectations for
your course and/or core in each of the 4 indicators. I would encourage you to review those
expectations below, and I would ask that you also take a look at what is expected in the next
Core so that you have a sense of your new dispositional target.

Congratulations on your outstanding efforts.

Sincerely,

Prof. Mager
Assistant Dean
Chair: COE Recruitment, Retention and Recognition Committee
 DISPOSITION INDICATORS
INDICATOR: DISPLAYS & TAKES RESPONSIBILITY FOR PROFESSIONAL BEHAVIOR AND ETHICS
INTASC STANDARDS: 9 – Professional Learning & Ethical Practice
CORE Maintains a professional manner, dress, and disposition
ONE Submits required work accurately, grammatically correct and on time
Arrives on time to field experiences and class
Admits mistakes and accepts constructive criticism with a willingness to learn and correct with time
Thinks about and reflects on professional practice
Understands that there will always be room to grow and improve in the practice
Demonstrates an understanding of professional ethics and confidentiality in both writing and conversation
CORE ALL INDICATORS NOTED IN CORE ONE ABOVE, PLUS:
TWO Thinks about and reflects on professional practice and student learning
Understands that there will always be room to grow and improve in the practice and identifies ways to do so
Exhibits professional ethics and confidentiality in both writing and conversation
Uses developmentally appropriate language   
Gives specific, growth-mindset feedback to students routinely
CORE ALL INDICATORS NOTED IN CORE ONE AND TWO ABOVE, PLUS:
THREE Thinks about, reflects and acts on professional practice to improve student learning
Understands that there will always be room to grow and improve in the practice and identifies and acts on ways to do so

Exhibits professional ethics and confidentiality in both writing and conversation and Is aware of legally required
exceptions to confidentiality

INDICATOR: DEMONSTRATES A BELIEF THAT ALL STUDENTS CAN LEARN

INTASC STANDARDS: 1- Learner Development and 2 – Learning Differences
CORE Considers the educational needs of all students in a caring, culturally responsive, and consistent manner
ONE Begins to understand the impact of bias and discrimination based on race, class, gender, disability/exceptionality, sexual
orientation, language, etc. on students and their learning

Believes that high quality education is a fundamental right of all students

Is motivated to meet the needs of all students

CORE ALL INDICATORS NOTED IN CORE ONE ABOVE, PLUS:
TWO Considers and begins to plan for the educational needs of all students in a caring, culturally responsive, and consistent
manner

Understands the impact of bias and discrimination based on race, class, gender, disability/exceptionality, sexual
orientation, language, etc. on students and their learning.

Is prepared and motivated to meet the needs of all students

Understands that fair is different from equal and therefore provides opportunities for each student to be successful and
grow.
CORE ALL INDICATORS NOTED IN CORE ONE AND TWO ABOVE, PLUS:
THREE Plans for the educational needs of all students in a caring, culturally responsive, and consistent manner

Is able to plan thoughtful, differentiated lessons through the lens of culturally responsive practice
INDICATOR: SHOWS APPRECIATION AND SKILLS NEEDED FOR TEACHING, LEARNING AND MENTORING
INTASC STANDARDS: 7 – Planning for Instruction
CORE Demonstrates genuine enthusiasm for the profession
ONE:
Engages in discussion and questioning that lead to learning

Thoughtfully reflects on questions relating to the profession and professional identity

Understands the need to treat students with respect and care

Begins to identify elements of proactive classroom management

Exhibits the belief that all students can succeed

CORE ALL INDICATORS NOTED IN CORE ONE AND TWO ABOVE, PLUS:
TWO Can articulate a stance on the profession and is developing a professional identity

Treats students with respect and care

Begins to identify and implement proactive classroom management

Understands how to construct student -centered curriculum

Understands a variety of instructional methods

CORE ALL INDICATORS NOTED IN CORE ONE AND TWO ABOVE, PLUS:
THREE Engages in and facilitates discussion and questioning that lead to learning

Is able to align a professional identity with practice

Utilizes proactive classroom management

Exhibits and acts on a belief that all students can succeed

Demonstrates thorough lesson planning that is based on a student -centered curriculum

Uses a variety of instructional methods.

INDICATOR: DEMONSTRATES COLLEGIALITY AND COLLABORATION

INTASC STANDARDS: 10 – Leadership & Collaboration
CORE Understands the importance of effective communication in the classroom and field
ONE: Attends required class meetings and works with classmates outside of class on projects; is a team player
Treats classmates and professors with respect and collegiality
CORE ALL INDICATORS NOTED IN CORE ONE AND TWO ABOVE, PLUS:
TWO Demonstrates effective communication skills in the classroom and the field
Attends required class meetings, works with classmates, and is prepared for field-based interactions
Treats classmates, professors and field-based staff with respect and collegiality
Seeks opportunities for professional conversations & activities beyond the required
CORE ALL INDICATORS NOTED IN CORE ONE AND TWO ABOVE, PLUS:
THREE Practices honest two-way communication with peers, school & university personnel
Is engaged and prepared for all class, group, and field experience work
Anticipates and can address questions from faculty, field-based staff or parents