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Candidate Dispositions

The University Teacher Education Committee at º£½ÇÆƽâ°æ believes that well prepared teacher candidates understand and can demonstrate knowledge of professional skills and dispositions. We further believe that teacher candidates must apply their knowledge skills and dispositions in school settings. The mission of º£½ÇÆƽâ°æ's Teacher Education Program is to prepare versatile teachers who appreciate the importance of our diverse population; who adapt to emerging social, economic, and demographic patterns; and who are skilled in the use of technological tools to promote teaching and learning in our nation's schools. We further believe that the disposition of our candidates is important for their success as a teacher and a professional. Candidates are evaluated multiple times throughout their program.

Disposition 1 Collaboration: Collaboration is valued in education. Effective collaboration means working with other members of a group (students, peers, cooperating teachers or parents) exchanging ideas, sharing experiences and learning processes, and building communities. Group members work together toward common goals. Collaboration is valued inside and outside the classroom as a way to create strong communities (Danielson 6; IPTS 8).

Disposition 2 Commitment to Learning: Commitment to learning is essential to the development of exemplary educators. Valuing research, learning in all areas of instruction, problem solving, self-reflection, and personal growth creates exemplary students and educators. Through participating in learning of best practices, and actively engaging in new ideas and knowledge building, individuals show a commitment to learning in and beyond the classroom (Danielson 5 and 6; IPTS 9).

Disposition 3 Valuing Diversity and Equity: Valuing the diversity and uniqueness of all groups and using responsive non-discriminatory practices are essential in education. Individuals implement a variety of practices and strategies that meet the needs of all learners in and outside the classroom. They develop knowledge about ways in which groups and individuals are culturally, historically, economically, and socially shaped. They provide examples of the belief that all students can learn. They show respect in both words and actions for diverse groups, including students, peers, instructors, or advisors (Danielson 5; ITPS 1 and 3).

Disposition 4 Responsibility: Responsibility is vital for learners and educators. Responsible individuals are prepared, act independently, demonstrate accountability, reliability, and sound judgment. They prioritize health and safety to minimize absences and illness. They accurately report information and take initiative in learning, professional, and personal environments (i.e. online presence). They are engaged, on-task, and responsible in all educational and professional environments. They make ethical decisions, are reflective in all learning experiences and situations, and are responsible for their behaviors and choices. They demonstrate respect for others, including peers, students, instructors, parents, and supervisors (Danielson 6; ITPS 9).