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Standard
1.F
Dispositions for All Candidates
Target: Candidates
work with students, families, and communities in ways
that reflect the dispositions expected of professional
educators as delineated in professional, state, and institutional
standards. Candidates
recognize when their own dispositions may need to be
adjusted and are able to develop plans to do so.
Initial
Programs. A
successful candidate at the initial level demonstrates
professional dispositions: adherence
to professional ethics, collaboration,
commitment to diversity, commitment to
teaching, emotional maturity, initiative, responsibility, responsiveness
to professional feedback,
self-reflection, and student focus. An elaboration of what is meant by each
of these is provided in Exhibit
G-23. Further elaboration, especially
from the student's
point of view, is provided in Eastern
Michigan University Teacher Preparation Programs: An Introduction , the section on
"Professional Dispositions," pp.
15-21. That same document includes the forms that are used for assessment
of dispositions.
The
self- and faculty assessment of dispositions is described in
detail in Standard
2. However,
in general, there is a self-assessment near the beginning of
the professional education sequence and another one at the
end. In between, faculty members of certain courses and field experiences
complete assessments of dispositions for each student. In extreme cases,
an "indicator
of significant professional weakness" ("red
flag") form may be completed by a faculty
member. Receiving one such "red flag" requires
the development of and completion of a
"professional development plan." Students
who receive two "red
flags" will be dismissed from the program.
Advanced. At
the advanced program level, we believe teachers and other
education professionals are change agents in the schools
and communities in which they work and that they must demonstrate
collaborative partnerships with students, colleagues,
parents, and the broad community. The
professional dispositions for advanced programs are:
1. Adherence to professional
ethics: demonstrates adherence to standards of ethical conduct, fulfills
professional obligations, assumes responsibility
for own decisions;
2. Collaboration:
works effectively with professional colleagues, parents, and other adults;
3. Commitment to diversity:
values multiple aspects of diversity; respects children and adults of
various cultural backgrounds,
ethnicities, religions,
sexual orientations, social classes, abilities, political
beliefs, etc.
4. Leadership and
initiative: assumes leadership roles in improving professional practice,
goes beyond what is expected, actively seeks
solutions to problems.
5. Professional advocacy:
serves as an advocate in schools and in the broader community to enhance
educational opportunities
for all students.
6. Professional demeanor:
deals with conflict appropriately, posed and professional behavior, responsive
to professional
feedback.
7. Self-reflection:
reflects on and evaluates one's own experience and work, is willing
and able to recognize difficulties of deficiencies
in one's
professional practice, seeks after knowledge and
professional development.
8. Student focus:
focuses professional decision-making around student needs rather than
personal preference, respects
students as valued human beings.
In
general, the assessment of dispositions at the advanced program
level will be presented in Standard
2. However, it should be noted that
some advanced programs have very elaborate statements
concerning "dispositions" and professional behavior. For
example, the handbook for
the school counseling program has extensive material
on codes of ethics, the expectations for candidate behaviors,
the methods of assessing these
professional behaviors, and the penalties for not complying with
expectations.
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information
on the
accreditation/approval
process,
please
contact
Jerry H. Robbins,
Dean, at
734.487.1414
or by e-mail
at jerry.robbins@emich.edu.
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