College of Charleston—School of Education, Health, and Human Performance
Disposition
Novice Expectations
Belief that all students can
learn
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Value and respect for individual difference
Value positive human interactions
Dispositions of Effective Teachers: Initial Certification M. A. T.
Emerging Competency and Competent Expectations
Understands that teacher’s expectations impact
learning.
Aware of effects of stereotyping and generalizing.
Understands that people learn in many different
ways.
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Avoids stereotyping and generalizing.
Uses language that indicates expectations of growth for all learners.
Plans for active engagement of all children.
Accepts responsibility for helping all students to succeed.
Makes knowledge accessible to all students.
Advocates for all students.
Creates responsive and supportive classroom environments that nourish and promote each student’s learning and development.
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Uses professional language to describe individual
differences.
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Recognizes talents and strengths in individuals.
Recognizes favoritism and disrespectful behavior.
Refrains from labeling individuals.
Refrains from applying generalizations to individuals.
Demonstrates equity in daily interactions.
Actively seeks information about the beliefs, values, traditions, social and academic abilities of individuals
Uses multiple forms of instruction and assessment.
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Communicate in ways that demonstrate respect for
the feelings, ideas, and contributions of others.
Contributes to class discussions by being prepared
and sharing ideas.
Demonstrates an ability to give and take in discussions and work with others.
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Demonstrates quality of warmth, empathy and humor in interactions with peers and instructors.
Praises and supports others.
Demonstrates a willingness to learn and accept constructive feedback from instructors, peers, and students.
Promotes cooperation and respect in and out of the classroom.
Communicates in ways that demonstrate respect for the feelings, ideas and contributions of others.
Encourages open dialogue in the classroom.
Responds non-judgmentally.
Demonstrates the qualities of warmth, empathy, and humor with children/youth and caregivers.
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Intellectual curiosity, enthusiasm about learning and willingness to learn new ideas
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Reads and completes assignments adequately.
Seeks new experiences that broaden knowledge.
Attends intellectual events on and off campus.
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Investigates current ideas and concepts relevant to the teaching profession.
Connects ideas and knowledge between and among courses.
Participates in professional activities in addition to regular coursework.
Stays current in the evolving nature of the profession.
Engages in discussions about ideas.
Brings a sense of wonder to work.
Plans and engages in research based practice.
Seeks out differing points of view.
Commitment to inquiry, reflection, and self assessment
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Asks questions derived from personal reflection and
scholarly readings.
Uses language of inquiry and discovery.
Accepts divergent viewpoints as opportunities for
personal and professional development.
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Develops a problem solving and experimental orientation through questioning and reflection.
Connects theory with observed classroom practices.
Reflects upon and then revises evolving personal and professional philosophy.
Adopts problem solving and experimental orientation.
Thinks systematically about the relationships between theory and practice.
Teaches from an evolving personal understanding of self, philosophy and practice.
Value collaborative, and cooperative work
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Participates actively with classmates and/or coworkers in a respectful and productive manner.
Assumes fair share of responsibilities.
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Seeks to work cooperatively.
Balances personal initiative with recognition of others’ contributions in group work.
Develops respectful and productive working relationships in cooperative endeavors.
Establishes and fosters respectful productive relationships with professionals, agencies, community members, and caregivers .
Maintains confidentiality of students and colleagues.
Sensitivity to community and
cultural contexts
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Uses professional language to discuss characteristics of families, communities and cultures.
Examines self as a culture bearer.
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Seeks information about the beliefs, values, traditions of self and others within family, community and cultural context.
Refrains from labeling groups.
Refrains from ascribing characteristics of an individual to entire group.
Uses information about the beliefs, values, traditions of self and others within family, community and cultural contexts as a foundation for teaching.
Responsible and ethical practice
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Adheres to the statements governing academic
integrity as published in the Student Handbook.
Demonstrates punctual and reliable attendance.
Completes assignments on time.
Understands that laws and codes of ethics guide
the teaching profession.
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Demonstrates punctual and reliable attendance in college and field settings.
Understands and exhibits appropriate professional appearance and behavior.
Follows legal and ethical guidelines.
Upholds the laws and ethical codes governing the profession.
Meets professional responsibilities in a timely and positive manner.
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Rev 2/16
MAKING THE TEACHING - LEARNING CONNECTION
School of Education, Health, & Human Performance, Teacher Education Program
College of Charleston
Admission to Professional Programs
Disposition Assessment: Novice Level
is a candidate for admission to the Teacher Education Program. Effective teachers possess a set of dispositions that guide their actions inside and outside of the classroom. This form evaluates the dispositions of a candidate at the novice level. The ideal novice candidate will score at the target level on each disposition. Scores in the acceptable range will indicate to a candidate and
to us areas for growth but will not exclude a candidate. A “not observed” score does not penalize a candidate. Thank you for taking the time to rate this candidate on all of the dispositions and for providing us with your comments.
Contributes to class discussions by being prepared and sharing ideas
Understands that people learn in many different
ways
• Values and respects individual differences
Uses professional language to discuss and describe individual differences
• Commits to inquiry, reflection, and
self assessment
Asks questions derived from personal reflection
and scholarly readings
Demonstrates an ability to give and take during
discussions and work with others
• Exhibits intellectual curiosity, enthusiasm about learning, and willingness
to learn new ideas
Reads and completes assignments adequately
Seeks new experiences that broaden knowledge
Attends intellectual events on and off campus
Uses language of inquiry and discovery
• Values collaborative, and cooperative work
Accepts divergent viewpoints as opportunities
for personal and professional development
Participates actively with classmates and/or coworkers in a respectful and productive manner
Assumes fair share of responsibility within a
group
Not observed
Avoids stereotyping and generalizing
Disagree
Communicates in ways that demonstrate respect
for the feelings, ideas, and contributions of others
Somewhat
Disagree
Understands that teacher’s expectations impact
learning
Somewhat
Agree
• Values positive human interactions
Agree
Novice Level Dispositions
Strongly
Agree
Not observed
Disagree
Somewhat
Disagree
Somewhat
Agree
Agree
• Believes that all students can learn
Strongly
Agree
Novice Level Dispositions
Not
Observed
Disagree
Somewhat
Disagree
Somewhat
Agree
Agree
Novice Level Dispositions
Strongly
Agree
Not
Observed
Uses professional language to discuss characteristics of families, communities and cultures
Disagree
• Exhibits sensitivity to community
and cultural contexts
Somewhat
Disagree
Somewhat
Agree
Agree
Strongly
Agree
Novice Level Dispositions
• Demonstrates responsible and ethical
practice
Adheres to the statements governing academic
integrity as published in the Student Handbook
Demonstrates punctual and reliable attendance
Examines self as culture bearer
Completes assignments on time
Understands that laws and codes of ethics guide the
teaching profession
Please use this space to describe how you have come to know this person illuminating those dispositions that have begun to develop. Discuss those dispositions that
may be of concern to you.
Reviewer’s Name and Affiliation
Signature
Date
TO BE COMPLETED BY THE CANDIDATE (student): Check one or the other, sign and put your ID number.
_____I hereby authorize release of requested information directly to the School of Education. I
desire an objective evaluation to be given.
_____I do not authorize this evaluation to be placed in my file until I have reviewed it and authorize its inclusion.
*** Student Sign Here:
*** Last four digits of social security number:
Please return this form in a sealed envelope to:
The Graduate School of the University of Charleston, SC
310 Randolph Hall
College of Charleston
66 George Street
Charleston, SC 29424
Rev 2/16