Dispositional Process
The Professional Dispositions adopted by the Â̲èÖ±²¥ School of Education promote and support professionalism as outlined in state and national standards. These standards are developed in the SOE Conceptual Framework, incorporated throughout the Advanced Program, and are expressed through disposition statements. Advanced program candidates and the SOE faculty and staff ascribe to the dispositions, the process for assessing and evaluating the Advanced candidates’ demonstration the dispositions, and their role in the process.
The SOE is committed to the values of academic integrity in teacher preparation. You are expected to consign yourself to each of the following dispositions throughout this semester in your classroom participation, projects, and assessment activities:
Educational Leadership Dispositions
The Educational Leader shows evidence that she/he values these dispositions.
1. Attends regularly, is punctual, has a professional appearance, and conducts him or
herself professionally with students, peers, parents, and all P-12 and University
personnel.
2. Sets high standards and expectations for self and others (1) (3)
3. Continuously evaluates self for improvement (1) (2)
4. Accepts responsibility and demonstrates leadership (3)
5. Recognizes a variety of ideas and values cultures (6)
6. Is committed to providing a variety of ways for students to learn (2)
7. Is committed to the educability of all (1)
8. Demonstrates a work ethic required for high levels of personal and
organizational performance (1)
9. Makes management decisions to enhance learning and teaching (3)
10. Utilizes ethical principles in decision-making (5)
11. Treats people fairly, equitably, and with dignity and respect (5)
12. Respects and fulfills legal and contractual obligations (5)
13. Cultivates and promotes a safe, caring, and supportive learning environment (2) (3)
14. Dialogues with other decision makers affecting education (6)
15. Collaborates and communicates with family and community (1) (4)
16. Operates school as an integral part of the community (4) (6)