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General Description
Requirements
Policy Provisions
Performance Evaluation
Attachments
Subject Experts
Professional Teacher Dispositions
Policy

Document Number: SOEDU--104 Revision #: 1.0
Document Owner: Executive VP Date Last Updated: 07/11/2013
Primary Author: Dean of the School of Humanities, Education, and the Arts Status: Approved
Date Originally Created: 03/06/2012

General Description
Description:

Information about professional teacher dispositions relative to School of Education and Public Policy policies and procedures.


Purpose:

Delineation of policy.


Scope:

Students


Responsibility: Academic Affairs
Deans

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Requirements
Relevant Knowledge: In order to comply with this policy you should know:
Current University policy

Terms and Definitions: Additional training

Corrective Action

Loss of privilege, general

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Policy Provisions
1.

Professional Teacher Dispositions


The School of Humanities, Education, and the Arts encourages teacher candidates to develop dispositions that enhance professional success. According to the National Council for Accreditation of Teacher Education glossary, teacher dispositions are “professional attitudes, values, and beliefs demonstrated through both verbal and non-verbal behaviors as educators interact with students, families, colleagues, and communities. These positive behaviors support student learning and development.”

 

The dispositions specifically identified by the Interstate New Teacher Support and Assessment Consortium are numerous, and are listed and identified under each standard with a number and a “D.” Teacher candidates are expected to model positive teacher dispositions in their interactions with faculty, peers, and during field experiences and student teaching.

 

Teacher candidates’ dispositions are assessed throughout the program at Cumberland University. Assessment of dispositions occurs formally at the Teacher Education Progression (TEP) Phase I and Phase II interviews.  

 

At the TEP I interview, candidates must submit one Dispositions Ratings sheet. At this checkpoint, the form may be completed by an advisor or CU faculty member.

 

At the TEP II interview, candidates must submit two Dispositions Ratings sheets.  At this checkpoint, one form must be completed by a teacher or other educator at a field experiences site. The other may be completed either by an other educator or by a CU faculty member.

 

To have dispositions ratings forms completed for you - ask those individuals to email the School of Education & Public Service Administrative Assistant  to request a link.

 

Additionally, faculty across the university may use at their discretion a Dispositions Referrals form to document the dispositions of teacher candidates. Should teacher candidates demonstrate exceptional dispositions (positive or negative), faculty throughout the University are encouraged to note those dispositions on a Dispositions Referral form for the candidates file. These documents will be reviewed at Teacher Education Progression checkpoints and may be made a part of the decision making process. If warranted, a report of dispositions may result in the Referral process.

 

To see what these dispositions ratings forms contain, please visit the Assessment Systems overview page of this handbook.


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Performance Evaluation
Performance Metrics: Compliance with standard policy and procedure

Consequences: Further training
Loss of privileges

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Attachments
Disposition Review Procedures
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Hearing Procedures
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Subject Experts
The following may be consulted for additional information.
Dean of the School of Humanities, Education, and the Arts

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