self assessment

· the belief that all students can learn;

· active contribution and collaboration in their professional learning communities;

· application of theory and research in daily practice and reflection;

· valuing, respecting, and promoting diversity;

· skill in identifying and using community resources that enhance student success;

· social responsibility;

· ethical practices; and

· the appropriate use of technology

Professional Dispositions with Indicators/Demonstrated Behaviors

Professions are characterized by the commonalities of shared skills, knowledge, and dispositions. We believe the following are reflective of beliefs and actions demonstrated by individuals who have formed dispositions appropriate to the field of education. We expect our program completers to acquire, demonstrate, and hone the dispositions and their corresponding indicators during their progression through our programs:

The Belief that all Students can Learn

It is imperative that educators believe that all students can learn; setting and supporting rigorous, realistic expectations for student success is a critical part of this belief system. Educators should communicate their expectations in productive, positive ways. Goals for student achievement are reflective of the best practices of research-based educational theory, assessment and pedagogy.

Indicators:

· Differentiates instruction and/or strategies to meet the needs of all learners.

· Avoids biases in assessment practices.

· Provides equitable learning experiences for all students.

Active Contribution and Collaboration in Professional Learning Communities

Educators understand the impact of leadership and community involvement as it applies to professional learning communities. These activities exemplify a commitment to the promotion of the profession and a desire to continue to hone one’s craft. Educators use their professional and peer relationships to foster skills directly related to supporting others. They also contribute to their respective disciplines through scholarship and learning activities.

Indicators:

· Holds membership in professional and/or community organizations and associations.

· Advocates for the profession.

· Remains current in the field through a commitment to lifelong learning.

Application of Theory and Research in Daily Practice and Reflection

At the heart of applying theory and using research is reflective practice. Candidates in educator preparation programs learn that highly effective instructors continuously reflect on techniques, strategies, actions and decisions. Instructional decisions are made by monitoring and adjusting to multiple sources of information about student learning and performance.

Indicators:

· Provides a rationale for practices based on theory and/or data.

· Revises practice upon analysis of data.

· Adjusts behaviors based on self-reflection

· Demonstrates a willingness to embrace change.

· Demonstrate flexibility in the delivery of content. 

Valuing, respecting, and embracing diversity

Educators need to be cognizant of students’ individual learning needs and respect the cultural diversity of the communities they serve. They should develop and maintain instructional settings marked by respect for others and treat all with whom they interact civilly and courteously. A quality educational program will result in greater levels of achievement for all students and provide students the opportunity to become productive members of a democratic society. We believe that an education that emphasizes multicultural citizenship will best prepare K-12 students to be successful in global, interconnected communities.

To model this behavior, School of Education faculty strives to facilitate an environment of fellowship, tolerance, and mutual respect for others. As our faculty demonstrate pluralistic cultural behaviors and global competencies, our candidates gain the requisite skills to become professional educators within a diverse culture.

Indicators:

· Creates and maintains a positive learning environment.

· Implements culturally responsive practices.

· Employs equitable best practices.

Skill in Identifying and Using school and Community Resources that Enhance Student Success

Educators need to be adept at recognizing the role that community resources play in enhancing student learning. By aligning school and community resources with student and community needs the educator can ensure that the needs of the students are met, further enhancing the likelihood of student learning.

Indicators:

· Refers students and families to the appropriate school and/or community resources to promote mental, social, emotional, and physical health and wellness.

· Collaborates with a variety of individuals to advance student well-being.

· Develops and sustains school activities that make meaningful connections between school and the community.

Social Responsibility

Educators promote social justice and humane education by exercising fairness and equity. Educators help students feel empowered and connected to others. They have values that support ethical behaviors and foster empathy. In today’s interconnected society, the ability to think and act as a global citizen reflects an awareness of our rights and responsibilities to self and others.

Indicators:

· Provides learning opportunities that support students’ social growth.

· Recognizes the impact of changing community, familial, and societal patterns on student success.

· Engages in activities that promote humane and civic education.

Ethical Practices

Educators must exercise sound judgment and serve as role models in their communities. Educator professional conduct extends beyond the school setting into areas of service and community. Therefore, ethical behavior must be exhibited in all arenas. Educators are committed to influencing K-12 students within their schools on both academic and personal levels; as such, they are responsive in areas of leadership, assessment, and organizational management. Additionally, they integrate various perspectives and remain transparent during decision making processes. Finally, educators maintain standards of confidentiality based on the Family Educational Rights and Privacy Act of 1974 (Federal Register, 2008) and as required by their places of employment.

Indicators:

· Candidates’ professional and personal standards reflect the ethics and values of professional organizations and state accrediting bodies.

· Demonstrates developmentally appropriate and ethical practices.

· Acts in congruence with regional, state and national laws and policies that govern education.

Uses Technology Appropriately

Technological proficiency is an essential skill for today’s educator. Educators must be confident in their ability to incorporate appropriate technologies to enhance teaching and learning. Most states have developed standards for teachers and/or administrators that address technology. Educators must be familiar and comfortable with the technology standards that guide their practice and confident in their ability to incorporate appropriate technologies to enhance teaching and learning.

Indicators:

· Uses technology to facilitate learning and efficacy of assessment.

· Chooses developmentally appropriate technology for students.

· Provides a rationale for the implementation of chosen technology tools.

· Reflects on the efficacy of technology choices and makes changes as necessary.

References

Federal Register, (Tuesday, December 9, 2008). 34 CFR Part 99, Part II, Family Education   Rights and Privacy, Final Rule. Retrieved