Core Professional Disposition Key Assessment


Core Professional Dispositions Assessment	The teacher candidate is on time and prepared each day. The teacher candidate’s interaction with peers, instructors, and/or mentors is appropriate and professional using proper language, voice, and tone. The teacher candidate demonstrates initiative and enthusiasm. The teacher candidate completes assignment on time and without prompting. The teacher candidate demonstrates behaviors conducive to appropriate classroom participation and commitment to learning. The teacher candidate is dressed appropriately for setting or activity. The teacher candidate demonstrates ethical conduct by meeting established standards for assignment submissions and intellectual honesty. The teacher candidate demonstrates the ability to think independently. The teacher candidate demonstrates the ability to listen and be respectful of divergent viewpoints. The teacher candidate demonstrates the ability to work collaboratively. The teacher candidate demonstrates the ability to accept evaluative feedback and constructive criticism from peers, instructors, and/or mentors. The teacher candidate respects privacy. The teacher candidate demonstrates behaviors that are consistent with the belief that all K-12 students can learn.
Field Experience/Student Teaching Midterm/Final Summative Assessment (for all programs).	Presents self in a professional manner in terms of appearance, attitude, attire, and conduct. Maintains an appropriate level of professional ethics in terms of personal conduct, academic integrity, and emotional maturity in the school setting. Demonstrates a positive rapport with students, parents, colleagues, administrators, supervising teacher, and university supervisors. Is receptive to constructive criticism from the supervising teacher, university supervisor, and administrators and incorporates feedback.
E-Folio Rubric - Professionalism.	Reflection Defines professionalism drawing from theory, research, and literature reviews. Discusses significance of professionalism and its impact on PK-12 student learning. Provides multiple examples of professionalism and discusses how these experiences would impact PK-12 student learning. Artifacts Multiple artifacts of a wide variety (i.e., Word, PPT, Excel documents, audio and video files, .jpeg, etc) from across the program are included that demonstrate an in-depth and thoughtful understanding of the Conceptual Framework element (Professionalism).
Teacher Candidate Self-Assessment Survey	I have the appropriate teacher dispositions needed to be successful and professional in attitude, appearance, and work habits. I demonstrate behaviors that are consistent with the idea of fairness and the belief that all students can learn.
New Teacher Hire Survey	New teachers from Thomas University have the appropriate teacher dispositions needed to be successful and professional in attitude, appearance, and work habits. New teachers from Thomas University demonstrate behaviors that are consistent with the idea of fairness and the belief that all students can learn.
Mentor Teacher Survey of Teacher Candidate Performance	Has the appropriate teacher dispositions needed to be successful and professional in attitude, appearance, and work habits. Demonstrates behaviors that are consistent with the idea of fairness and the belief that all students can learn.
Recent Graduate Self-Assessment Survey	T.U. encouraged my development of appropriate teacher dispositions needed to be successful and professional in attitude, appearance and work habits. T.U. encouraged my development of behaviors that are consistent with the belief that all students can learn.