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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.

 

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