University of Wyoming 1
ASSESSMENT of PROFESSIONAL BEHAVIORS and DISPOSITIONS of TEACHER CANDIDATES
in the WYOMING TEACHER EDUCATION PROGRAM
The National Council for Accreditation of Teacher Education (NCATE) expects its accredited
institutions to assess the Professional Dispositions of its teacher candidates.
According to NCATE, Professional 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.
NCATE expects institutions to assess professional dispositions based on observable
behaviors in educational settings.
The two professional dispositions that NCATE expects institutions to assess are
fairness and the belief that all students can learn. Based on their mission and conceptual
framework, professional education units can identify, define, and operationalize additional
professional dispositions.
http://ncate.org/Standards/NCATEUnitStandards/NCATEGlossary/tabid/477/Default.aspx#P
(retrieved 2.17.12)
In order to meet the NCATE standards for Professional Dispositions, as well as ensure that
candidates exhibit professional behaviors and dispositions important for developing competent and
democratic professionals, the following instrument will be used as an assessment tool in the
program.
University of Wyoming 2
Wyoming Teacher Education Program (WTEP) Professional Behaviors and Dispositions Ratings
Candidate name: _________________________________________
Evaluator:
Date:
UW Instructor: ________________________________ Course#:
Mentor Teacher:
Course#:
Preservice Teacher:__________________________
Course#:
Definition/Directions: What follows are indicators of professional behaviors and dispositions that the University of Wyoming College of
Education/WTEP faculty aims to develop in preservice teacher candidates.
For each item, determine which phrase BEST DESCRIBES THE PRESERVICE TEACHER CANDIDATE’S behavior during the time in which
you have observed or interacted with him/her. If you were unable to observe that behavior in your context, simply check “N/O” for “not observed.”
As the Conceptual Framework of the College of Education states, we realize that teacher candidates will be continually developing, and so these
ratings will be based on the expectations at various phases of the WTEP.
Please Note:
For teacher candidates: If exhibiting professional dispositions appropriate to a beginning teacher, a rating of “2” is expected.
For course instructors: any rating of a “1” MUST include a written explanation/comment.
Any teacher candidate receiving 3 or more ratings of “1” on a professional dispositions assessment, or, any teacher candidate receiving 3 or more
“1” ratings across multiple professional dispositions assessments, will be required to complete a professional dispositions improvement plan in
collaboration with the remediation counselor/Associate Dean.
Behavior/
disposition:
Democratic and
Equity Principles
Pedagogy
Content Knowledge
N/O
3: Exceeds
expectations
2: Meets
expectations
1: Fails to meet
expectations
Consistently raises
multiple perspectives
and invites others to do
the same; demonstrates
responsibility for
preparing students for
participation in
democratic life; is
committed to equity
and fairness;
demonstrates firm
belief in capabilities of
all students
Excels in using
multiple
pedagogic/instructional
techniques (e.g.,. body
language, voice volume
and inflection, physical
movement in
classrooms, managing
behavior,
individualizing
instruction,
establishing a caring
community, using
multiple instructional
models)
Exhibits above average
content knowledge for
phase/status
Appropriately
addresses diversity and
democracy in course
assignments and
discussions; considers
multiple perspectives;
uses inclusive
language; understands
potential impact of
actions on the future
life chances of students
Exhibits resistance to
alternate/ multiple
perspectives; uses
language that diminishes
others; fails to see
possible impact of
decisions and practices
on the future life
chances of students;
disregards culturally
responsive education
Aware of and
demonstrates
pedagogic/instructional
techniques appropriate
for current phase of
teacher education
program
Fails to demonstrate
awareness and/or
practice of
pedagogic/instructional
techniques appropriate
for current phase of
teacher education
program
Demonstrates solid
content knowledge for
phase/status
Lacks content
knowledge for
phase/status
Evaluator Comments:
University of Wyoming 3
Professional
Dress and
Hygiene
Responsibility
Attendance
Class
Participation &
Collaboration
Dresses professionally
at all times
Dresses appropriately
and maintains hygiene
appropriate for context
Does not dress
appropriately or
maintain hygiene
Follows all instructor
policies (e.g., syllabus
policies, on task, cell
phone use) without
exception
Follows all policies
appropriate for current
phase and/or field
placement (with few/no
reminders)
Fails to follow instructor
policies
Takes initiative to go
beyond requirements
0 absences
Prepares for class
consistently
Follows class
attendance policy
Fails to follow class
attendance policy
Participates regularly
in class; does so in
respectful manner;
Contributes to whole
class and group
discussions; is flexible
to changing group
dynamics
Fails to participate;
and/or is disrespectful in
class;
Fails to contribute to
group discussions;
ignores group input;
does not participate in
group efforts
Additionally
attends/engages in nonrequired events or
activities
Participates frequently
in class in a manner
that helps the class
flow smoothly and
efficiently; actively
engages with and/or
leads others in group
settings
Fails to prepare for class
(e.g., class readings,
threaded discussions)
Reflection
Reflects, self-assesses,
and shares with others;
demonstrates
adaptation based on
reflection
Reflects and selfassesses; demonstrates
some adaptation based
on reflection
Fails to engage in selfassessment/ reflection
and/or does not
demonstrate adaptation
based on reflection
Initiative and
Attentiveness
Demonstrates passion
and enthusiasm for
teaching and learning;
takes initiative to share
knowledge and
resources with others;
is attentive to context
and anticipates things
that need to be done
Creates written
assignments, teaching
materials, and
professional
communication that is
attentive to proper
audience and is without
flaw (using appropriate
style, convention and
grammar guidelines)
Shows curiosity about
teaching and learning;
attends to surroundings
and asks relevant
and/or thoughtprovoking questions
Demonstrates lack of
curiosity and a passive
stance towards teaching
and learning; pays little
attention to surroundings
Hands in written work
of high quality
(convention, grammar
and style);
communicates
professionally; utilizes
writing process
effectively (e.g.,
incorporates instructor
feedback, utilizes
campus resources)
Demonstrates effective
speaking and listening
in formal and informal
contexts (including
campus and field
experience settings)
Writing is of poor
quality; does not
maintain
professionalism in
written communication;
fails to use the writing
process (e.g., does not
revise work based on
instructor and peer
suggestions)
Written
Communication
(includes
media/electronic
communication)
Oral and
Interpersonal
Communication
Communicates orally
in a professional
manner; speaks clearly
and properly; attends to
thoughts and comments
of others
Fails to demonstrate
effective speaking and
listening (e.g.,
unprofessional, hard to
hear, error prone,
doesn’t listen)
University of Wyoming 4
How will the instrument be implemented?
1. Professional Dispositions will be assessed in the following courses by the faculty member/instructor, and
any additional parties listed (*unless otherwise noted). Some instructors may require teacher candidates
use this instrument for self-assessment:
 Phase I
o EDST 2480/EDST 4000
o EDEX 2484
 Phase II
o EDST 3000/EDCI 5550 (+ integrate elements in mentor teacher evaluation)
o EDEC 3220 (+ mentor teacher)
 Phase III
o EDSE 32XX (secondary methods I)
o Elementary Methods
o EDCI 5250 (for Post-Baccalaureate students)
o EDSE 4500 & EDEL 4500 (integrate professional dispositions elements in mentor teacher
evaluations)
2. The table below addresses the various responsibilities of those involved in assessing professional dispositions:
Party
Before semester
begins
Teacher
candidate
(selfassessment
may be
required by
some
instructors/
optional for
others)
Faculty
member
During semester
At end of
semester
Self-assess using the
form between weeks
3-9
Self-assess using
the form before
finals week
Read the
form/assessment
completed by faculty
member (available
in LiveText) before
finals week
Look at the previous
semester’s
dispositions ratings
for the students in
your courses to alert
you to any specific
students of concern
Early on (weeks 1-3),
discuss the form
Allow time for students
to self-assess
sometime between
weeks 3-9 (optional)
Alert and counsel
students if
dispositions/behaviors
Before finals week,
complete an
assessment for
each student in your
course on LiveText
These will be
available to students
on LiveText
Immediately
following
semester
If assessment
includes 3 or
more ratings of
“1”, or if 3 or
more ratings of
“1” have been
accrued across
multiple courses,
an improvement
plan is necessary
Meet with
remediation
counselor
(Associate Dean,
Undergraduate
Programs) and
complete the
improvement plan
Report names of
any candidates
requiring
improvement
plans to
remediation
counselor/
Associate Dean
In year following
Ongoing
If remediation/
improvement plan
is necessary,
discuss progress
on the plan with
advisor during
advising weeks
Periodically,
examine
ratings in
LiveText as a
tool for
professional
growth
Meet with
remediation
counselor/
Associate Dean to
report progress
At any time, if
a faculty
member has
concerns
about a
candidate’s
professional
dispositions,
even if the
course isn’t
one in which
University of Wyoming 5
not meeting
expectations
Advisor
Remediation
Counselor/
Associate
Dean,
Undergrad
Programs
Mentor
Teacher
Review list of
teacher candidates
on improvement
plans
assessment
is required,
the faculty
member or
mentor
teacher may
complete a
form, review it
with
candidate,
and report it
to the
Remediation
Counselor/
Associate
Dean
During advising,
discuss professional
dispositions with
advisees, particularly if
advisee is on
improvement plan
Meet with remediating
candidates to discuss
progress
Complete form and
give to Department
Head & advisor
University of Wyoming 6
PROFESSIONAL BEHAVIORS and DISPOSITIONS IMPROVEMENT PLAN:
This form must be completed by any teacher candidate receiving 3 or more ratings of “1” on a professional
dispositions assessment, or by any teacher candidate receiving 3 or more “1” ratings across multiple
professional dispositions assessments. Students not successfully completing a required improvement plan will
not be allowed to continue in the WTEP.
NAME OF CANDIDATE: __________________________ PROGRAM: _____________________
W#: ____________________
ADVISOR: _________________________________
DATE: ______________
1. Make an appointment with Remediation Counselor/Associate Dean of Undergraduate Programs to
create your plan and have it approved. (307-766-2230)
2. During advising, consult with your advisor about your progress.
3. Meet with Remediation Counselor/Associate Dean of Undergraduate Programs once per semester to
discuss progress.
PROFESSIONAL
DISPOSITION rated
“1”
PLAN FOR
IMPROVEMENT
INDICATORS OF
IMPROVEMENT
TIMELINE
SUCCESSFUL
COMPLETION
(date; initial of
Remediation
Counselor)
AFTER WRITING PLAN
Teacher Candidate Signature: _________________________________________
Date: ___________________
Remediation Counselor/Associate Dean of Undergraduate Programs Signature ________________________________
Date: ___________________
UPON SUCCESSFUL COMPLETION OF PLAN
Teacher Candidate Signature: _________________________________________ Date: ___________________
Remediation Counselor Signature: _______________________________________ Date: _________________
FURTHER ACTION? _______________________________________________