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The Role of Dispositions During Education Field Experience
The Role of Dispositions During Education Field Experience
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.
The Professional Education Unit has identified Professional Dispositions within the Unit’s Conceptual Framework. These dispositions represent the attitudes and behaviors expected of all educational professionals. Further, they reflect the values established by faculty members as essential to the mission of the Unit.
The Professional Dispositions identified are embedded in program curricula, as well as modeled and encouraged by members of the Unit. The candidate will develop and demonstrate professional dispositions based on observable and measurable behaviors at various stages in the program. The Professional Dispositions expected of educational professionals by the Bloomsburg University College of Education include:
Uphold Professional and Ethical Standards
Candidates honor the law and demonstrate professional integrity through behaviors that reflect national, state and institutional ethical standards.
- Complies with University and school district policies and procedures (e.g., meets expectations, produces quality work, exhibits academic honesty, demonstrates good citizenship)
- Adheres to local, state and federal rules and laws (e.g., creates a safe environment for students, demonstrates ethical conduct, maintains professional relationships)
- Communicates with honesty and integrity (e.g., uses appropriate language, maintains confidentiality, treats all people with respect and dignity)
- Displays a professional demeanor (e.g., dresses appropriately, meets attendance expectations, actively participates in class)
- Adheres to the all professional standards, including the use of technologies (e.g., accesses authorized websites, uses personal electronic devises as appropriate)
Candidates demonstrate fairness, empathy and compassion based on their belief that everyone can learn. Candidates actively seek out multiple perspectives and diverse experiences to address the academic, interpersonal and emotional needs of ALL learners.
- Exhibits fair treatment of others (students, colleagues, professionals, staff and families) (e.g., promotes social justice, exhibits fairness in assessing students’ academic, social and emotional development, promotes respectful students’ interactions with others)
- Interacts with sensitivity to community and cultural norms (race, ethnicity, age, gender, sexual orientation, ability/disability and social economic status)
- Values and responds to all aspects of a child’s well-being (cognitive, emotional, psychological, social and physical)
- Utilizes a full range of differentiated instructional practices (e.g., considers students’ strengths, needs and experiences when planning instruction, uses flexible groupings for instruction, provides opportunities for all students to succeed)
Engage in Collaborative Endeavors
Candidates demonstrate professional interpersonal and communication skills. These skills are used to promote positive partnerships (with and between learners: students, families, colleagues, other school professionals, and the global community) to support achievement of learning outcomes.
- Meets professional expectations (e.g., seeks help in a timely manner, completes assignments on time, participates equitably in teamwork, is punctual, follows procedures for extensions)
- Considers and responds to multiple perspectives (e.g., incorporates professional feedback and constructive suggestions)
- Demonstrates kind, caring and respectful interactions with others (e.g., maintains emotional control, responds appropriately to actions and reactions of others, adapts to unexpected or new situations, acts from a positive frame of reference)
- Utilizes professional oral and written communication based on the purpose and audience (e.g., employs suitable tone of voice, verbal/nonverbal expressions, uses grammatically correct sentences, exercises appropriate self-disclosure)
Reflect and Problem-Solve
Candidates demonstrate the ability to make informed decisions through systematic reflection and problem-solving. Critical and creative thinking is used for identifying and implementing strategies for improving academic, interpersonal and emotional learner outcomes.
- Accepts responsibility for personal actions or decisions (e.g., shows an understanding of policies and procedures for professional behaviors and dispositions)
- Solves problems proactively (e.g., recognizes problems and seeks resolutions, collaborates and problem solves with others)
- Seeks clarification and assistance as needed (e.g., seeks and utilizes human and material resources)
- Engages in processes of continuous reflection based on relevant assessment data (e.g., utilizes systematic reflection processes for problem-solving and modifying educational practices)
Value Life-long Learning
Candidates engage in professional growth and encourage curiosity and inquiry as reflective agents of change by sharing knowledge responsibly and participating as a community resource.
- Completes assigned tasks that demonstrate high personal and professional standards
- Seeks to keep abreast of new ideas, evidence-based practices, and understandings in the field to improve instructional practices and teaching activities (e.g., reads educational journals, attends professional meetings and conferences, engages in professional discussions with others)
- Demonstrates positive attitude toward learning through intellectual curiosity and participation in professionally-related experiences (e.g., actively participates in class activities and professionally-related associations, exceeds expectations for assignments, tasks and teamwork)
- Reflects upon teaching practices (e.g., identifies areas of strengths and needs, engages in professional development based upon self-reflection)
Teacher education programs have a responsibility to establish, model and encourage the development of positive standards of professional conduct. Teacher education programs should also maintain screening and assessment procedures to assure candidate dispositions are not at odds with professional standards or Unit expectations.
Additional professional behaviors that must be demonstrated throughout the field experiences include:
- The candidate will review and adhere to the Pennsylvania Code of Conduct.
- The candidate will maintain student, family, and staff confidentiality.
- The candidate will acquire and maintain appropriate clearances.
- The candidate will review and adhere to policies and procedures of the specific school organization.
- The candidate will advocate for high-quality, child-centered teaching practices utilizing the appropriate supervisory channels, including requirements related to mandated reporter status.