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Fundamental Principles and Dispositions

The Gladys W. and David H. Patton College of Education is committed to a set of fundamental principles and dispositions that guide the practice and development of our students, faculty, and staff.

Commitment to Social Justice (i.e., ideal of fairness & the belief that all students can learn)

  • Professional practice incorporates multicultural and international perspectives.
  • Professional practice respects the dignity of all stakeholders in the education environment.
  • Professional practice attends to issues of social, economic and political equity for individuals and groups that differ by gender, race, social class, disability, and sexual orientation.
  • Professional practice entails creation of a challenging, student-centered learning environment that makes use of multiple approaches.

Commitment to Ethics

  • Professional practice attends to codes of ethical conduct relevant to the candidates' respective education specialties.
  • Professional practice demonstrates responsible, principled behavior.
  • Professional practice respects the human dignity of all members of the school community.

Commitment to the Well-being of Students, Families, and Communities

  • Professional practice promotes the development and welfare of all students.
  • Professional practice attends to students' health and safety.
  • Professional practice models caring and empathy.
  • Professional practice initiates productive relationships with peer candidates, students, families, communities, and colleagues.

Commitment to Professional Competence and Ongoing Professional Development

  • Professional practice involves decision making and problem solving based on reflection, critical thinking, and self-awareness relating to intra/interpersonal functioning.
  • Professional practice demonstrates proficiency in the ethical use of technology.
  • Professional practice demonstrates engagement with continuing education relating to both content and pedagogy.

Assessment:

To see how we assess dispositions, click here for the Rubric. The Unit for the Preparation of Education Professionals (UPEP) and The Patton College treat this assessment seriously. If a candidate meets or exceeds these dispositions, s/he will continue in the chosen field of study without interruption. However, if a faculty member or school-based partner indicates a concern, the following procedures take place.

1. This disposition assessment is printed. 

2. The assessor meets with the candidate to discuss the dispositional issue. Both the assessor and the candidate sign this form and submit a copy to the Office of Clinical Experiences (OCE), McCracken Hall 119D.

3. A corrective action plan is designed by the assessor to address the identified issue(s). The plan should identify the issue(s), contain suggestions to remedy the situation, describe any action taken, including dates, parties involved, and agreements reached. 

4. The OCE forwards all dispositions to The Patton College Credential Review and Candidate Progress Board (CRCPB) for review. Depending on the severity of the disposition, the CRCPB may meet with the candidate and develop a corrective action and/or may decide that removal from the educator preparation program is necessary. 

5. The CRCPB will provide a list of names and general area(s) of concern to the OCE for follow up. On the 5th week of the subsequent term the OCE will identify the education courses in which the candidate is enrolled and send an email to those faculty to follow up on the candidate progress. Based upon the response, the CRCPB will determine the next course of action. 

**Note that some inappropriate behaviors may be so severe and extreme that a direct referral to University Community Standards Board or may be necessary.

Professional Dispositions are the "Professional attributes, values, and beliefs demonstrated through both verbal and nonverbal behaviors as educations interract with students, families, colleagues, and communities. These positive behaviors support student learning and development" (NCATE, 2008, p. 89-90)

 

 

 

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