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MVNU EDUCATION UNIT DISPOSITIONS (TEACHER EDUCATION)

Revised & Approved April 2010

Dispositions (Teacher Education) are assessed on Chalk & Wire at the following points:
Undergraduate (Gate 2-UG) Professional Educator License (Gate 2-PEL)
Curriculum and Instruction (Gate 2-C&I) Intervention Specialist (Gate 2-IS)
DISPOSITIONS UNACCEPTABLE ACCEPTABLE COMPETENT EXEMPLARY

Displays positive
interaction and rapport
with others*; makes
appropriate use of tact
(OSTP 1 & 5)
*anyone within the
educational community
a. communicates with others
arbitrarily, unclearly, and
inconsistently.
b. interactions with others are
negative, demanding, and/or
inappropriate.

a. displays positive interactions and
has rapport with others;
b. sometimes has difficulty
understanding others, sometimes
unsure how to respond correctly.

a. displays positive interactions and
rapport with others.
b. perceives what to do in order to
maintain good relationships with
others.

a. displays positive interactions and
rapport with others: treats them
patiently, considerately and
respectfully.
b. smiles and is engaged with others,
using a sense of humor when
appropriate.

Demonstrates
professionalism:
punctuality, attendance,
appearance, vocabulary
(OSTP 7)


a. arrives late or leaves early and is
frequently absent without providing
prior notification or reasonable
explanation.
b. appearance is sometimes
unprofessional.
a. participates in professional
development as offered by the
school/campus or district.
b. generally puts in additional time
before/after school/class
c. when absent or late, provides
prior notification and reasonable
explanation.
a. usually participates in professional
development.
b. spends the time necessary to work
effectively with all people
c. rarely is absent or late and attire is
appropriate.
a. consistently participates in
professional development.
b. has perfect attendance; is always on
time in field placement and college
classes.
c. is a role model of professionalism
through personal appearance and
appropriate attire.

Uses feedback and
supervision as an
opportunity to grow
(OSTP 5, 6, & 7)

a. self-centered and closed to
constructive criticism.
b. consistently attempts to justify
behaviors rather than benefitting
from feedback.
a. is usually reactive to constructive
comments and shows no sign of
implementing change.
b. sometimes seeks resources
beyond those provided in class.
a. seeks feedback from others.
b. when confronted with a problem,
identifies the appropriate person to
solve it, and follows through to
seek a resolution.
c. seeks resources beyond those
provided in class.
a. Willingly shares information and
ideas with others.
b. always works well with others to
develop opportunities for learning.
c. always proactive, seeking
constructive feedback.

Makes effective use of
communication skills; is
expressive, animated,
and excited about
learning
(OSTP 1, 4, & 6)

a. displays ineffective communication
skills using a monotone and boring
tone.
b. often has difficulty expressing ideas
and processing what others are
saying.
c. lacks coherence and clarity in
writing.
a. sometimes has difficulty
expressing his/her ideas and
processing what others are
saying.
b. generally comfortable in front of
class and interacting with others.
c. often displays a thorough
presentation of academic
materials.

a. is able to adjust his/her
communication style to the
situation.
b. expresses ideas clearly, coherently,
and confidently.
c. communicates with others clearly
and enthusiastically.
a. is articulate, expressive, and
conversant, and able to adjust
communication styles to each
specific situation.
b. communicates effectively
c. uses standard grammar when
speaking.

2

Is flexible and patient
(OSTP 5 & 6)

a. tends to ignore situations if they are
not part of the preplanned schedule.
b. sometimes becomes irritated when
others dont respond as expected.
c. has difficulty accomplishing tasks
without detailed plans.
a. when an unanticipated situation
has occurred, the preference is to
stay with the pre-planned
schedule.
b. Shows limited patience with an
unknown situation.
c. has problems when confronting
an ambiguous situation.
a. usually adapts to unanticipated
situations based on previous
experiences.
b. sees ambiguity as an opportunity to
grow.
c. has a general conflict resolution
plan to help solve an unanticipated
problem.
a. consistently identifies and adapts
when unanticipated situations arise.
b. is able to understand that decisions
related to their work may depend
on a series of decisions by others.
c. is patient with technological
challenges.

Demonstrates initiative
(OSTP 6 & 7)
a. consistently waits to be told what to
do and how to do it.
b. does not get involved in the
classroom until directed to do so.
c. usually does not follow systematic
problem-solving strategies, but
confronts with insensitive tactics.

a. may have good ideas, but is more
comfortable following someone
elses ideas and plans.
b. sometimes uncomfortable when
others ask questions that he/she
cannot answer.
a. is generally creative and
resourceful with a little guidance.
b. has systematic problem solving
strategies

a. does not wait to be asked to
participate in classroom/ field
activities.
b. meets requirements to pass through
MVNU gates in a timely manner.


Embraces professional
behaviors based upon
high ethical standards
(OSTP 7)
a. Is neither honest nor trustworthy
regarding classroom or clinical
assignments.
b. engages in gossip, complains about
school problems
c. some concerns have been expressed
about candidates appearance and
behaviors.
a. provides some evidence of
understanding obligations and
responsibilities
b. generally models appropriate
emotional and behavioral
responses.
a. follows the code of ethics for all
situations.
b. provides evidence of understanding
obligations and responsibilities
c. generally models appropriate
emotional and behavioral
responses.
a. follows the code of conduct and
recognizes when their dispositions
may need to be adjusted, and are
able to develop plans to do so.
b. serves as a positive role model