The Ella Cline Shear School of Education believes that dispositions are defined as manifestations of values, commitments and ethics in professional practice. It is therefore the responsibility of members of the educational community to continuously monitor academic progress and dispositions of teacher candidates.
Courses which have linked clinical experience required teacher candidates to engage in teaching-related tasks in P-12 settings. Early indicators of behaviors related to dispositions that cause concern will result in feedback from faculty and staff, and persistent and unaddressed issues may result in a formal referral/intervention request on the part of a faculty or staff member. Graduate Teaching Assistants and practicing teachers will report any concerns to the faculty member of record for the course(s).
Teacher candidates must uphold the professional standards required of the field of education, creating a balance between knowledge, skills, dispositions essential for becoming reflective and effective teachers. Faculty and staff of the Ella Cline Shear School of Education are committed to providing support to teacher candidates throughout their program of study to achieve maximum benefit from their educational experiences.