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The Teacher Education Program (TEP) focuses on preparing educators who respect difference, celebrate diversity, and demonstrate the requisite skills, knowledge, and dispositions expected of a professional in fostering student-centered learning environments. 

Dispositions are a vital component of teacher preparation. According to the National Council for Accreditation of Teacher Education (NCATE), they are defined as the “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.” Prospective teachers at Texas Woman’s University are expected to develop and practice these attitudes, values, and beliefs throughout their preparation as professional educators.

Upon making application to the Teacher Education Program, students will be provided a copy of the dispositions for teaching established by TWU’s Professional Education Council.   An explanation of these dispositions also will be included on the College of Professional Education (COPE) and Department of Teacher Education websites, in Curriculum & Instruction course syllabi, in the Teacher Education Program Student Handbook and in the Student Teacher Handbook. 

Along with the TEP application, each student will submit a signed commitment contract acknowledging his/her awareness and understanding of the dispositions. Over the course of their preparation program, students will be evaluated to ensure they are upholding the standards spelled out in the dispositions for teaching policy.  This policy will apply only to those students seeking teacher certification through TWU.

Professional Dispositions for Teaching

  1. Exhibits sound and professional judgment by following established university or public school policies when interacting with peers, students, parents, or members of the community.
  2. Maintains confidentiality of student records, correspondence, and conversations.
  3. Uses emotional and social self-control and self-determination in personal interactions.
  4. Demonstrates professional appearance and uses appropriate hygiene.
  5. Maintains and uses a professional teacher-student and teacher-parent relationship.
  6. Demonstrates positive attitudes toward the profession, students, parents, other educators, and support personnel.
  7. Demonstrates ethical behavior as defined by the profession and Texas rules and regulations (Code of Ethics and Standard Practices for Texas Educators).
  8. Exhibits a code of conduct that includes honesty, cooperation and integrity related to tests, assignments, interactions with TWU professors and personnel (TWU Student Code of Conduct).
  9. Exhibits a collaborative approach applied to seeking solutions to problems with peers, students, faculty, parents, and administration.
  10. Demonstrates the ability to work with diverse individuals.
  11. Exhibits qualities of lifelong learning through engagement in completion of course requirements, continuous professional development, and is academically prepared. Lifelong learning is a term that applies to continuing one’s education through university or community-based programs.
  12. Exhibits competence and professionalism in oral, written, and electronic communications. 

Procedures for Assessing Dispositions

A student’s professional dispositions will be assessed in TWU classes related to teacher education, during any field experience, while student teaching and/or in other instructional settings associated with teacher preparation.  The instructor or student teaching supervisor who identifies a deficiency or behavior inconsistent with established dispositions for teaching will follow these procedures:

  1. The instructor will first check the student’s file for evidence of previously-reported problems. (Files of all students admitted to the Teacher Education Program are housed in COPE Student Support Services in Stoddard 211.)   If there is no documentation of other incidents, the instructor will schedule an informal meeting with the student to discuss the area of concern and offer possible solutions and remedies. The date of the meeting, the instructor’s specific concerns and potential solutions will be documented on a Problem-Solving Protocol form that will be placed in the student’s TEP file. Both instructor and student will receive a copy of the completed form.
  2. If a second meeting becomes necessary, based on the same deficiency or additional behaviors of concern to one or more instructors/supervisors, the following steps will be implemented. 
    1. The instructor will schedule a meeting to include the student and a committee consisting of the student’s advisor, the department chair or program coordinator, and the instructor. This meeting must occur within 10 days of the reported deficiency or behavior. At this time, the instructor who called the second meeting will review the prior behavioral concerns recorded on the Problem-Solving Protocol form, as well as the continued or additional concerns that instigated the second meeting.
    2.  The student will have the opportunity to explain her/his position and provide additional relevant information.  The department chair or program coordinator will determine whether additional faculty, staff or school personnel are required to support or refute the observed behavior. 
    3.  The result of this meeting may be a recommendation that the student be allowed to continue her/his program, development of a remediation plan or a determination to remove the student from the Teacher Education Program.  The department chair will make the final decision with input from the committee and ensure the decision is delivered to the student within 10 class days. Documentation of the meeting’s content, including any written agreements or action plans, will be placed in the student’s TEP file. Each attendee will receive a copy.
    4.  The student has a right to appeal the committee’s decision and within 10 class days, must submit the appeal in writing to the Dean of the College of Professional Education. In accordance with the grade appeal process designated by COPE, the Dean will review the request and all related documents in the student’s file, will meet with the student, instructor and department chair as needed to review the appeal and will render a decision in writing.
    5. If a satisfactory resolution still is not reached, graduate students may appeal to the Dean of the Graduate School and undergraduates may appeal to the Vice President of Academic Affairs.

page last updated 4/7/2014 2:01 PM