Teacher Education Council
Candidate Disposition Assessment Process

Approved: 03/12/2003
Revised: 05/18/2011, 06/24/2014
Edited: 10/08/2024

Introduction

In accordance with state and national standards, teacher education candidates at Purdue University are assessed on their knowledge, dispositions, and performance. Knowledge assessment occurs primarily through courses and is reflected in course grades and the candidate’s grade point average (GPA). Performance is assessed through the candidate’s classroom practice, particularly the student teaching experience. Dispositions are assessed by the disposition assessment process described herein and the assessment of dispositions during student teaching. According to the Council for the Accreditation of Educator Preparation (CAEP) and the Interstate Teacher Assessment and Support Consortium (InTASC) Model Core Teaching Standards, dispositions are “the habits of professional action and moral commitments that underlie an educator’s performance.” Therefore, this process shall apply to candidates’ dispositions as reflected in their performance in field experiences and related coursework.

All teacher education candidates, faculty, and academic advisors will be provided with a copy of the Dispositions to be Assessed (see below) and the College of Education Disposition Form via the Office of Teacher Education and Licensure (OTEL). Candidates will be made aware that repeated violations of these dispositions will constitute grounds for a decision regarding separation from the Purdue University Teacher Education Program. This information also will be published in appropriate teacher education documents and reinforced throughout the program.

Procedure for Addressing Disposition Issues:

To bring an issue with regard to professional conduct to the attention of the Assistant Dean of Teacher Education, all faculty, staff, and community members may complete the College of Education Disposition Form. The completed form will be distributed to the candidate, the candidate’s academic advisor, the appropriate department head(s), program coordinator, OTEL, and the Office of Clinical Practice (OCP), and for online programs the program manager and online specialist. (Note: separate forms completed by different individuals about the same incident or related incidents shall be counted as only a single form for the purposes of counting as described below.)

If a candidate receives Disposition Forms for two separate incidents, the academic advisor will notify the appropriate department head and program coordinator within fourteen (14) business days of the filing of the second form. The department head or program coordinator will schedule a meeting with the candidate, the academic advisor, the course instructor/coordinator of the course in which an issue was observed, and with the individuals submitting the Disposition Forms within fourteen (14) business days to discuss the specific concerns that need to be addressed. (If notification of the second Disposition Form falls at the end of a term, the department head or program coordinator will schedule the meeting within fourteen (14) business days after the beginning of the next full term in which the candidate is enrolled.)

For online programs, if a candidate receives Disposition Forms for two separate incidents, the academic advisor will notify the appropriate department head, online specialist and program manager within two (2) business days of the filing of the second form. The online specialist, program manager, or program coordinator will schedule a meeting with the candidate, the academic advisor, the course lead and instructor of the course in which an issue was observed, and with the individuals submitting the Disposition Forms within two (2) business days to discuss the specific concerns that need to be addressed. (If notification of the second Disposition Form falls at the end of a term, the meeting will be scheduled within two (2) business days after the beginning of the next full term in which the candidate is enrolled.)

If the meeting determines that a dispositional issue does exist, a list of actions that the candidate agrees to follow will be prepared in memo form, and both the candidate and department head, program coordinator, or program manager will sign the agreed course of action to be taken. A copy of the actions to be taken will be placed in the candidate’s file and sent to OTEL and OCP. The candidate also may submit any additional information that they wish to include in the record.

If a candidate receives a Disposition Form for a third separate incident, the academic advisor will notify the appropriate department head and program coordinator within fourteen (14) business days of the filing of the form. The department head or program coordinator will notify the candidate and the College of Education Dean within seven (7) business days of the third Disposition Form. The College of Education Dean will convene the TEC Special Cases Committee within fourteen (14) business days of notification and will provide documentation regarding the three Disposition Forms and the Course of Action Memo. (If notification of the third form falls at the end of a term, the department head or program coordinator will schedule the meeting within fourteen (14) business days after the beginning of the next full term in which the candidate is enrolled.)

For online programs, if a candidate receives a Disposition Form for a third separate incident, the program coordinator and/or the online specialist will notify the department head and program coordinator within two (2) days of the filing of the form. The College of Education Dean will convene the TEC Special Cases Committee within seven (7) business days of the third Disposition Form. (If notification of the third Disposition Form falls at the end of a term, the department head or program coordinator will schedule the meeting within seven (7) business days after the beginning of the next full term in which the candidate is enrolled.)

The candidate will be asked to provide any information they wish regarding the three Disposition Forms in writing to the TEC Special Cases Committee. The TEC Special Cases Committee shall meet to review the documentation provided and also meet with the candidate and his or her academic advisor. The TEC Special Cases Committee shall provide one of four recommendations to the College of Education Dean within the 14-day period. For online programs, it is within the seven (7) day period. The recommendations can be: continue in the program, conditional permission to proceed in the program, removal from the program, or not enough evidence was provided to make a decision in which case the candidate continues in the program. Within fourteen (14) business days of receiving the recommendation from the TEC Special Cases Committee, the College of Education Dean shall make a decision on the case and notify all parties involved including the candidate, academic advisor, department head, program coordinator, OTEL, OCP, and TEC, and program manager as applicable for online programs. The decision of the College of Education Dean is final.

Egregious Violations of Dispositional Standards

A candidate may be subject to expedited dismissal from the teacher education program for an egregious violation of dispositional standards. Examples of possible egregious violations include, but are not limited to: engaging in illegal or unethical conduct involving minor children or conduct which would be grounds for dismissal from a teaching position, mishandling of private and confidential student information, and serious violations of the Purdue University Code of Student Conduct. The initial determination that an egregious violation has occurred shall be made by the College of Education Dean, after consultation with relevant stakeholders, including the Purdue University Office of the Dean of Students. The College of Education Dean will notify the candidate that they are suspended from the Purdue teacher education program, effective immediately. The College of Education Dean will then follow the procedure outlined above for convening the TEC Special Cases Committee within fourteen (14) business days, or seven (7) business days for online programs, to review the evidence and make a recommendation for action. Within an additional fourteen (14) business days, or seven (7) business days for online programs, of receiving the recommendation from the TEC Special Cases Committee, the College of Education Dean shall make a decision on the case and notify all parties involved including the candidate, academic advisor, program coordinator, program manager (as applicable for online programs), department head, OTEL, OCP, and the TEC. The decision of the College of Education Dean is final.

Teacher Education Dispositions to be Assessed

Numbers in parentheses refer to the Interstate Teacher Assessment and Support Consortium (InTASC) standards addressed. The InTASC standards are available at this link.

  1. Is sensitive to community and cultural norms and engages in and supports appropriate professional practices for self and colleagues. (9) (10)
  2. Demonstrates a willingness to work with other professionals to improve the overall learning environment for students. (3) (7) (9) (10)
  3. Takes responsibility for establishing a positive classroom climate and recognizes the importance of peer relationships in establishing a climate of learning. (2) (3)
  4. Respect students as individuals and respect students’ privacy and confidentiality of information. (2) (10)
  5. Treats all students fairly and equitably, valuing individual differences and experiences. (1) (2) (3) (5) (6)
  6. Demonstrates an awareness of all aspects of a child’s well-being (cognitive, emotional, social, and physical). (1) (2)
  7. Shows commitment to adapting instruction to students’ responses, ideas, and needs in order to facilitate the development of students’ critical thinking, independent problem solving, and performance capabilities. (3) (4) (5) (7) (8) (9)
  8. Demonstrates flexibility and is open to adjustment and revision based on needs and changing circumstances. (4) (5) (6) (7) (8)
  9. Exhibits behaviors that show a commitment to planning, reflection, assessment, and learning as ongoing processes. (3) (4) (5) (6) (7) (9)
  10. Demonstrates thoughtful, effective verbal and nonverbal communication and responsive listening. (8)
  11. Demonstrates enthusiasm for the discipline(s) taught, keeps abreast of new ideas and developments in the field, and sees connections to everyday life. (4) (9)

Teacher Education Dispositional Assessment Categories and Examples of Issues

The following categories of dispositions will be assessed. Examples of behaviors that might be consistent with dispositional issues are given. This list is meant to be illustrative of possible dispositional issues but is neither intended to be exhaustive nor prescriptive. (Numbers in parentheses refer to the eleven dispositions identified above.)

Legal/Ethical Conduct

  • Engages in illegal or unethical conduct involving minor children or conduct which would be grounds for dismissal from a teaching position. (9)
  • Mishandles and/or fails to maintain privacy and confidentiality of student information. (9)
  • Violates the Purdue University Code of Student Conduct, e.g., academic dishonesty. (9)

Attendance/Punctuality

  • Is frequently late or absent except when excused in advance. (9)

Professional Appearance and Demeanor

  • Fails to act or dress according to the standards of the school where the candidate is placed. (9)
  • Fails to maintain composure in the classroom. (2) (4) (5) (9)

Reliability/Dependability

  • Frequently fails to complete assignments, duties, or tasks on time. (9)

Interactions with Others

  • Fails to interact in a positive and professional manner with students, peers, teachers, university personnel, and others. (1) (3) (8) (9) (10)

Fairness/Lack of Bias

  • Shows overt bias, prejudice, or lack of fairness toward certain students or groups of people. (1) (2) (3) (8)

Safety/Responsible Conduct

  • Acts in a dangerous or irresponsible manner that might place students at risk. (3) (4) (5)

Flexibility/Adaptability/Openness to Feedback

  • Is unable to adapt teaching to changing classroom circumstances. (4) (6) (7)
  • Reacts defensively or antagonistically to feedback about performance. (2) (6) (7) (9)

Communicative Effectiveness

  • Makes frequent errors in oral and/or written communications with students, peers, teachers, university personnel, and others. (10)

Commitment to Student Learning

  • Makes negative comments about students’ abilities to learn. (3) (5) (7) (9)
  • Unable to adapt instruction to meet varying needs and abilities. (2) (6) (7)

Commitment to Improving Teaching Performance

  • Makes no effort to improve instructional practices and teaching activities. (6) (7) (9) (1O)

Commitment to Profession

  • Exhibits poor attitude toward the discipline and/or teaching profession. (4) (10)