Professional Dispositions Policy

The TWU Educator Preparation Program (EPP) focuses on preparing educators who respect differences, 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 Association for Advancing Quality in Educator Preparation (AAQEP) expectations for educators and programs that prepare them, it is expected that, “Candidates and completers exhibit the knowledge, skills, and professional dispositions of competent, caring, and effective professional educators.” (2021, p. 11) Prospective educators at Texas Woman’s University are expected to develop and practice these attitudes, values, and beliefs throughout their preparation as professional educators.

Upon applying to the EPP, candidates will receive a copy of the dispositions for educators established by TWU’s Council for Educator Preparation. An explanation of these dispositions can be located on the College of Professional Education (COPE) and Department of Teacher Education websites, in Curriculum & Instruction (i.e., EDUC) course syllabi, in the EPP Student Handbooks, and in the Clinical Student Teacher Handbook.

As part of the EPP application process, each candidate will submit a signed commitment contract acknowledging awareness and understanding of the Texas Educators Code of Ethics and the TWU EPP’s Professional Dispositions Policy. Over the course of their preparation program, candidates will be evaluated to ensure they are upholding the standards in the dispositions policy. This policy will apply only to those candidates seeking educator certification through TWU.

Professional Dispositions for Educators

Adherence to established classroom, program, department/division, college, university, public-school, and neighborhood policies.
Models established classroom, program, department/division, college, university, public-school, and neighborhood policies.
Demonstrates competence and professionalism in all oral, written, and electronic interactions.
Models competence and professionalism in all oral, written, and electronic interactions.
The ability to solicit, accept, and learn from feedback.
The ability to collaborate productively, respectfully, and effectively with stakeholders from diverse backgrounds.
Responsibility for their own learning and that of their students (during a field assignment).
Professional appearance at all times.
Professional demeanor (e.g., Remain poised and confident; communicate calmly and respectfully). Professionalism in communication and presentation of yourself among stakeholders.
Professional relationships with students and all stakeholders in and out of the P-12 classroom.

Procedures for Assessing Dispositions

Professional Dispositions are evaluated on an ongoing basis by TWU faculty and staff members. An educator candidate’s professional dispositions may be assessed in TWU courses related to educator preparation coursework, during any clinical field experience, and in other instructional settings associated with educator preparation. While dispositions can be assessed at any time and in connection with any course, the following courses have disposition assessments assigned to them:

swipe to see the full table⇨

Courses with Disposition Assessments built in
Programs listed in the first column. The second, third and fourth columns are corresponding benchmarks
Program	Benchmark 1	Benchmark 2	Benchmark 3
Undergraduate Students	EDUC 3003	READ 3013	EDUC 4113/4243
Graduate Students	EDUC 5123	READ 5213/5543	EDUC 5133/5143
Principal as Instructional Leader	ELDR 5123	ELDR 5353	ELDR 6613*
School Counselor	COUN 5303	COUN 5053	COUN 5894*
School Librarian	LS 5003	LS 5263	LS 5841, 5842, 5843*
Superintendent	ELDR 6233	ELDR 6503	ELDR 6663*
Educational Diagnostician	EDSP 5123	EDSP 5833	EDSP 5863*
Reading Specialist	READ 5423	READ 5513	READ 5463*

* Denotes courses with required disposition assessments accessed by field supervisors via Tk20. All others are completed by instructors using the PDAR form (see below).

A Professional Dispositions Assessment Rubric (PDAR) is used by instructors for some courses to assess all students, and it is also used when any other dispositional concerns arise. When dispositional concerns arise, any faculty or staff member may complete a PDAR at any time. On the PDAR, each of the ten dispositional criteria is evaluated using a four-point rubric (i.e., Improvement Needed, Developing, Proficient, Accomplished, or Not Applicable). The faculty or staff member should also include comments related to the events that led to the completion of the PDAR. To request a PDAR form, contact TWU EPP Data Coordinator Marcus Rodriguez (mrodriguez89@twu.edu) with the subject line “TWU EPP Professional Disposition Rubric Request”.

Depending on the nature of the dispositional concern, a range of options, including removal from the educator preparation program (EPP), may be considered. The instructor, staff member, or field supervisor identifying a deficiency or behavior inconsistent with established dispositions for teaching will follow these procedures:

To address an unacceptable disposition, the faculty member will submit a PDAR using this process. If the candidate is in a clinical student teaching or internship course, the Certification Officer will receive the PDAR and request other faculty members (i.e., candidate’s advisor, other instructors who currently have the candidate in class) to assess the severity of the situation. If necessary, the Certification Officer may convene the Educational Student Affairs Committee (ESAC). The Associate Dean for the College of Professional Education (COPE) will communicate the Committee’s decision to the candidate’s faculty advisor if the faculty advisor is not present at the PDRC meeting.
Within ten (10) days after the PDAR is filed, the ESAC will develop a Professional Disposition Improvement Plan (PDIP) to identify strategies for improving the candidate’s disposition(s). The plan will include clear, measurable expectations and a timeline. If the candidate agrees with the report, meets the outcomes in the PDIP, and secures approval from his/her/their faculty advisor, he/she/they may proceed in the program.
If the candidate does not agree with the PDIP, he/she/they may file an appeal with the EPP within ten (10) class days after the PDAR is filed. The candidate will have the opportunity to explain his/her/their position and provide additional relevant information. Additional faculty, staff, or school personnel may be asked to provide information related to the observed behavior. Based on the appeal, the Associate Dean for the COPE will either support or reverse the written decision.
If a satisfactory resolution still is not reached, candidates may appeal to the Dean of the COPE.

NOTE: If a candidate exhibits a dangerous, criminal, or severely inappropriate behavior, the PDIP will be waived, and the candidate (after the appropriate due process) may be dismissed from the program. Documentation of all meeting content, including any written agreements or action plans, will be placed in the candidate’s file. Each attendee may request a copy if needed.

Page last updated 12:41 PM, September 15, 2023