ECPK 492 Specific Forms
10
Early Childhood Dispositions from the College of Education and Health Sciences (CEHS)
Early Childhood Dispositions from CEHS
“The Growth of the Professional Educator” is the Conceptual Framework for all educator preparation programs in the College of Education and Health Sciences at Bridgewater State University. It articulates the mission, philosophy, and beliefs of our educational programs. The three major tenets of The Conceptual Framework, based on current and researched-based pedagogy, are: Effective Practice, Student Growth and Collaboration. The Conceptual Framework also includes the dispositions that CEAS faculty expect from our teacher candidates. We expect that each student:
[Rate from 0 to 6, using criteria in Scoring Guide on the back of this sheet]
|
Professional Conduct Policy for All Students |
Student Self- Rating |
Site supervisor Rating |
BSU Supervisor’s Rating |
| 1) Demonstrates respect for human diversity, community and cultural perspectives. | |||
| 2) Collaborates with others (faculty, site supervisors, peers, children and families) in a thoughtful and considerate manner. | |||
| 3) Demonstrates clear understanding of legal and moral obligations of the profession, mandated reporting responsibilities and confidentiality. | |||
| 4) (a) Believes in creating a safe learning environment demonstrating respect for students’ differences, provides fair and equitable access to all learners including vulnerable populations;
(b) Believes that all students can learn. |
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| 5) Communicates effectively and professionally in speech, writing, and nonverbal contexts. | |||
| 6) Demonstrates professional demeanor and a passion for their chosen profession. | |||
| 7) Demonstrates their own social emotional skills. | |||
| 8) Understands the importance of fostering social emotional skills in the children. | |||
| 9) Exhibits personal integrity and professional conduct with all members of the learning community. | |||
| OVERALL |
SCORING GUIDE
Criteria (from the student’s viewpoint) that explain the assessment of each disposition:
6 means: This is definitely my strength. My professional behavior inside and outside the classroom and my classroom instruction exemplifies this philosophical stance. I think this is a critical piece as a professional educator.
5 means: I am extremely strong in this area. I can offer a great deal of examples from my professional behavior in and outside of the classroom and/or lesson plans that show this strength. I understand the importance of this to teaching.
4 means: I’m really comfortable here. I put effort into making sure I am this kind of educator. This is an important disposition to me as I become a professional educator. I can cite some of my professional behavior in and outside of the classroom and/or share lessons that can prove that I am at an acceptable level.
3 means: I feel that I am at a satisfactory level with this disposition. I try to be this kind of educator. Some of what I do inside and outside the class shows this behavior.
2 means: I think I understand what this disposition means. I probably should put more effort into living up to the expectations of this disposition, but some of my actions may show this behavior.
1 means: I’m not sure I fully understand or am meeting this disposition. I realize I need more work to live up to the expectations of this disposition.
0 means: I have no understanding of this disposition. I need to do some studying to understand exactly what is meant here. I need to work hard at living up to the expectation of this disposition.
| CEHS Dispositions | Indicators/Behaviors demonstrating Dispositional Outcomes |
| 1. Demonstrates respect for human diversity, community and cultural perspectives.
|
Recognizes the potential of bias in his/her representation of the discipline and seeks to appropriately address problems or bias. |
| Uses inclusive language. | |
| Develops activities to support/celebrate diversity (of the community). | |
| Uses web-based resources to support diversity goals. | |
| Respects people (including students and clients) as individuals with differing personal and family backgrounds and various skills, abilities, perspectives, talents, and interests. | |
| Values diverse languages and dialects and seeks to integrate them into his or her practice to engage people (including students and clients) in learning. | |
| Includes family partners in planning and working with students and clients when appropriate. | |
| 2. Collaborates with others (faculty, site supervisors, peers, children, and families) in a thoughtful and considerate manner. | Values planning as a collegial activity. |
| Willingly contributes and positively impacts group work. | |
| Shows up on time and prepared for class and group meetings. | |
| Respectful of the ideas of others. | |
| Addresses conflicts respectfully. | |
| Engages in professional and positive discussions with colleagues in virtual environments (i.e., social media). | |
| 3. Demonstrates clear understanding of legal and moral obligations of the profession, mandated reporting responsibilities and confidentiality. | Is knowledgeable about Federal Regulations such as Family Educational Rights and Privacy Act (FERPA), Individuals with Disabilities Act (IDEA), Americans with Disabilities Act (ADA), etc.. |
| Is knowledgeable about Mandated Reporting (Sec. 51A). | |
| 4. (a) Believes in creating a safe learning environment demonstrating respect for students’ differences, provides fair and equitable access to all learners including vulnerable populations;
(b) Believes that all students can learn. |
Differs instruction and approaches to meet the needs of individuals. |
| Adheres to IEP and ADA requirements when appropriate. | |
| Persists in helping all reach their full potential. | |
| Respects people as individuals with differing personal and family backgrounds and various skills, abilities, perspectives, talents and interests. | |
| Values diverse languages and dialects and seeks to integrate them into his or her practice to engage people (including students and clients) in learning. | |
| 5. Communicates effectively and professionally in speech, writing, and nonverbal contexts. | Communicates well and participates respectfully in course work, field work, and virtual environments. |
| Strives for clear written products in course work, field work, and virtual environments. | |
| Is a thoughtful and responsive listener and observer. | |
| 6. Demonstrates professional demeanor and a passion for their chosen profession.
|
Takes part in professional departmental conversations. |
| Subscribes to and reads professional journals. | |
| Belongs to professional associations and learning communities. | |
| Values and seeks professional development conferences, workshops, and/or graduate courses. | |
| Sets personal and professional goals based on feedback from faculty, administrators, program supervisors, and supervising practitioners. | |
| 7. Demonstrates their own social emotional skills
|
Recognizes and manages their emotions, demonstrates care and concern for others, establishes positive relationships, and makes responsible decisions |
| Receptive to constructive feedback. | |
| Reflects on their work, behavior, and practice and demonstrates willingness to modify behavior and practice. | |
| Revises written products in course work or field work based on feedback from faculty, administrators, program supervisors, and supervising practitioners. | |
| Modifies behavior to establish more effective relationships with students, clients, peers, faculty, administrators, program supervisors, and supervising practitioners. | |
| 8. Understands the importance of fostering social emotional skills in the children.
|
Through coursework and clinical experiences demonstrates knowledge of five SEL Core Competencies. |
| Through coursework and clinical experiences demonstrates knowledge of four general approaches to SEL instruction in the classroom. | |
| 9. Exhibits personal integrity and professional conduct with all members of the learning community. | Adheres to the National Association of Young Children code of ethics. |
