Teacher Education Programs

Dispositions Self-Assessment for M.A.T. Candidates

Dispositions Self-Assessment:

The Dispositions Self-Assessment survey provides an opportunity for candidates to reflect on dispositions and attitudes considered important to successful teaching. It is given upon entry, at midpoint, and at exit from the MAT program. The instrument is intended to help candidates identify areas for continuing professional growth and define steps they might take to promote that growth. Data from this self-assessment are used by Area Directors as they consider ways in which their programs can assist candidates to develop and/or strengthen positive professional dispositions. The Area Director and the candidate discuss the midpoint survey when they meet for the candidate progress conference at midpoint (see the section below). In the last semester of their program of study, candidates complete the same survey online.

To complete the Midpoint and Exit versions of this survey, candidates must enroll in the Graduate Assessment System DRF in Taskstream; the enrollment code is GAS14.

This assessment includes the following questions:

  • Candidate name
  • Candidate Banner Identification Number
  • Semester
  • Program Area
  • Advisor

The following questions (Part A) are answered with values from 1 to 4, as follows: 1=Never; 2=Some of the time; 3=Most of the time; 4=Always

Part A - I: Teachers Demonstrate Leadership

  • The candidate: uses a wide variety of resources to encourage community between the school, family, culutre and greter community. (1a, 1d)
  • The candidate: acts as a positie role model for students and others with respect to attendance, grooming, puntuality, and professional behavior. (1a, 1c, 1e)
  • The candidate: demonstrates positive work habits and interpersonal skills to include: a positive attitude, dependability, honesty and respect for others. (1e)
  • The candidate: participates in professional growth and servie activities. (1b, 1c)

Part A - II: Teachers Establish a Respectful Environment For a Diverse Population of Students

  • The candidate: embraces diversity in the school, the community, and the world. (2b)
  • The candidate: includes all children in a meaningful and respectful manner and upholds the believ that all children can learn. (1a, 13, 2b, 2c, 2d)
  • The candidate: acknowledges and values the input of families, colleagues, adn community partners. (2e)

Part A - III: Teachers Know the Content They Teach

  • The candidate: increases her or his efficacy in interpreting contgent standards through culturally and developmentally appropriate instruction. (3)
  • The candidate: master foundational theories of instructional content. (3)
  • The candidate: acquires the expertise to integrate and innovate across multiple content areas. (3c)

Part A - IV: Teachers Facilitte Learning For Their Students

  • The candidate: recognizes and nurtures students' strengths, needs, and special circumstances. (2c, 4)
  • The candidate: acknowledges and values student-centered instructional practices and assessment. (2d, 4)
  • The candidate: explores current uses of technology to support student learning. (4d)

Part A - V: Teachers Reflect On Their Practice.

  • The candidate: monitors student progress through ongoing assessment. (4b, 4h, 5a, 5c)
  • The candidate: engages with new ideas to meet the changing educational needs of students. (4b, 4c, 5b)
  • The candidate: adapts behaviors through on-going self-reflection and self-evaluation with respect to teaching and learning. (4h, 5)

Part B1: Critical Reflection and Goal Setting: Select two personal strengths from the above items. Briefly explain why you think these are areas of strength, and provide examples to illustrate these strengths.

Part B2: Critical Reflection and Goal Setting: Select two areas for professional growth from the above items. For each area, explain why you think this is an area for growth, and define one or more specific steps you will take to promote growth.