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P G P P a g e | 1
Professional Task
Assessing and Managing Professional Growth
Candidate Name:
Haley Jones
Date:
2/12/24
Professional Dispositions Self-Assessment
First year teachers in Kentucky must demonstrate their professional skills. One of the required activities is a Professional Growth Plan based on the Kentucky Teacher Performance Standards.
As an undergraduate at EKU, your fitness to teach is measured against a different set of standards referred to as Professional Dispositions and ethical practices. Dispositions are operationally defined as tendencies or beliefs that are
conveyed or made public through observable behaviors. This exercise is designed to mirror the process used during your first year of teaching, but using
the Professional Dispositions rather than the Kentucky Teacher Performance Standards. By completing this activity, you will assess your own baseline of performance prior to admission to the EKU Teacher Education Program. The Teacher Education Program is responsible for preparing candidates who have the required knowledge, skills, and dispositions to become effective educators. Your chosen program of study will prepare you to demonstrate the knowledge, skills, and dispositions expected of excellent professionals. EKU faculty and clinical personnel will evaluate your demonstration of these dispositions and provide you with feedback about your progress. The Kentucky Education Professional Standards Board Code of Ethics and the EKU Student Code of Conduct specifically articulate characteristics expected of all education professionals. Dispositions are assessed based on candidates’ observable behavior in educational settings.
Assess your level of performance on each of the indicators below by marking your initial rating for each indicator. The scale is: (1) Strongly Disagree (2) Disagree (3) No evidence to suggest otherwise (4) Agree (5) Strongly Agree. Mark one for each indicator.
Professional Dispositions
Advocacy for students
1.
Attends to physical, emotional, and academic health of all students
2.
Seeks appropriate resources/supports to meet students’ physical, emotional and academic needs
Commitment to a Positive Classroom Culture
3.
Demonstrates empathy, sensitivity to others’ feelings, opinions, cultures, perspectives, and a willingness to learn from others
P G P P a g e | 2
4.
Demonstrates the ability to appropriately handle situations that may be emotionally, physically, or academically stressful for students
Commitment to Student Growth
5.
Demonstrates commitment to all students’ growth
6.
Commits to developing each learner’s capacity to evaluate their own progress and learning.
Communication and Collaboration
7.
Establishes and maintains respectful and professional collaborative relationships with others
8.
Communicates effectively and thoughtfully in spoken and written language
9.
Develops rapport with students
Critical Thinking
10.
Seeks understanding of complex issues to solve problems
11.
Demonstrates awareness of underlying beliefs regarding teaching and learning
Cultural Competency and Equity
12.
Examines the personal and social contexts in which he/she practices (including physical, social, academic, cultural, and linguistic)
13.
Demonstrates awareness of one’s own values and how they may affect others
14.
Works to provide equitable access to instruction
Reflective Practice
15.
Is receptive to constructive feedback concerning work/behavior
16.
Reflects on one’s own teaching and learning and engages in professional growth planning to address any areas of concern
17.
Adjusts performance in response to professional feedback and/or suggestions from others
Professionalism and Ethical Decision-Making
18.
Demonstrates professional behaviors (e.g., punctuality, attendance, dependability) and appearance
19.
Works toward continuous improvement
20.
Demonstrates a willingness to consider new evidence or alternative perspectives
21.
Adheres to and upholds the university’s commitment to academic honesty and personal integrity (including confidentiality, ethical decision-
making and use of technology, appropriate interactions with others)
Adapted from Vincent Rinaldo and Chandra Foote, University of Niagara, 2017
P G P P a g e | 3
Indicator # Rating
1. SD
Disagree No Evidence
Agree SA 2. SD
Disagree No Evidence
Agree SA 3. SD
Disagree No Evidence
Agree SA 4. SD
Disagree No Evidence
Agree SA 5. SD
Disagree No Evidence
Agree SA 6. SD
Disagree No Evidence
Agree SA 7. SD
Disagree No Evidence
Agree SA 8. SD
Disagree No Evidence
Agree SA 9. SD
Disagree No Evidence
Agree SA 10.
SD
Disagree No Evidence
Agree SA 11.
SD
Disagree No Evidence
Agree SA 12.
SD
Disagree No Evidence
Agree SA 13.
SD
Disagree No Evidence
Agree SA 14.
SD
Disagree No Evidence
Agree SA 15.
SD
Disagree No Evidence
Agree SA 16.
SD
Disagree No Evidence
Agree SA 17.
SD
Disagree No Evidence
Agree SA 18.
SD
Disagree No Evidence
Agree SA 19.
SD
Disagree No Evidence
Agree SA 20.
SD
Disagree No Evidence
Agree SA 21.
SD
Disagree No Evidence
Agree SA
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