EIU Department of Student Teaching and Clinical Experiences

Teacher Candidate Dispositions

Strong teachers demonstrate more than content knowledge and instructional skill. They also demonstrate professional dispositions—attitudes, beliefs, and patterns of behavior that support effective teaching and positive learning environments.

Teacher candidates at Eastern Illinois University are expected to demonstrate dispositions that reflect professionalism, respect for learners, and commitment to student learning. These dispositions are evaluated throughout the teacher preparation program, including during coursework, field experiences, practicum, and student teaching.

Dispositions are not personality traits. Rather, they are observable professional behaviors that contribute to effective teaching and collaboration in schools.

Why Dispositions Matter

A candidate may have strong academic knowledge of their subject area, but success in the teaching profession also requires the ability to interact professionally with students, colleagues, and families.

Teacher candidates are expected to demonstrate professional behavior that reflects the responsibilities of working in schools. When concerns arise, they are typically addressed through discussion, documentation, and opportunities for improvement.

EIU Disposition Framework

Eastern Illinois University evaluates teacher candidates across five primary dispositional areas.

1. Interaction with Students

This area focuses on how teacher candidates interact with learners.

Positive behaviors in this area include:

• Treating all students fairly and respectfully
• Speaking to students in a professional and supportive tone
• Demonstrating interest in students as individuals
• Creating a positive and encouraging learning environment
• Supporting student confidence and engagement in learning

Teacher candidates should demonstrate care for students while maintaining appropriate professional boundaries.

2. Professional Ethics and Practices

This area reflects the professional responsibilities expected of educators.

Examples include:

• Demonstrating honesty and academic integrity
• Respecting school policies and procedures
• Maintaining confidentiality when working with student information
• Being dependable and completing responsibilities on time
• Demonstrating appropriate professional appearance and conduct

Professional ethics are often the most visible indicators of readiness to work in school settings.

3. Effective Communication

Teachers must communicate clearly and respectfully with students, families, and colleagues.

Teacher candidates should demonstrate:

• Clear and respectful verbal communication
• Professional written communication
• Active listening
• Appropriate communication with teachers, administrators, and peers

Strong communication supports collaboration and positive relationships in schools.

4. Planning and Teaching for Student Learning

Teacher candidates should demonstrate a commitment to supporting student learning through thoughtful preparation and instructional decisions.

Positive dispositions in this area may include:

• Believing that all students can learn
• Preparing thoughtfully for teaching responsibilities
• Using a variety of instructional strategies
• Reflecting on teaching and seeking ways to improve

These behaviors demonstrate commitment to effective teaching and student growth.

5. Sensitivity to Diversity and Equity

Effective teachers recognize and respect the diversity present in schools and communities.

Teacher candidates are expected to demonstrate:

• Respect for students from diverse backgrounds
• Awareness of cultural, linguistic, and individual differences
• Inclusive and equitable treatment of students
• Use of language and examples that reflect respect for diversity

Sensitivity to diversity helps create inclusive and supportive classrooms.

Addressing Dispositional Concerns

Most dispositional concerns can be addressed through discussion, reflection, and professional growth.

If a faculty member, cooperating teacher, or supervisor observes a concern related to professional dispositions, they may document the concern using the Teacher Education Disposition Referral/Documentation Form.

The process typically includes:

• Documentation of the concern
• Discussion with the teacher candidate
• Development of an action plan if needed
• Monitoring progress toward improvement

In many cases, this process helps candidates identify areas for professional growth and successfully address the concern.

Formal Referral Process

If a concern is not resolved through informal discussion, or if the issue is serious, the formal disposition referral procedure may be initiated.

This process may involve:

• Review of the concern by the major department
• A meeting with the candidate to discuss the concern
• Development of a written action plan for improvement
• Evaluation of progress toward resolving the issue

In rare cases, serious concerns may be referred directly to the appropriate university office, such as the Office of Student Standards.

Professional Growth

The goal of the dispositions process is to support teacher candidates as they develop the professional behaviors expected of educators.

Developing professional dispositions is an important part of becoming an effective teacher and building positive relationships with students, colleagues, and school communities.