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Teacher Education Program Disposition Survey (non-LEA)

1. Version Taken at ENTRY by Candidates Who Are Not Currently Employed by a School

Dear Undergraduate Student:

Welcome to the UNCP Teacher Education Program. As part of our assessment efforts, we are collecting information on professional dispositions of educators enrolled in our undergraduate teacher education programs.

You will take this version of the dispositions survey at entry into your program of study, and you will take a similar survey as you near the end of your program. This survey is intended to help you identify areas for continuing professional growth.

* 1. Name

First Name

Middle Initial

Last Name

* 2. Demographic Information

	Gender	Race/Ethnicity
Please select one from each column.	Please select one from each column. Gender menu	Please select one from each column. Race/Ethnicity menu

* 3. Preferred Email Address (please include a personal email address so we can contact you after graduation)

* 4. Program Area

	Please select from the following:
Degree	Degree Please select from the following: menu

* 5. If you are a Middle Grades Education Candidate, indicate your Specialization Area.

	Please select from the following:
Specialization Area	Specialization Area Please select from the following: menu

* 6. Name of Program Director

* 7. Graduate Enrollment Status (most semesters)

Full-time

Part-time

* 8. Self-Assessment of Dispositions

Dispositions are habits of mind that shape ways you interact with students and ways you make decisions as an educator. Please read each disposition carefully and mark the response that indicates how you assess yourself at this time. This instrument is intended to help you identify areas for continuing professional growth. Please respond honestly.

	Always	Most of the time	Some of the time	Never
I will treat all students fairly and equitably.	I will treat all students fairly and equitably. Always	I will treat all students fairly and equitably. Most of the time	I will treat all students fairly and equitably. Some of the time	I will treat all students fairly and equitably. Never
I will try to accommodate the individual needs of all learners.	I will try to accommodate the individual needs of all learners. Always	I will try to accommodate the individual needs of all learners. Most of the time	I will try to accommodate the individual needs of all learners. Some of the time	I will try to accommodate the individual needs of all learners. Never
I will value critical self-reflection as a means of improving my practice.	I will value critical self-reflection as a means of improving my practice. Always	I will value critical self-reflection as a means of improving my practice. Most of the time	I will value critical self-reflection as a means of improving my practice. Some of the time	I will value critical self-reflection as a means of improving my practice. Never
I will regularly use the insights gained from critical self-reflection to improve my practice.	I will regularly use the insights gained from critical self-reflection to improve my practice. Always	I will regularly use the insights gained from critical self-reflection to improve my practice. Most of the time	I will regularly use the insights gained from critical self-reflection to improve my practice. Some of the time	I will regularly use the insights gained from critical self-reflection to improve my practice. Never
I will make changes in my practice based on critical self-reflection.	I will make changes in my practice based on critical self-reflection. Always	I will make changes in my practice based on critical self-reflection. Most of the time	I will make changes in my practice based on critical self-reflection. Some of the time	I will make changes in my practice based on critical self-reflection. Never
I will continually evaluate my knowledge base in the discipline(s) that I teach.	I will continually evaluate my knowledge base in the discipline(s) that I teach. Always	I will continually evaluate my knowledge base in the discipline(s) that I teach. Most of the time	I will continually evaluate my knowledge base in the discipline(s) that I teach. Some of the time	I will continually evaluate my knowledge base in the discipline(s) that I teach. Never
I will seek out opportunities to advance my knowledge base in the discipline(s) that I teach.	I will seek out opportunities to advance my knowledge base in the discipline(s) that I teach. Always	I will seek out opportunities to advance my knowledge base in the discipline(s) that I teach. Most of the time	I will seek out opportunities to advance my knowledge base in the discipline(s) that I teach. Some of the time	I will seek out opportunities to advance my knowledge base in the discipline(s) that I teach. Never
I will seek answers to questions and/or solutions to CLASSROOM/SCHOOL problems by reading research literature.	I will seek answers to questions and/or solutions to CLASSROOM/SCHOOL problems by reading research literature. Always	I will seek answers to questions and/or solutions to CLASSROOM/SCHOOL problems by reading research literature. Most of the time	I will seek answers to questions and/or solutions to CLASSROOM/SCHOOL problems by reading research literature. Some of the time	I will seek answers to questions and/or solutions to CLASSROOM/SCHOOL problems by reading research literature. Never
I will seek answers to questions and/or solutions to CLASSROOM/SCHOOL problems by conducting action research.	I will seek answers to questions and/or solutions to CLASSROOM/SCHOOL problems by conducting action research. Always	I will seek answers to questions and/or solutions to CLASSROOM/SCHOOL problems by conducting action research. Most of the time	I will seek answers to questions and/or solutions to CLASSROOM/SCHOOL problems by conducting action research. Some of the time	I will seek answers to questions and/or solutions to CLASSROOM/SCHOOL problems by conducting action research. Never
I will be open-minded and flexible and able to embrace change that I believe is positive.	I will be open-minded and flexible and able to embrace change that I believe is positive. Always	I will be open-minded and flexible and able to embrace change that I believe is positive. Most of the time	I will be open-minded and flexible and able to embrace change that I believe is positive. Some of the time	I will be open-minded and flexible and able to embrace change that I believe is positive. Never
I will be willing to take on leadership roles in my school.	I will be willing to take on leadership roles in my school. Always	I will be willing to take on leadership roles in my school. Most of the time	I will be willing to take on leadership roles in my school. Some of the time	I will be willing to take on leadership roles in my school. Never
I will be willing to take on leadership roles in professional communities outside of school.	I will be willing to take on leadership roles in professional communities outside of school. Always	I will be willing to take on leadership roles in professional communities outside of school. Most of the time	I will be willing to take on leadership roles in professional communities outside of school. Some of the time	I will be willing to take on leadership roles in professional communities outside of school. Never
I will seek out opportunities to collaborate with colleagues about ways to improve student learning, the school environment, and/or home-school communication.	I will seek out opportunities to collaborate with colleagues about ways to improve student learning, the school environment, and/or home-school communication. Always	I will seek out opportunities to collaborate with colleagues about ways to improve student learning, the school environment, and/or home-school communication. Most of the time	I will seek out opportunities to collaborate with colleagues about ways to improve student learning, the school environment, and/or home-school communication. Some of the time	I will seek out opportunities to collaborate with colleagues about ways to improve student learning, the school environment, and/or home-school communication. Never
I will see myself as a change agent in my school.	I will see myself as a change agent in my school. Always	I will see myself as a change agent in my school. Most of the time	I will see myself as a change agent in my school. Some of the time	I will see myself as a change agent in my school. Never
My colleagues perceive me to be a change agent.	My colleagues perceive me to be a change agent. Always	My colleagues perceive me to be a change agent. Most of the time	My colleagues perceive me to be a change agent. Some of the time	My colleagues perceive me to be a change agent. Never
I will possess areas of expertise that could benefit others in the profession.	I will possess areas of expertise that could benefit others in the profession. Always	I will possess areas of expertise that could benefit others in the profession. Most of the time	I will possess areas of expertise that could benefit others in the profession. Some of the time	I will possess areas of expertise that could benefit others in the profession. Never
I will view my instructional mistakes as opportunities to learn.	I will view my instructional mistakes as opportunities to learn. Always	I will view my instructional mistakes as opportunities to learn. Most of the time	I will view my instructional mistakes as opportunities to learn. Some of the time	I will view my instructional mistakes as opportunities to learn. Never
My affiliation with and participation in professional communities outside the school will be an important part of my professional life.	My affiliation with and participation in professional communities outside the school will be an important part of my professional life. Always	My affiliation with and participation in professional communities outside the school will be an important part of my professional life. Most of the time	My affiliation with and participation in professional communities outside the school will be an important part of my professional life. Some of the time	My affiliation with and participation in professional communities outside the school will be an important part of my professional life. Never

* 9. 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.

* 10. 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.

Thank you for your assistance on this survey.

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Thank you for your assistance on this survey. <br><br>Please keep in touch with the UNC Pembroke School of Education on Facebook. <br>