Appendix J: NC State Board of Education Approved Licensure
Tests Information
Teacher Candidate Self-Assessment
Dispositions are characteristics and behaviors that shape the ways you interact with students, colleagues, and faculty and the ways you present yourself as an educator. They shape the ways you make decisions related to teaching and learning.
Candidates are asked to formally reflect on their dispositions at three points in the program: at entry, at midpoint, and at exit. The survey instrument used for this assessment (which can be found on the next page) is designed to provide an opportunity for candidates to reflect on dispositions and attitudes
considered important to successful teaching. 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 also used by program faculty as they consider ways in which their programs can assist candidates to develop and/or strengthen positive professional dispositions.
You should respond to all items on the survey with honesty and integrity. You should use the text boxes on the survey to provide examples of how/when you demonstrated the dispositions. While you will complete the same survey at the entry point, midpoint, and exit point of your program, there are differences in the expectations for your responses.
At entry: When you complete the Dispositions Self-Assessment at the entry point of your program, remember, you are quite early in your progression through the Teacher Education Program, so many of your responses may fall in the never, rarely, or occasionally areas. These are perfectly acceptable responses and will lead to plans formulated with your program coordinator/advisor where you will increase the frequency of these behaviors.
At second checkpoint: Since you have completed more of your required coursework in the Teacher Education Program, the answers you provide on the second checkpoint survey should be different from those submitted on the entry point survey. Additionally, the examples you provide of how/when you demonstrated the dispositions are expected to come from your course work or field work in the Teacher Education Program. This includes Specialty Area, Professional Studies, and Content Pedagogy course work.
At exit: Since you have completed all of the course work and other requirements for your Teacher Education Program, the answers you provide on the exit survey should be different from those submitted on the midpoint survey. Additionally, the examples you provide of how/when you demonstrated the dispositions are expected to come from your internship semester.
UNC Pembroke Professional Dispositions
Teacher Candidate Self-Assessment
Collaboration:
Teacher Candidates demonstrate a professional disposition to work with others to achieve a common goal in all academic and professional settings.As a teacher candidate, you…
Never Rarely Occasionally Frequently AlwaysWorked together with others to achieve a common goal in all academic and professional settings. Cooperated with others
Made contribution to group effort
Shared information and materials with others Assisted peers
Supported decisions of group willingly, even if different from own
Volunteered to participate in group effort Supported work of others
Planned and set goals and priorities with others Established professional goals that are aligned with those of the organization
Made relevant contributions to discussions
Describe, with detail, an example of when you demonstrated the professional disposition of collaboration.
Honesty and Integrity:
Teacher Candidates demonstrate truthfulness, professional behavior and trustworthiness in all academic and professional settings.As a teacher candidate, you…
Never Rarely Occasionally Frequently AlwaysModeled behavior expected of both teachers and learners in an educational setting
Demonstrated honesty and integrity in all academic and professional situations
Gave credit to others when using their work
Describe, with detail, an example of when you demonstrated the professional disposition of honesty and integrity.
Respect:
Teacher Candidates honor, value, and demonstrate consideration and regard for oneself and others.As a teacher candidate, you…
Never Rarely Occasionally Frequently AlwaysDemonstrated a friendly and caring manner to others Interacted in a polite and respectful manner with faculty, other students, peers, colleagues, and supervisors
Used appropriate professional language
Took care of property of others in all academic and professional situations
Demonstrated empathy and concern for others
Commitment to Learning:
Teacher Candidates demonstrates a respect for and is serious about knowledge acquisition.As a teacher candidate, you…
Never Rarely Occasionally Frequently AlwaysValued knowledge, content, and experiences presented in all academic programs
Took initiative to expand knowledge base
Actively engaged during instructional time and field experiences
Sought opportunities to learn new skills
Demonstrated enthusiasm for the subject being taught Demonstrated positive attitude toward learning Demonstrated intellectual and academic curiosity
Describe, with detail, an example to demonstrate your professional disposition to a commitment to learning.
Emotional Maturity:
Teacher Candidates demonstrate, depending on the situation, appropriate behavior.As a teacher candidate, you…
Never Rarely Occasionally Frequently AlwaysUsed appropriate strategies to respond to emotional and emergency situations
Responded to situations professionally Used appropriate tone of voice
Initiated communication to resolve conflict Maintained emotional control
Used self-disclosure appropriately Used appropriate non-verbal expressions
Acted from a positive frame of reference most of the time, including when changes occurred
Adapted to unexpected or new situations Demonstrated good personal hygiene Dressed appropriately for the situation
Describe, with detail, an example how you demonstrated emotional maturity in a professional and/or academic
setting.
Responsibility:
Teacher Candidates act independently and demonstrate accountability, reliability, and sound judgment.As a teacher candidate, you…
Never Rarely Occasionally Frequently AlwaysGave priority to health and safety concerns of others, as well as self
Protected personal health to avoid absences Accepted consequences for personal actions or decisions
Submitted individual and/or group assignments on time or followed procedures for extensions Prepared for classes, meetings, and group work Managed time effectively
Completed assigned tasks from group activities within an acceptable time frame
Sought clarification and/or assistance as needed Prioritized work based upon established goals Returned borrowed materials in a timely manner Took initiative to get materials and notes when absent from meetings or classes
Ensured accuracy of information for which he/she is responsible
Arrived for class on time Attended class regularly
Describe, with detail, an example how you demonstrated responsibility in a professional and/or academic setting.
Fairness:
Teacher Candidates demonstrate a commitment to meet the education needs of all students, including classmates, in a caring, non-discriminatory, and equitable manner.As a teacher candidate, you…
Never Rarely Occasionally Frequently AlwaysResponded appropriately to actions and reactions of others
Accepted feedback from others
Identified personal responsibility in conflict/problem situations
Considered opinions of others with an open mind Displayed equitable treatment of others
Used sound judgment in decision making
Took action to solve problems in an equitable manner Made decisions and acted with honesty and integrity
Describe, with detail, how you demonstrated fairness in your commitment to meet the education needs of all students, including classmates, in a caring, non-discriminatory, and equitable manner.
Belief that All Students Can Learn:
Teacher Candidates demonstrate a commitment to the education of all students.As a teacher candidate, you…
Never Rarely Occasionally Frequently AlwaysDemonstrated behaviors that supported a culturally diverse educational environment that provides opportunities for all students to learn
Listened attentively to others in a variety of contexts Acknowledged perspectives of individuals from diverse cultural and experiential backgrounds Interacted appropriately in relation to cultural norms Appreciated and embraced individual differences Demonstrated positive attitudes toward diverse cultures and learners
Conveyed high expectations for achievement
UNCP Teacher Education Program Interview Requirements and Protocol
Program coordinators or their designees are to check that the following requirements have been
met by all Teacher Education Program applicants. This will require a degree audit to ensure the
following requirements have been met.
1. Have not more than 9 hours of the General Education requirements remaining.
2. Have earned a ―C‖ (2.0) or better in EDN 2100 - Introduction to Education or the approved equivalent
course. EDN 2100 is required for TEP admission beginning fall 2013.
3. Have earned a grade of at least a ―C-‖ (C if the course was repeated) in all required professional
studies core, content pedagogy, and specialty area standards courses completed at the time of
admission, with the exception of EDN 2100, which requires a grade of ―C.‖
4. Have at least a 2.5 cumulative Quality Point Average (QPA) on a 4.0 scale on all prior
college/university course work.
5. Meet the state established scores on the Praxis Core Academic Skills for Educators (Core) Tests.
During test registration, enter code R5534 for UNCP. If you meet the state established scores on the
SAT or ACT, an official copy of the scores must be sent to the UNCP School of Education Licensure
Office. Students must meet the scores in effect at the time they apply to and qualify for admission to
the Teacher Education Program. Printed copies of all qualifying scores must be brought to the
admission interview. (most often these are official scores from the testing service or test score
notations on official high school transcripts)
6. Enroll in the program area drf in Taskstream, complete the Candidate Professional Dispositions Self-
Evaluation in Taskstream, and facilitate the completion of the Faculty Evaluation of Candidate
Dispositions form in collaboration with the Program Coordinator. Until this section is activated in
Taskstream, students should bring a completed copy of their Candidate Professional Dispositions
Self-Evaluation to the interview.
7. Complete a Candidate for Professional Licensure (CPL) form and an Application to the School of
Education. CPL and Admission forms are available in the School of Education Licensure Office and
on the School of Education website. Completed copies of these forms must be brought to the
admission interview.
8. Satisfactorily complete an admission interview after completing all the above requirements. The
interview is not complete until the Candidate Professional Dispositions Self-Evaluation has been
discussed with the Program Coordinator. Candidates should bring a printed copy of their test scores
(see #5 above) and a completed copy of the CPL form to the interview.
9. Program coordinator will deliver completed copy of CPL, test scores, and Admission form to
Licensure Office.
A. Interviewee must complete the Professional Dispositions Self-Assessment, Application to the
School of Education, and the CPL Data Form before the interview begins.
B. Faculty will ask at least one question/scenario from each NC Professional Teaching Standard
area.
C. Each interviewer (at least 2 present) should document interviewee responses and dispositions
on the Faculty Summary and Evaluation of Interview form.
D. Once the interview is completed, the program coordinator will mark the interview as
Satisfactory or Needs Review. The program coordinator may then submit the student‘s
completed application, CPL form, test scores, and Faculty Summary and Evaluation of Interview
to Michelle Locklear in the licensure office. Michelle will take the information from the Faculty
Summary and Evaluation of Interview form and generate a letter of admission or non-admission.
Students who receive a rating of Satisfactory will be admitted. Those who receive a rating of
Needs Review will not be admitted and a remediation plan must be developed.
Possible Teacher Candidate Interview Questions and Scenarios:
Students may be asked to discuss an experiences related to the following North Carolina
Professional Teaching Standards. They may also be given a particular classroom scenario that
might occur and then discuss their reactions to that particular scenario.
1. Teachers Demonstrate Leadership
2. Establish a Respectful Environment
3. Knowing the Content
4. Facilitate Learning for Students
5. Reflecting on Practice
Date of Interview___________________________
Student Name (Print)______________________ Student Signature_______________________
Faculty Member #1___________________________
How does this Faculty member know the student?_____________________________________
Faculty Member #2 _______________________
How does this Faculty member know the student?_____________________________________
Program Coordinator Signature ______________________________________________
Student has completed and provided:
Check
Program Coordinator has checked the following:
Check
a)
Professional Dispositions Self-Assessmentb)
Application to School of Educationc)
CPL Data Formd)
Student must provide written copy of Praxis Core or SAT/ACT scoresa)
Cumulative GPA of 2.5 or above on all prior courseworkb)
DARS degree audit, 9 or fewer hours of gen ed requirements leftc)
Passing Praxis Core scores or appropriate SAT/ACT scoresd)
Faculty Assessment of Dispositions formse)
Grade of C- in all required coursework (C if course was repeated)f)
Grade of C in EDN 2100 or approved equivalent courseResponses to Interview Questions:
Faculty reaction to Leadership questions and scenario:
Faculty reaction to Respectful Environment questions and scenario:
Faculty reaction to Content questions and scenario:
Faculty reaction to Facilitate Learning questions and scenario:
Please rate the interviewee based on their behavior in the interview.
Admissions Interview for School of Education Rubric Related to Candidate Dispositions:
Not Observed in this setting (0) Area of Concern (1) Needs Improvement (2) Demonstrated (3) Outstanding (4) Arrived on time
Interacts in a polite and respectful manner Uses appropriate professional language Articulates clearly
Responds to situations professionally Tone of voice is appropriate
Demonstrates appropriate emotional control Demonstrates appropriate hygiene
Demonstrates appropriate dress
Resopnds appropriately to actions/reactions of others
Additional Interview Comments:
Interview Results - Program coordinators are not responsible for informing the student of their status.
o Satisfactory
Admission application, test scores, and CPL form should be forwarded to Michelle Locklear in
the Licensure office by the Program Coordinator. Admission letter will be generated by
Licensure office and delivered to the student.
o Needs Review
Admission application, test scores, and CPL form should be forwarded to Michelle Locklear in
the Licensure office by the Program Coordinator. Non-admission letter will be generated by
Licensure office and delivered to the student.
Reason for Non-admission:
____________Interview performance
____________Dispositional Concern
Program coordinator must review for remediation. See the Undergraduate Teacher Candidate
Disposition Protocol for remediation form.
TEACHER CANDIDATE REMEDIATION PLAN TEMPLATE
Student: _________________________________ Committee Members:________________________________
Remediation Plan for ______ (semester) ______ (year) ________________________________
Date: ____________________ ________________________________
This is to document that the faculty members listed above met with_____________________________ (student) to discuss plans for successfully continuing in the ____________________ program. This meeting was precipitated by:
Criteria for Remediation: The following circumstances were addressed:
□ Low GPA: □ Work/study habits:
□ Poor course grade: □ Employment:
□ Rating of ―Never‖ or ―Rarely‖ on an item on a Self or Faculty Teaching Disposition Assessment:
□ Extracurricular activities:
□ Rating of ―Occasionally‖ on two or more items within a section of a Self or Faculty Teaching Dispositions Assessment:
□ Personal problems:
□ Low rating in field experience: □ Academic difficulties:
□ Faculty report of dispositional problem: □ Other
Remediation Plan Evaluation of Remediation Plan
□ The following courses must be taken: □ satisfactory completion, date: □ unsatisfactory performance Next steps:
□ The student will seek tutoring at the Tutoring Center for:
□ satisfactory completion, date: □ unsatisfactory performance Next steps:
□ The student must earn a grade of __ or better in: □ satisfactory completion, date: □ unsatisfactory performance Next steps:
□ The student must earn a semester GPA of ____or better:
□ satisfactory completion, date: □ unsatisfactory performance Next steps:
□ The student will modify their non-academic activities as follows:
□ satisfactory completion, date: □ unsatisfactory performance Next steps:
□ The student will seek the services of the Counseling Center:
□ satisfactory completion, date: □ unsatisfactory performance Next steps:
□ The student will develop and document
strategies to address dispositional issues, these may vary by student:
□ satisfactory completion, date: □ unsatisfactory performance Next steps:
□ The student will meet as required with assigned faculty mentor:
□ satisfactory completion, date: □ unsatisfactory performance Next steps:
□ unsatisfactory performance Next steps:
_____________________________ ____________ _____________________________ ________ Student‘s Signature Date Faculty/Committee Member Date _____________________________ ____________ _____________________________ _______ Program Coordinator Date Faculty/Committee Member Date
CC: □ Department File ___________________________________ □ Other____________________________________________
Teacher Education Program Policy Appeal Form
Name____________________________________ Banner Number______________________
Current Mailing Address _______________________________________________________________Address City State ZIP
Current Telephone Number __________________ Email______________________________ Licensure Area/Dept________________________ Advisor_____________________________ Program Coordinator__________________________NOTE: AN APPEAL AFFECTING ENROLLMENT IN AN INTERNSHIP SHOULD BE
FILED BY THE NINTH WEEK OF THE SEMESTER PRIOR TO THAT INTERNSHIP.
APPEALS FILED LATER MAY NOT BE RESOLVED IN TIME TO ALLOW INTERNSHIP
PLACEMENT.
To be eligible for enrollment in the professional internship semester and take a course during internship each candidate must:
1. Be fully admitted to the Teacher Education Program one full semester prior to student teaching
(excluding summer sessions)
2. Have completed all required General Education courses;
3. Have satisfactorily completed all required specialty area, professional studies, or content pedagogy
courses;4. Have not more than six semester hours of degree requirements remaining. The remaining six hours
shall not include any specialty area, professional studies, or content pedagogy courses and these six
hours must be approved by the candidate‘s advisor and the Dean of the School of Education;
5. Have an overall grade point average of 2.5 or better as well as a 2.5 or better in the candidate‘s major
field of study;Indicate the policy which you are appealing and clearly justify/describe your reasons for this appeal. Note: Your description must include appropriate details; if you are asking to take a course with the
internship, you must state which course, how it fits into your course of study, and exactly why you
have not completed that course prior to the internship. If you have not completed all required courses (General Education, specialty area, professional studies, content pedagogy, etc.), state clearly whichcourses you have yet to take.
Education, Program Coordinator, or Hearing/Appeals Subcommittee of the Teacher Education
Committee to grant your policy appeal.
Note: Your description must include appropriate details; give concrete reasons why your situation is
exceptional, and thus warrants an exception to a stated policy.
If approved, indicate in detail how you will retain a high quality of student learning in your
professional internship:
Note: Your description must include appropriate details; outline what you will do to prevent an
exception made in your case from undermining your performance as an intern.
I understand that in addition to this application, I may attach statements prepared by faculty and/or advisors who are familiar with, or affected by, my request and/or appeal situation. This appeal will be processed in a timely manner. I understand that if I have not submitted this appeal prior to the middle of