All students must demonstrate the professional attitudes and conduct that facilitate student learning and convey a positive image of the education profession while enrolled in the Department of Education and Teacher Preparation. Professional dispositions are both students’ and educators’ values, actions, attitudes, and beliefs as they interact with students, families, community members, and professional colleagues. Professional dispositions are a vital element and are the expected behaviors of all students enrolled in the Rutgers-Camden Education and Teacher Preparation Department, both while on campus and out in the community, representing the Department.
As students progress through their program of study, each is expected to demonstrate their mastery of professional dispositions. These beliefs and attitudes shape how educators interact with University personnel, peers, and, if applicable, School Placement personnel, students, and families. In the Rutgers-Camden Department of Education and Teacher Preparation, faculty members identified the following dispositions.
Click on each topic below to see examples listed in italics.
1. Communicates and Collaborates Effectively and Professionally
Candidates must engage in effective and professional communication. They use professional language in all situations, ensuring that communications are appropriate and professional, and demonstrate respect for others and their ideas. Interpersonal and communication skills should be used to promote positive partnerships with members of all learning communities. Candidates must effectively and accurately communicate their ideas, oral and written, and engage in active listening. Candidates should be aware of their digital footprint on social media and take action to ensure that their electronic presence does not lead to questions about their integrity, professionalism, and character.
Expresses a positive attitude toward learning through intellectual curiosity and participation in all professionally related experiences
- Participates in classroom activities and professionally related associations;
- Demonstrates regard for others and their ideas;
- Meets expectations for assignments, tasks, and teamwork;
- Collaborates with peers and other professionals (i.e., instructors, field supervisors, mentor teachers) to improve student achievement and ensure system-wide high-quality learning opportunities and experiences for all students;
- Adds to and improves group efforts and considers and respectfully responds to multiple perspectives;
- Demonstrates positive conflict resolution techniques effectively, respectfully, and empathetically across various situations and people.
Utilizes professional oral and written communication based on the purpose and audience
- Uses grammatically correct oral and written communication and a suitable tone of voice and verbal/nonverbal expressions;
- Employs professional language in all situations, ensuring that communications are free from bias and meet the needs of diverse learners;
- Exercises appropriate self-disclosure.
Demonstrates kind and respectful interactions with others in all settings
- Responds appropriately to actions and reactions of others and takes responsibility for own actions;
- Is flexible to unexpected or new situations and acts from a positive frame of reference;
- Maintains emotional control by expressing ideas and feelings clearly and demonstrating a willingness and an ability to listen to others;
- Assumes appropriate roles and participates fully in the collaborative process.
2. Receives and Acts Upon Professional Feedback
Candidates positively accept critical feedback about professional practices, constantly work to improve their professional performance, and demonstrate flexibility and adaptability. Candidates make observations and ask questions about education practices, demonstrate knowledge of subject areas and curriculum, and how to access new information, seek information for making practice decisions, respond professionally to constructive feedback, demonstrate understanding of standards, and evaluate his/her own performance and reflect upon their own practices.
Accepts responsibility for personal actions or decisions
- Responds appropriately to feedback and supervision and uses constructive criticism and suggestions to improve skills and understanding;
- Implements constructive feedback from others to improve their practice;
- Creates a safe environment for peers and students;
- Possesses maturity, integrity, self-discipline, and sound judgment;
- Engages in professional development based upon self-reflection.
3. Exhibits Professional Demeanor and Practices
Candidates must exhibit professional appearance, ethical and legal practices, and demeanor in all settings related to their declared Program. Candidates need to engage in professional, legal, and ethical conduct; be dependable, punctual, and well-prepared; and ensure the safety of their students if assigned a field placement.
Follow the university, school, and/or district policies for professional appearance
- Professional dress according to the district’s dress code policies while in field placement;
- Uphold personal hygiene practices and healthy routines.
Complies with university and school district policies and procedures
- Completes assignments by designated due dates and exhibits academic honesty;
- Meets expectations and produces quality work;
- Seeks help promptly and demonstrates good citizenship both in the classroom and outside of the classroom;
- Maintains student, family, and staff confidentiality.
Engages in professional, legal, and ethical conduct
- Adheres to legal and ethical standards of behavior, the New Jersey Professional Standards for Teachers, and the Rutgers University Code of Student Conduct.
Displays a professional demeanor
- Is punctual and well-prepared for professional and academic activities;
- Meets attendance expectations both at the University and in field placement;
- Actively and professionally participates in class;
- Assists others when necessary.
4. Commitment to Students and Their Learning
Candidates demonstrate their commitment to student learning, promoting student self-determination and autonomous functioning, and demonstrating high expectations for ALL students. Candidates serve students at all ability levels, use strategies and supports that facilitate positive student learning, and convey high learning and behavioral expectations. Candidates actively engage in the Rutgers-Camden and school placement community of learners and develop relationships, programs, and projects with colleagues in P-20 schools.
Demonstrates a commitment to students’ learning
- Exhibits understanding of subject-area/ content knowledge, and adherence to the New Jersey Student Learning Standards and field placement curriculum for planning and teaching.
- Promotes and demonstrates high expectations for ALL students, including student self-determination and autonomous functioning;
- Creates a positive, safe, low-risk learning environment;
- Values all aspects of a child’s well-being (cognitive, emotional, psychological, social, and physical).
Utilizes a full range of differentiated and evidence-based instructional practices
- Utilizes research-based learning theories, understanding of appropriate development practices, and individual differences, including students’ strengths, culture, needs, and experiences when planning instruction;
- Uses flexible groupings for instruction and provides multiple opportunities for all students to succeed;
- Displays creativity to enhance the instructional process;
- Develops and adapts instruction to use evidence-based “best practices.”
