Professional Attributes

A key benchmark of the Teacher Education Program is the ongoing tracking of candidates’ Professional Attributes. This list describes affective characteristics and behaviors expected of a professional educator.  Candidates are introduced to Professional Attributes in QUEST 1 and assessed on them throughout QUEST 1, 2 and 3.  The expectation is that all candidates will exhibit Professional Attributes in all courses and field experiences throughout the program.  Students exhibiting difficulty with the Professional Attributes may be contacted for a conference with the Teacher Education Teaching Fitness Committee.  For more detailed information, please refer to the Teacher Fitness Policies section of  the Candidate & Faculty Handbook.

CRITERION 1: Physical Characteristics

  1. Health and Ableness: The candidate has the physical and mental characteristics, sufficient motor coordination and energy, adequate visual and auditory acuity, and otherwise good health needed to effectively and independently implement the instructional and managerial duties associated with teaching the levels and fields for which the candidate is being prepared.
  2. Appearance:  The candidate takes pride in his or her personal appearance and presents him/herself in manner of dress and hygiene professionally appropriate to the age students being taught.

CRITERION 2.  Personality Characteristics

  1. Cooperation:  The candidate works cooperatively with peers, site teachers, and faculty; contributes constructively to group objectives; disagrees courteously, avoids sarcasm, makes constructive suggestions; accepts suggestions and constructive criticism; and modifies behavior appropriately.
  2. Tactfulness:  The candidate recognizes the implications of words and actions upon others and avoids situations which offend institutional and community mores.
  3. Flexibility and Patience:  The candidate displays a willingness and ability to adapt to changes in events, conditions, activities, and tasks, and an overall patience for circumstances and human interactions.
  4. Organization: The candidate monitors and controls time, materials, and product expectations.
  5. Enthusiasm: The candidate displays energy and enthusiasm and responds appropriately to humor.
  6. Creativity: The candidate synthesizes theory and practice into new personalized adaptations and applications.
  7. Initiative and Risk-Taking: The candidate displays independence and motivation in undertaking activities and assignments.

CRITERION 3: Responsibility Characteristics

  1. Responsibility:  The candidate undertakes and completes assigned tasks, meets University and program requirements and deadlines, anticipates problems and plans ahead, and adapts to professional standards and policies.
  2. Attendance and Punctuality:  The candidate is present and punctual for class and appointments; arranges ahead of time with all necessary individuals for unavoidable delays or absences; and does not solicit exceptions for any but very special and legitimate circumstances.
  3. Maturity:  The candidate displays poise in task completion and personal interactions, acknowledges his or her own responsibility and culpability, and does not attempt to transfer fault or blame to others or to rationalize his or her own inadequate or missing performance; has integrity and is honest in professional dealings.

CRITERION 4: Communication Skills. 

  1. Oral Communication: The candidate’s oral communication reflects appropriate voice and speech delivery; clarity, fluency, and grammatical correctness; use of standard English and understandable accent; appropriate formality to any situation; and verbal flexibility allowing rephrasing or translating of ideas or questions until instruction is clear to students.
  2. Written Communication: The candidate’s written products reflect appropriate and accurate spelling, grammar, punctuation, syntax, format, and English usage; and demonstrate organization and composition that effectively communicate ideas, directions, explanations, lesson plans, messages, and other teaching-related written products.

CRITERION 5: Professional Relationship Skills

  1. Demeanor:  The candidate demonstrates positive attitudes in interactions with other professionals; collaborates with peers; relates easily and appropriately to those in authority; complies with rules and reports problems with school and university operations with reference to specific evidence and reasonable courtesy.
  2. Rapport: The candidate relates easily and appropriately to children, youth, and others responsible to him or her, providing leadership or direction while involving others and listening to and incorporating their desires and concerns.
  3. Awareness of Individual Differences:  The candidate recognizes and empathizes with human differences in ethnicity, gender, physical ability and intellectual ability, and demonstrates sensitivity to social expectations in varied environments.

CRITERION 6: Commitment to the Teaching Profession

  1. Professionalism: The candidate recognizes, seeks, and applies the best theory, research, and  practice in professional activities, is proud to assert his or her intention of becoming a teacher, and demonstrates a commitment to education as a career.
  2. With-it-ness:  The candidate exhibits simultaneous awareness of all aspects of the learning environment.
  3. Reflectivity:  The candidate reflects and evaluates professional experiences with constructive criticism.