Key Performance Area #5

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Professional Dispositions of the Education Profession

The development of professional dispositions in education professional candidates is a key component in Brockport's education professional preparation programs. A successful education professional displays the beliefs, attitudes, and values that reflect the philosophy that all students can learn by demonstrating classroom behaviors that create caring, supportive, and fair learning environments.

The classroom behaviors indicative of this philosophy are demonstrated as professional dispositions. Based upon research in the field, Professional Dispositions is Theme Two of The College at Brockport’s Conceptual Framework. The Conceptual Framework establishes the shared vision for preparing educators to work effectively in P-12 schools.  It provides direction for programs, courses, teaching, candidate performance, scholarship, service, and unit accountability.

The faculty and administrators of The Professional Education Unit at The College of Brockport identified six key professional dispositions essential to candidate success upon entering the profession:

Positive Outlook


  • Demonstrates genuine enthusiasm and optimism
  • Fosters a positive climate for learning
  • Acts on the premise that all children can learn
  • Provides positive, authentic feedback
  • Focuses on possibilities rather than obstacles
  • Responds to challenges
  • Treats all forms of diversity as learning opportunities


  • Fosters trust among students, colleagues, school-based teacher educators (SBTEs), and professors
  • Demonstrates sound moral character, honesty, fairness, and sincerity, adhering to relevant code of ethics
  • Commits to and models academic honesty
  • Applies knowledge of how diverse backgrounds affect interactions with others
  • Acts on the value of inclusiveness


  • Adheres to program and school expectations
  • Commits to understanding diverse cultures and communities
  • Collaborates with school staff and faculty, professors, colleagues, students, and parents
  • Respectfully self-advocates and engages in self-care
  • Shows compassion and empathy for others


  • Interacts and works well with people who have characteristics different from self
  • Exhibits an awareness of how their communication affects others by using objective and inclusive language that creates a shared understanding
  • Recognizes their own strengths and gaps in knowledge, skills, and experiences
  • Makes an effort to understand multiple perspectives or opposing viewpoints


  • Engages in ongoing learning
  • Consistently solves problems by drawing on their internal knowledge and external resources
  • Independently develops, adopts, and uses a wide range of professional resources
  • Persists with tasks through completion at a high level of competency
  • Commits to increasing understanding of their frame of reference (e.g. culture, gender, language, abilities, and ways of knowing)


  • Adheres to College and host school expectations and policies regarding punctuality, attendance, dress, and proper use of electronic devices
  • Engages in positive and respectful interactions with students, colleagues, SBTEs, and families
  • Demonstrates a high level of reliability
  • Exemplifies the characteristics of a good colleague


The importance and development of the Professional Dispositions are integrated throughout each certification program’s curriculum and are assessed regularly as candidates’ progress through their programs. Each teacher candidate is required to read and affirm the Assessment of Professional Dispositions for Teacher Education Candidates Policy upon enrollment in their education preparation program. Faculty in key courses and supervisors of clinical experiences rate the candidates on their demonstration of each of the dispositions. Candidates also self-assess with the intention of developing a career-long, professional habit of taking time to reflect on their professional dispositions as educators.

Conceptual Framework

Last Updated 5/26/21