Performance Expectations

You can think of academics as that part of your field experiences that is connected directly to the assignments and practice teaching that you complete in each field experience course. In each course, you will be expected to complete reading, writing, discussion, reflection and practice teaching activities in ways that evidence your emerging understanding and competencies with respect to the instructional skills and knowledge associated with the effective teaching of diverse learners. Your success on your field experience assignments and practice teaching translates into a final grade in each course. The grades that you earn are used by programs and advisors to determine readiness for advancement to the next level or scaffold of field experiences.

At Roosevelt, all traditional teacher candidates must maintain a minimum 2.7 comprehensive GPA to qualify for licensure and their degrees. Grades below C- are not acceptable for meeting either degree or licensure requirements. Consequently, teacher candidates who withdraw from a field experience course or earn a grade below a C- are suspended from the program. Suspended teacher candidates will receive directions from the Assistant Dean for Student Support & Licensure about how to appeal for program reinstatement. The process for reviewing the appeal and deciding about dismissal or reinstatement will be led by the Chair of the Department of Teacher Preparation.

You can think of professional dispositions as the professional qualities that effective teachers manifest as they plan and deliver instruction, assess learning and collaborate with colleagues and other professionals. Attention to detail, regular attendance and punctuality, appropriate attire, openness to new ideas, respectful communication and sensitivity to individual and cultural circumstances: these are all examples of professional dispositions that positively impact student learning.

As you complete your field experiences, you will discuss and reflect on the meaning and significance of professional dispositions and you will be assessed with respect to your own demonstration of the dispositions most important for beginning teachers. At Roosevelt, professional dispositions are assessed using the Educator Disposition Assessment (EDA), a nationally recognized evaluation tool that provides insights and a reminder to teacher candidates about the behaviors and attitudes that positively impact student learning.

In brief, the Educator Disposition Assessment (EDA) is a valid and reliable measure of a teacher candidate’s dispositions. The EDA evaluates nine dispositions with 27 indicators. All are equally important. There are three levels of scoring: meets expectations, developing, and needs improvement.

All Roosevelt University teacher candidates are introduced to the EDA in introductory courses in each program; thereafter, candidates are assessed in each field experience course and student teaching. Scores on the assessment provide teacher candidates with formative feedback on their development as professional educators.

In cases where dispositional concerns are significant and well-documented, the Chair of the Department of Teacher Preparation will initiate interventions using the guidelines outlined in  Roosevelt University Department of Teacher Preparation –  Educator Disposition Assessment Policy.   In general, these interventions consist of remediation or a Student Performance Review to determine the best steps to take to address the concerns.