Responsibilities and Dispositions Expected of Teacher Candidates
The responsibilities and dispositions listed here are expected of teacher candidates in all initial license programs across the University of Minnesota. Careful observance of these responsibilities and dispositions contribute to the successful completion of clinical learning experiences. Additional responsibilities and activities are determined by program areas.
Dispositions:
Professional Conduct
- Accepts responsibilities
- Completes assignments on time
- Carries out assignments independently when needed
- Arrives on time
- Presents self in a manner appropriate to the setting
Professional Qualities
- Adapts easily to changing circumstances
- Seeks and accepts the suggestions of others
- Demonstrates ability and willingness to self-assess
- Shows appreciation for diversity
- Responds appropriately to issues of bias and discrimination as they arise
- Takes initiative in making a contribution to the learning community
- Demonstrates enthusiasm about the subject matter
- Demonstrates a commitment to the individual student
- Expresses responsibility for helping all students achieve
Communication and Collaboration
- Collaborates effectively with others
- Uses good judgment in interactions with others
- Displays sensitivity in interacting with others
- Behaves ethically in dealings with others
- Respects and responds appropriately to differences in point of view
- Demonstrates effective written communication skills
- Demonstrates effective oral communication skills
- Demonstrates a commitment to working with families
Responsibilities:
Professional Conduct
- Maintain the hours required of regular teachers. Be punctual and arrive prepared to teach.
- Maintain confidentiality of students’ personal, social emotional, intellectual, and academic status.
- Follow all safety, discipline, and professional policies in the building.
- Become familiar with the school and community of the student teaching placement.
Professional Qualities
- Know your content and be a continuous learner.
- Be creative and use a variety of instructional strategies.
- Maintain a student-centered approach. Make instructional decisions based on the well-being of the students.
- Know and implement co-teaching strategies.
Communication and Collaboration
- Prepare instructional units in advance and review lesson plans with the cooperating teacher prior to instruction.
- Assume primary responsibility for all teaching assignments as they have been planned with the cooperating teacher and clinical supervisor.
- Communicate with the cooperating teacher and other school personnel immediately if an absence must occur. Communicate the absence to the University.
- Actively participate in three-way conferences with the cooperating teacher and the clinical supervisor.
- Clearly communicate questions and concerns to both the cooperating teacher and the clinical supervisor.
- Receive feedback in a constructive, open manner.
- Begin promptly and commit to high-quality work when completing your Teacher Performance Assessment.