Professional Disposition and Ethics - Introduction  kthometz posted on  ‎09-27-2022 11:26 AM  ‎10-25-2022 06:18 PM WGU’s mission is to “change lives for the better by creating pathways to opportunity.” Teachers College Way is to “change lives for the better by catalyzing Next-Gen teaching, learning, and leading across the education spectrum. Next-Gen Candidates    A Next-Gen candidate is transformative in teaching, learning, and leading across the education spectrum. Teachers College strives to foster organizational systems and culture that allow candidates, faculty, and staff to do their life’s best work.  Next-generation education begins with the core belief that the art and science of teaching, learning, and leading in education must continually evolve, becoming better and better with each subsequent generation. Catalyzing Next-Gen teaching, learning, and leading requires experience in a transformative educational environment.  Healthy Learning Teachers College endeavors to offer a healthy learning environment that supports the professional growth and development of each Next-Gen candidate and expands the professional opportunities for each Next-Gen graduate. The development of Professional Dispositions and Ethics for Next-Gen candidates strengthens the educational experience and conveys the Teachers College’s commitment to impactful teaching, learning, and leading to the greater professional community.  A vital aspect of transforming Professional Dispositions and Ethics is the integration of restorative practices. Next-Gen candidates are empowered to use effective, evidence-based best practices to create healthy learning environments where all learners rise and thrive. Teachers College provides candidates with a safe educational environment - a place where candidates can develop and strengthen their academic, physical, psychological, ethical, and social understandings (learn more about  Healthy Learning). Our Professional Dispositions and Ethics at WGU is supported by the five primary critical healthy-learning focus areas that are key drivers of learner academic, professional, and personal success.  These five pillars, while being powerful concepts individually, gain collective strength and create a thriving, healthy learning environment, where all individuals are equipped to fully embody and practice Teachers College Professional Disposition and Ethics.   The five pillars of Healthy Learning are:  1. Diversity, Equity, and Inclusion (DE&I)   2. Social-Emotional Learning (SEL)  3. Character Education  4. Mental Health  5. Basic Needs  Figure 1 Figure 1:This graphic represents the research, reflection, policy & practice impact the five pillars of Healthy Learning. This figure shows that the five pillars of Healthy Learning are interconnected. Diversity, equity, and inclusion (DE&I) impact all spaces within education. It is vital to address ongoing challenges of the inequalities of access and attainment am.

1. Professional Disposition and Ethics - Introduction
kthometz posted on 09-27-2022 11:26 AM 10-25-2022 06:18
PM
WGU’s mission is to “change lives for the better by creating
pathways to opportunity.” Teachers College Way is to “change
lives for the better by catalyzing Next-Gen teaching, learning,
and leading across the education spectrum.
Next-Gen Candidates
A Next-Gen candidate is transformative in teaching, learning,
and leading across the education spectrum. Teachers
College strives to foster organizational systems and culture that
allow candidates, faculty, and staff to do their life’s best work.
Next-generation education begins with the core belief that the
art and science of teaching, learning, and leading in education
must continually evolve, becoming better and better with each
subsequent generation. Catalyzing Next-Gen teaching, learning,
and leading requires experience in a transformative educational
environment.
Healthy Learning
Teachers College endeavors to offer a healthy learning
environment that supports the professional growth and
development of each Next-Gen candidate and expands the
professional opportunities for each Next-Gen graduate. The
development of Professional Dispositions and Ethics for Next-
Gen candidates strengthens the educational experience and
conveys the Teachers College’s commitment to impactful
teaching, learning, and leading to the greater professional
community.
A vital aspect of transforming Professional Dispositions and
Ethics is the integration of restorative practices. Next-Gen

2. candidates are empowered to use effective, evidence-based best
practices to create healthy learning environments where all
learners rise and thrive. Teachers College provides candidates
with a safe educational environment - a place where candidates
can develop and strengthen their academic, physical,
psychological, ethical, and social understandings (learn more
about
Healthy Learning). Our Professional Dispositions and
Ethics at WGU is supported by the five primary critical healthy-
learning focus areas that are key drivers of learner academic,
professional, and personal success. These five pillars, while
being powerful concepts individually, gain collective strength
and create a thriving, healthy learning environment, where all
individuals are equipped to fully embody and practice Teachers
College Professional Disposition and Ethics.
The five pillars of Healthy Learning are:
1. Diversity, Equity, and Inclusion (DE&I)
2. Social-Emotional Learning (SEL)
3. Character Education
4. Mental Health
5. Basic Needs
Figure 1
Figure 1:This graphic represents the research, reflection, policy
& practice impact the five pillars of Healthy Learning. This
figure shows that the five pillars of Healthy Learning are
interconnected.
Diversity, equity, and inclusion (DE&I) impact all spaces
within education. It is vital to address ongoing challenges of the
inequalities of access and attainment among diverse
populations. To influence and champion creating safe space for
all learners, DE&I is an integral part of creating a healthy
learning environment. Next-Gen candidates embark on a
professional learning journey to create and sustain effective

3. change, aligned with Teachers College Professional Disposition
and Ethics. By being committed to advancing DE&I, Next-Gen
candidates engage in best practices that help learners grow and
develop while equipping them with effective strategies to
champion DE&I work and transform systems that limit access
and attainment for all candidates.
Creating a healthy learning environment integrates diversity,
equity, and inclusion; social-emotional learning; character
education; mental health; and basic needs to develop learners’
creative problem-solving skills, emotional intelligence
knowledge, and effective tools for supporting and building
thriving learning communities. Next-Gen candidates are treated
as active partners in creating, maintaining, and advancing
healthy learning communities centered on creating safe spaces
for all. Healthy learning environments allow candidates to co-
design and take ownership of their learning experiences and
growth. Next-Gen candidates focus on collaborative approaches
that value the lived experiences and unique identities of others.
· Find more articles tagged with:
·
Teachers College (TC)
Professional Disposition and Ethics - Research
kthometz posted on 09-27-2022 11:29 AM 10-25-2022 06:26
PM
In 2021, the Teachers College began transformative work to
redefine our Professional Ethics and Dispositions. Dispositional
philosophies and research focus on the importance of
dispositions as an underpinning for the education profession
(Conderman & Walker, 2015); highlight the nature of
dispositions as malleable and cultivated over time (Kindall et
al., 2017; Cummins & Asemoapa, 2013), and emphasize the
correlation between effective teaching and the dispositions of
teachers (Notar et al., 2009; Tamim et al., 2017). Sockett’s

4. (2006) model, built on the premise that dispositions are taught,
nurtured, and championed, shaped the Teachers College’s
dispositional development and provided a balanced framework
guided by three ethical tenets of character, intellect, and care.
The integration of the model empowers opportunity for
coaching support geared toward dispositional development
across a
Next-Gen candidate's program experience.
Teachers College identified five Professional Dispositions and
three Professional Responsibilities that are aligned to both the
Interstate Assessment and Support Consortium (InTASC)
standards and the Model Code of Ethics for Educators (MCEE).
The
InTASC standards guide the principles and foundations
of teaching practice that cut across all subject areas and grade
levels and that all educators share” (Council of Chief State
School Officers, 2013, p.3). The
MCEE serves as a guide for future and current
educators faced with the complexities of P-12 education. The
code establishes principles for ethical best practice,
mindfulness, self-reflection, decision-making, setting the
groundwork for self-regulation and self-accountability”
(National Association of State Directors of Teacher Education
and Certification, 2018, para. 1).
Teachers College includes the following definitions that
comprise Professional Dispositions and Ethics:
1.
Professional Dispositions consist of attitudes, beliefs,
virtues, values, and ethics addressing qualities of character,
intellect, and care (Sockett, 2006) as part of the fabric of the
education profession. Dispositions comprise the habits built on

5. professional action and moral commitments underlying an
educator’s performance (InTASC Model Core Teaching
Standards, 2013).
2.
Professional Responsibilities and Ethics are essential
requirements of the profession and integral for the success of
Next-Gen candidates. Our candidates engage in professional
learning, act with integrity, assume responsibility for student
learning, respond to the needs of the diverse education
population and the greater community, and collaborate
effectively with others.
Teachers College identified five Professional Dispositions and
three Professional Responsibilities and Ethics:
·
Professional Dispositions are:
1. All Individuals Can Learn
2. Belonging
3. Empathy
4. Growth Mindset
5. Intellectual Courage
·
Professional Responsibilities are:
1. Integrity
2. Professionalism
3. Communication
Professional Dispositions and Ethics - Demonstrated Behaviors
kthometz posted on 09-27-2022 11:32 AM 10-25-2022 06:26
PM

6. ·
Disposition - All Individuals Can Learn
·
Disposition - Belonging
·
Disposition - Empathy
·
Disposition - Growth Mindset
·
Disposition -Intellectual Courage
·
Disposition - Communication
·
Disposition - Integrity
·
Disposition - Professionalism
Disposition - All Individuals Can Learn
Alignment to standards: InTASC 7, 8 and MCEE 2, 3
Highly effective
Next-Gen candidates value learning and believe all
individuals can learn. Next-Gen candidates recognize learning
is transformative as they learn by making meaning of
information and creating innovative ideas and knowledge (Kolb,
1994). Next-Gen candidates will act on the knowledge that
learning is a process, which includes “effort, mistakes,
reflection and refinement of strategies” (Digital Promise, n.d).
By adapting their instruction, learning, and leading styles,
Next-Gen candidates gain expertise to align with the knowledge
that intelligences and capabilities are malleable (Science of
Learning & Development Alliance, n.d.), Next-Gen candidates
intentionally support the growth of the intellect and talent of all
individuals (Dweck, 2006).

7. Demonstrated Behaviors
·
Growth Mindset: Recognizing individuals can explore,
question, and debate as part of the learning process.
·
Differentiation of Teaching Styles: Meeting individuals
where they are in their personal learning journey and adapting
instruction.
·
Reflective Practitioner: Seeking and making use of
guidance and feedback from their professional community.
·
Structure Learning Opportunities: Scaffolding prior
skill development and experiences with new knowledge and
experiences.
·
Generalize Learnings: Applying knowledge and skills in
diverse settings, professional environments, and other learning
contexts.
Disposition - Belonging
Alignment to Standards: InTASC 2, 3, 9 and MCEE 2
Belonging intentionally creates and sustains an environment in
which all individuals feel seen, heard, and valued (Goodenow,
1993). Next-Gen candidates demonstrate their ability to create
and exhibit belonging. Embracing the conviction that all
individuals can learn, belonging shows genuine care and

8. concern for all learners. Demonstrating belonging requires
Next-Gen candidates to model an inclusive mindset by
amplifying the voices of others, intentionally creating equitable
teaching practices, and cultivating a classroom culture where all
are welcomed. Next-Gen candidates consider the broader social
contexts that impact learning and educational climate by
developing culturally responsive perspectives (Gay, 2000).
Next-Gen candidates critique and transform pedagogical
assumptions, beliefs, and practices impacting teaching and
learning (Neito, 1999). Next-Gen candidates regularly display
belonging in their interactions within the school and within
their communities.
Demonstrated Behaviors
·
Community Care: Creating cultural bridges between
academic learning and the lived experience of others by
establishing positive classroom norms and healthy professional
communities.
·
Lifelong Learning: Engaging in ongoing processes of
self-knowing, self-reflection, and self-assessment.
·
Self-Awareness: Reflecting critically on how their
knowledge, beliefs, ideas, attitudes, and actions impact others.
·
Individual Innovator: Creating opportunities for
individual expression in a safe environment while encouraging
the identification of – and courage to confront – institutional,
cultural, social, physical, and professional barriers (Gay, 2000).
·
Growth-Oriented Assessment: Believing all individuals

9. can learn by leading critical discussions around closing
achievement gaps and supporting individual learner needs
(Crowther, 2002).
·
Respect: Demonstrating respect and appreciation for the
voices, perspectives, differences, and lived experiences of
others (including but not limited to disabilities and/or
differences (including but not limited to physical, mental, or
emotional disabilities and ethnic, racial, cultural, political,
religious, gender, or socioeconomic differences).
·
Inclusiveness: Creating a healthy, safe, supportive, and
respectful environment for all learners and colleagues.
Disposition - Empathy
Alignment to Standards: InTASC 3 and MCEE 3, 4
Empathy requires awareness, understanding, and experience
related to the feelings, thoughts, and needs of others (Hashim,
2019). Next-Gen candidates demonstrate empathy by creating
and exhibiting a safe and supportive educational environment.
Next-Gen teaching and leading involves more than conveying
cognitive learning – it encompasses compassion, responsiveness
to others, and valuing their lived experience. Educators who
intentionally work on understanding learners will be more
successful (Monahan, 2017). Learners who perceive educators
as understanding and caring work harder and have greater
academic success (Coffman, 2018).
Demonstrated Behaviors
·
Respect: Respecting the beliefs, values, and talents of

10. others.
·
Compassion: Feeling the actions, feelings, and beliefs
of others without judgement or bias.
·
Care: Ensuring care for the health, comfort, and safety
of others in the professional community.
·
Trust: Establishing trust and consistent interaction with
other.
Disposition - Growth Mindset
Alignment to Standards: InTASC 7, 9 and MCEE 2,3
Next-Gen candidates demonstrate their ability to create and
exhibit growth mindset, which involves the learning process
where talent and skills are developed (Dweck, 2006). When a
growth mindset is present, Next-Gen educators are more willing
to embrace challenges, persist when dealing with adversity, and
show resilience in meeting goals (Keesey et al., 2018). Next-
Gen candidates intentionally cultivate a growth mindset within
themselves and in their students. Next-Gen candidates who
favor a growth mindset show improvement in academic
achievement, engagement, and resilience (Dweck, 2010; Zeng,
et al., 2019). A growth mindset is integral to ensuring
continuous improvement in professional knowledge and skills
(Keesey et al., 2018).
Demonstrated Behaviors
·
Learning: Emphasizing and modeling the process of

11. learning.
·
Rigor: Ensuring candidates are challenged to develop
advanced skills and knowledge.
·
Relevance: Helping candidates see the value of what
they are learning.
·
All Individuals Can Learn: Working to uncover
potential in all individuals (Ricci, 2013).
·
Reflection: Using self-analysis and feedback to learn
and grow.
·
Innovation: Showing and encouraging others to try
novel approaches and strategies.
·
Perseverance: Using problem-solving skills when faced
with adversity or challenges.
Disposition - Intellectual Courage
Alignment to Standards: InTASC 1, 4, 5 and MCEE 1, 2, 4
Intellectual courage is personal (Anton, 2018), involves big,
bold critical thinking, and intentional, conscious reflection.
Next-Gen candidates demonstrate and support intellectual
courage. Intellectual courage for Next-Gen candidates is
centered around continuous growth and development.

12. Intellectual courage is demonstrated when one can do what is
right, not what is popular (Snow, 2018). Next-Gen candidates
demonstrate intellectual courage by engaging in a professional
and respectful manner while remaining open to feedback and
criticism (Axtell, 2000). The Next-Gen candidate who
consistently displays intellectual courage will earn the trust of
colleagues and students through genuinely listening and treating
others with respect.
Demonstrated Behaviors
·
Fair-Minded: Exhibiting open-mindedness and empathy
toward opinions both similar and different to their own.
·
Critical Thinking: Recognizing and demonstrating the
ability to make meaningful connections and apply knowledge in
new ways.
·
Teachers College Way: Modeling and evaluating
experiences based on Teachers College Professional
Dispositions and Professional Responsibilities and Ethics.
·
Reflection: Considering one’s view, idea, or behavior
may be wrong, incomplete, or harmful.
·
Courage: Taking cognitive risks in learning to cultivate
a healthy learning environment and fair-minded thinkers.
·
Ownership: Creating multiple pathways to become a
courageous thinker through continuous professional learning
and development.

13. ·
Communication: Engaging in fair, respectful, and open
communication pertaining to topics that evoke strong emotions.
Disposition - Communication
Alignment to Standards: InTASC 6, 10 and MCEE 1, 5
Next-Gen candidates minimize barriers to communication by
using effective forms of professional communication: verbal,
nonverbal, written, and visual in both personal and
digital modalities. Next-Gen candidates are responsible and
accountable for communicating professionally and effectively
with learners, colleagues, and community stakeholders by
recognizing that all forms of communication, intended or not,
have an impact. Next-Gen candidates understand how lived
experiences and culture shape communication both in verbal and
nonverbal ways (Neito, 1999). Next-Gen candidates utilize
emotional awareness through communication that uplift and
encourage. Next-Gen candidates avoid the use of discriminatory
remarks, threats of violence, and sharing content meant to harm,
demean, or incite a negative environment based on sexual
orientation, gender, race, religion, disability, and age. Next-
Gen candidates treat digital space as an extension of the
professional workspace by displaying respect for others,
protecting K-12 learners and the privacy of all stakeholders, and
maintaining professional and ethical teaching standards. Digital
communication or footprint includes, but is not limited to
emails, texting, “direct messaging”, “friending,” “following,”
“commenting,”, “sharing,” “reposting,” and “posting
messages.” Next-Gen candidates choose not to engage in
malicious, obscene, intimidating, or threatening actions.
Demonstrated Behaviors
·

14. Verbal Communication: Using appropriate verbal
language by responding to situations in a timely, empathetic,
and professional manner with all WGU staff and community
stakeholders
·
Nonverbal Communication: Using appropriate
nonverbal cues by responding to situations in a professional and
empathetic manner with all WGU staff and community
stakeholders
·
Written Communication: Using appropriate written
language by responding to situations in a professional and
timely manner with all WGU staff and community stakeholders
·
Digital Citizenship: Using digital technology in an
appropriate manner to communicate with others that aligns with
legal, ethical, and professional requirements
·
Digital advocacy: Advocating for equal access to
technology for all learners, especially historically underserved
populations (Rafalow, 2021)
·
Social Media: Maintaining an ethical, professional, and
respectful identity in all forms of digital space (personal and/or
professional social media) honoring the boundaries of all
stakeholders
Disposition - Integrity
Alignment to Standards: InTASC 6, 9 and MCEE 1, 2, 4

15. Integrity is the consistency between words and actions (Palanski
& Yammarino, 2007) within a morally justified set of values
and ethical principles (Van Niekerk & May, 2019). Next-Gen
candidates demonstrate integrity in all aspects of professional
and personal interactions. Integrity requires alignment to the
moral and ethical principles of the individual, organizations,
and communities. Demonstrating integrity leads to belonging,
resulting in collaboration for mutually beneficial outcomes
(Moorman & Groover, 2009).
Demonstrated Behaviors
·
Reliability: Displaying consistent professional
behaviors and meeting expectations.
·
Honesty: Exhibiting truthfulness in both verbal and
written communication.
·
Ethical: Maintaining clearly defined values and beliefs
within the profession, university, school, and communities.
·
Moral Standard: Aligning conduct to the beliefs and
principles of what is professionally right.
·
Adherence: Committing to the standards for
professional and ethical conduct.
Disposition - Professionalism
Alignment to Standards: InTASC 9, 10 and MCEE 1, 2

16. Next-Gen candidates demonstrate professionalism by
performing as exemplars of professional service and integrity
throughout their profession and communities. As a
priority, Next-Gen candidates exhibit honesty by engaging in
respectful written, verbal, and non-verbal communication and
collaborating as responsible digital citizens. Furthermore, Next-
Gen candidates fully embrace ownership and remain
accountable in all aspects of professionalism.
Demonstrated Behaviors
·
Truthfulness: Adhering to genuine honesty in all actions
and communications.
·
Responsiveness: Displaying timely and appropriate
responses to all outreach from WGU staff, community members,
and professional stakeholders.
·
Leadership: Serving as examples within the community
by following the standards and policies set forth within the
profession.
·
Safety and Confidentiality: Abiding by local and federal
guidelines to protect the physical safety and privacy rights of
students and parents to maintain a trusting and safe
environment.
·
Respect: Valuing diversity and inclusion, recognizing
the uniqueness of their students and parents, and showing
respect for the ideas and opinions of others (Martin & Mulvihill
2017).

17. ·
Humility: Showing compassion and understanding
(Dahlstrom 2017) and valuing the lived experience of others.
·
Ownership: Manifesting self-awareness, transparency,
and accountability (Green 2010).
Teachable Moment Restorative Practices
joshua.newey posted on 10-25-2022 11:50 AM 10-25-
2022 06:40 PM
Restorative practices offer
Next-Gen candidates an alternative to punitive
disciplinary practices by focusing on resolving conflict,
repairing harm, equipping learners, and healing relationships.
Building restorative community is a transformative process.
When implemented effectively restorative practices improve the
learning environment, promote positive relationships, and
promote safety, inclusion, and respect (Kline, 2016).
Restorative practices integrate effective social-emotional
learning initiatives along with diversity and inclusion best
practices. Using the five pillars of a healthy learning
environment, Teachable Moment Restorative Practices center
around:
1. Building connections as a tool to support Next-Gen
candidates.
2. Using proactive strategies to create collegewide culture
embracing healthy relationships, sense of belonging, advocacy,
and developing critical thinking and conflict resolutions skills.
3. Believing all individuals are worthy.
A vital aspect of transforming Professional Dispositions and
Ethics is the integration of restorative practices.

18. Definition: Teachable Moments are opportunities to coach
learners through self-awareness, honest dialogue, and
application of Next-Gen Teaching Dispositions and Ethics.
Aligning with the belief all individuals can learn, we use
restorative practices as an opportunity for growth not
punishments for Next-Gen candidate error.
Teachers College creates a space for all individuals to thrive
does not hinder the personal beliefs of our Next-Gen candidates.
Instead, the Teachable Moments Restorative Practices allows
Next-Gen candidates to expand their perspectives, value the
lived experiences of others, and create brave spaces for all to
rise and thrive.
Coaching through Crucial Conversations
Throughout a Next-Gen candidates' professional journey, there
will be multiple opportunities to interact in a crisis or
challenging situation, provide support and encouragement, and
advocate for personal agency. Teachable Moments Restorative
Practices provide Next-Gen candidates a means of support from
“crisis to conversation,” addressing problems to enhance
resiliency, increase productivity, and maintain healthy
professional relationships. When misunderstandings, personal
and professional biases, lived experiences, and limited or
avoidance of communication occur, “Crucial Conversations”
provide essential tools for the coaching experience. Although
crucial conversations may be complex to navigate, all involved
parties will engage using these foundational strategies
(Maxfield, 2009).
· The time to talk is when the problem is emerging, to avoid
allowing problems and concerns to fester, creating unhealthy
environments for self and others.
· In all crucial conversations, it is important for the Next-Gen

19. candidate to recognize others as individuals, which includes,
but is not limited to, the person’s lived experience along with
the intersectionality of differences in race, culture, ethnicity,
gender, religion, perspectives, and emotions and disabilities in
physical, mental, or emotional conditions.
· Next-Gen candidates begin all crucial conversations by
finding common ground, shared interests, and establish a
condition of safety before engaging in the coaching process
· Within the conversation, it is important for Next-Gen
candidates to eliminate excuses to help orient to the concern or
issue
· Most importantly, crucial conversations are a dialogue, not a
monologue. Next-Gen candidates remain open to other
perspectives leading to mutual learning
Building relationships with colleagues, Next-Gen candidates,
and the community begins with authentic communication.
Crucial conversations place a high value on communication as a
means of helping Next-Gen candidates walk through
difficulties, challenges, and opportunities for growth. Open,
honest communication with empathy and compassion supports a
Next-Gen candidate’s need to feel heard, seen, and valued.
Restorative Practices use crucial conversations to understand
the situation, discuss the concern or issue, involve the impacted
party in determining a specific direction with a follow-up date,
and jointly agree on a plan of action (Priftanji et al., 2020).
Throughout the coaching experience, the focus is on the value
and dignity of the Next-Gen candidate within a framework of
support, collaboration, and continued professional growth and
development.
Figure 1. Teachable Moments Restorative Framework flow
chart.
Within the Teachable Moments Restorative Practices, Next-Gen
candidates are supported through

20. three coaching tiers. Within Teachers College, coaching
tiers are based upon the level of support needed to help
facilitate Next-Gen candidate growth and development to meet
professional dispositions and ethics. All Teachable Moments
coaching conversations, action plans, and work related to the
Teachable Moment Restorative Practices are documented within
the Next-Gen candidate record for internal use only to
demonstrate professional growth and development. This
information will be used to provide effective support for the
Next-Gen candidate throughout the Next-Gen candidate journey
to demonstrate growth in our Teachers College Dispositions and
Professional Ethics. All coaching tiers must be completed and
cleared prior to completing the application to Preclinical
Experience and Demonstration Teaching.
Next-Gen candidates are expected to respond and engage in all
required aspects of the Teachable Moments Restorative
Practices. This includes scheduling appointments, responding to
all written requests, and demonstrating a willingness to apply
Professional Dispositions and Ethics. Next-Gen candidates are
expected to complete all aspects of the chosen Tier prior to term
end and future term enrollment.
Coaching Tier 1
Next-Gen candidates are provided support and guidance
modeling Professional Dispositions and Ethics through one-on-
one coaching. This restorative approach includes faculty and
staff helping learners gain self-awareness of how to model
Teachers College Professional Disposition and Ethics. Coaching
Tier one is embedded support with guided coaching to address
professional growth opportunities. During this tier, Next-Gen
candidates are introduced to restorative practices using a
Teachable Moment, which is a coaching conversation. Next-Gen
candidates and faculty collaborate to enrich understanding and
application of Professional Disposition and Ethics to create a

21. healthy learning environment. Next-Gen candidates are
expected to complete all aspects of the chosen Tier prior to term
end and future term enrollment.
Coaching Tier 2
If additional support and development are needed to help the
Next-Gen candidate with the application of Professional
Disposition and Ethics, the candidate may be moved to
Coaching Tier 2. In addition to self-reflection and coaching
with faculty and staff, Next-Gen candidates engage in a co-
design action plan and work with additional leadership to give
practical steps toward growth and development in Teachers
College Dispositions and Ethics. Next-Gen candidates are active
partners in the co-design action plan process. Action plans exist
because Teachers College Next-Gen candidates may need
additional support and structure to exemplify Professional
Dispositions and Ethics. Action plans identify strategies for
expanded support and partnership between the learner and WGU
faculty. Next-Gen candidates are notified in writing. Next-Gen
candidates are expected to complete all aspects of the chosen
Tier prior to term end and future term enrollment.
Coaching Tier 3
If previous coaching strategies are ineffective and/or escalated
candidate behavior occurs, Next-Gen candidates are placed in
Coaching Tier 3. Building upon the strategies and best practices
in Coaching Tier 1 and 2, in-depth guidance and support are
provided in Tier 3. Next-Gen candidates continue the co-design
process with a committee to assist in their growth and
development. Learners and faculty are included in the
development of the action plan and identification of growth in
Professional Disposition and Ethics. Next-Gen candidates are
expected to complete all aspects of the chosen Tier prior to term
end and future term enrollment. The Coaching Tier 3 plan must
be completed and cleared prior to applying to Demonstration
Teaching.

22. Code of Conduct
When needed and/or based upon egregious WGU student
behavior, Next-Gen candidates will be referred to the WGU
Code of Conduct:
Code of Conduct.
.
Next-Gen Candidate Journey
Professional Dispositions and Ethics are an integral part of the
journey for all Next-Gen candidates, from enrollment to
graduation. This includes all experiences with faculty
engagement, course work and assessments, clinical experiences,
professional stakeholders, graduation, and recommendation for
licensure.
Next-Gen Candidate Appeal Process
Once Next-Gen candidates are informed about a Teachable
Moment, the candidate can complete a Request for Appeal Form
and submit it to the committee within 7 days of notification. All
appeals must be written within 7 days of the first notification
sent and may not be made verbally.
All Professional Disposition and Ethics concerns will begin
with a conversation with the Next-Gen candidate. The
conversation is to give the Next-Gen candidate an understanding
of Professional Dispositional and Ethics and gain additional
information that may be relevant to the concern. The initial
conversation is a requirement for the appeal process.
Within 14 days of receiving the appeal, the "Special
Committee” will review the appeal, submit documentation,
and/or additional information that is relevant to the appeal. The
team will notify the Next-Gen candidate in writing, the program
mentor, and any additional faculty member(s) of the decision

23. and any next steps that apply.
Professional Disposition and Ethics - Glossary
kthometz posted on 09-27-2022 11:33 AM 10-25-2022 11:55
AM
·
Bias (conscious or unconscious): prejudice in favor of
or against a person, idea, thing, or group, typically in a way that
would be considered unfair.
·
Diversity: reflecting the mixture of differences and
similarities found in the world and acknowledging the related
tensions as we strive to develop more inclusive and high-
performing environments.
·
Disposition: consist of beliefs, virtues, values, and
ethics addressing qualities of character, intellect, and care as
part of the fabric of the education profession. Dispositions
comprise the habits built on professional action and moral
commitments underlying an educator’s performance.
·
Equity: explicit commitment to access, opportunity, and
advancement for all people. It is the active identification of and
elimination of barriers that prevent the full participation of any
group.

24. ·
Inclusion: creating, embracing, and maintaining an
environment in which an individual's uniqueness, contributions,
and strengths are welcomed and valued. This includes an
explicit commitment to full access for all WGU employees and
students.
·
Healthy Learning Environment: safe educational
environment, a place where their academic, physical,
psychological, and social selves can be better formed and
developed that includes five pillars: Diversity, Equity, and
Inclusion (DE&I), Social-Emotional Learning (SEL), Character
Education, Mental Health, and Basic Needs.
·
Next-Gen Candidate: a candidate that is transformative
in teaching, learning, and leading across the education
spectrum.
·
Professional Responsibility: performing as exemplars of
professional service and integrity throughout their profession
and communities.
·
Restorative Practice: an alternative to punitive
disciplinary practices by focusing on resolving conflict,
repairing harm, equipping students, and healing relationships.

25. ·
Teachable Moment: opportunities to coach learners
through self-awareness, honest dialogue, and application of
Next-Gen Professional Dispositions and Ethics. Aligning with
the belief all individuals can learn, we use restorative practices
as an opportunity for growth not punishments for learner error.
· Find more articles tagged with:
Professional Disposition and Ethics - References
kthometz posted on 09-27-2022 11:33 AM 09-27-2022 06:24
PM
Professional Dispositions and Ethics References
Note: To save space, single spacing bibliographic references.
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Publishing Group, Inc.
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in virtue epistemology. Rowman & Littlefield Publishers.
· Coffman, S. L. (1981). Empathy as a relevant instructor
variable in the experiential classroom.
Group & Organization Studies, 6(1), 114-120.
· Conderman, Greg, and David A. Walker. “Assessing
Dispositions in Teacher Preparation Programs: Are Candidates
and Faculty Seeing the Same Thing?”
Teacher Educator 50, no. 3 (2015): 215-31.
https://doi.org/10.1080/08878730.2015.1010053
· Crowther, F., Kaagan, S., et. al. (2002) Developing Teacher

26. Leaders: How teacher leadership enhances school success.
Corwin Press.
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Interstate Teacher Assessment and Support Consortium InTASC
Model Core Teaching Standards and Learning Progressions for
Teachers 1.0: A Resource for Ongoing Teacher Development.
Washington, DC: Author.
· Cummins, Lauren, and Bridget Asempapa. “Fostering Teacher
Candidate Dispositions in Teacher Education Programs.”
Journal of the Scholarship of Teaching and Learning,
Indiana University. Web Site:
Http://Www.iupui.edu/~Josotl, 31 July 2013,
https://eric.ed.gov/?id=EJ1017120.
· Dahlstrom, D. O. (2017).
Identity, authenticity, and humility. ProQuest Ebook
Central
https://ebookcentral.proquest.comDweck, C. S. (2016).
The Remarkable Reach of Growth Mind-Sets. Scientific
American Mind, 27(1), 36–41
· Digital Promise. (n.d.) The Learning Sciences: 10 Key
Principles. Digital Promise, Washington, D.C.
· Dweck, C. S. (2006). Mindset: The new psychology of success
(1st ed.). Random House.
· Dweck, C. S. (2007). Mindset: The New Psychology of
Success. Developing and supporting critically reflective
teachers: Diverse perspectives in the twenty-first century.

27. (2017). ProQuest Ebook Central
https://ebookcentral.proquest.com
· Dweck, C. S. (2010). Even Geniuses Work Hard. Educational
Leadership, 68(1), 16–20.
· Gay, G. (2000).
Culturally Responsive Teaching: Theory, Research, &
Practice. Teacher College Press.
· Goodenow, C. (1993). Classroom Belonging among early
adolescent students: Relationships to motivation and
achievement.
The Journal of Early Adolescence 13 (1), 21-43.
· Green, J. (2010).
Education, professionalism, and the quest for
accountability: Hitting the target but missing the point.
ProQuest Ebook Central
https://ebookcentral.proquest.com
· Hashim, A. M., Aris, S. R. S., & Fook, C. Y. (2019).
Promoting Empathy Using Design Thinking in Project-Based
Learning and as a Classroom Culture.
Asian Journal of University Education,
15(3), 14–23.
https://eric.ed.gov/?q=Empathy+by+teachers&ft=on&id=EJ1238
637
· Keesey, S., Schaefer, A., Loy, M., & Allen, C.J. (2018)
"Developing growth mindset and GRIT in preservice teachers,"
Kentucky Teacher Education Journal: The Journal of the
Teacher Education Division of the Kentucky Council for
Exceptional Children: 5(1), Article 3. Available at:
https://digitalcommons.murraystate.edu/ktej/vol5/iss1/3

28. · Kindall, H. D., Crowe, T., & Elsass, A.
(2017). Mentoring Pre-Service Educators in the
Development of Professional Disposition. International Journal
of Mentoring and Coaching in Education, 6, 196-209. -
References - Scientific Research Publishing,
https://www.scirp.org/(S(vtj3fa45qm1ean45vvffcz55))/reference
/referencespapers.aspx?referenceid=2884....
· Kline, Dana M. “Can Restorative Practices Help to Reduce
Disparities in School Discipline Data? A Review of the
Literature.”
Multicultural Perspectives, vol. 18, no. 2, 2016, pp. 97–
102.,
https://doi.org/10.1080/15210960.2016.1159099.
· Kolb, D. A. (1984).
Experiential Learning. Englewood Cliffs, NJ: Prentice-
Hall.
· Martin, L. E., & Mulvihill, T. M.
(2017). Voices in Education: Professional Dispositions
in Teacher Education. Teacher Educator, 52(3), 173–
181. https://doi.org/10.1080/08878730.2017.1316603
· Maxfield, D. (2009). Speak Up or Burn Out: Five Crucial
Conversations that Drive Educational Excellence.
Education Digest, 75(2), 26-30.
· Monahan, T. (2017). The Relevance of Empathy to the

29. Intentionally Inviting Stance.
Journal of Invitational Theory and Practice,
23, 76–84.
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558
· Moorman, R. H., & Grover, S. (2009). Why does leader
integrity matter to followers? An uncertainty management-based
explanation.
International Journal of Leadership Studies, 5(2), 102-
114.
· National Association of State Directors of Teacher Education
and Certification. (2018, May).
A look at the model code of ethics for educators
(MCEE).
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4B6E-B0B4-801DDA91A35F/MCEE_One_Page_Info_...
· Notar, Charles, Gena Riley, Phyllis Taylor, Roland Thornburg,
and Raynard Cargill. “Dispositions: Ability and Assessment.”
International Journal of Education 1, no. 1 (2009): 14.
https://doi.org/10.5296/ije.v1i1.133
· Palanski, M. E., & Yammarino, F. J. (2007). Integrity and
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25(3), 171–184.
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· Priftanji, D., Hill, J. D., & Ashby, D. M. (2020). Managing
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30. access.
Phi Delta Kappan,
102(6), 26–29.
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TX: Prufrock Press Inc.
· Science of Learning & Development Alliance. (n.d.). What
we've learned.
https://www.soldalliance.org/what-weve-learned
· Snow, N. (2018). The Oxford Handbook of Virtue. Oxford
University Press US.
· Sockett, H. (2006).
Teacher dispositions: Building a teacher education
framework of moral standards. AACTE.
· Tamim, R. M., L. K. Colburn, and K. Karp. “High-quality
Teachers for High-impact Learning.” In Michelli, N.M., Dada,
R., Eldridge, D. Tamin, R.M. & Karp, K. (Eds.)
Teacher Quality and Teacher Education Quality. (pp.3-
18). New York: Routledge. (2017).
· Van Niekerk, A., & May, M. S. (2019). Co-constructing
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https://doi.org/10.4102/sajip.v45i0.1498
· Zeng G; Chen X; Cheung HY; Peng. “Teachers' Growth
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31. Medicine,
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· Borko, H., Liston, D., and J. Whitcomb. “Apples and fishes:
The Debate over Dispositions in Teacher Education.”
Teacher Education 58. (2005): 359-364.
https://doi.org/ 10.1177/0022487107309977
· NCATE. “Professional Standards for the Accreditation of
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resources/ncate- standards-2008.pdf?la=en
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· Schulte, Laura, Sarah Edwards, and Nancy Edick. “The
Development and Validation of the Diversity Dispositions
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Teacher Education Faculty Publications 5, no. 3 (Fall
2008): 11-9.

32. · Sockett, H. (2018). Dispositions and character.
Moral Thought in Educational Practice, 69–83.
https://doi.org/10.4324/9780429470189-6
· UETS. “Utah Effective Teaching Standards and Supporting
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· Villegas, A. M. (2007). Dispositions in teacher education.
Journal of Teacher Education,
58(5), 370–380.
https://doi.org/10.1177/0022487107308419
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COMPETENCIES
2087.3.3 :
Supporting the Mental and Emotional Well-Being of
Your Students
The graduate identifies appropriate resources and processes to
support the mental health and emotional well-being of students.
INTRODUCTION
Western Governors University employs a three-step
developmental framework to support you through your
preclinical and clinical experiences. This framework also helps
to ensure you exit the program confident in your ability to meet
the needs of your future students and school system. This
assessment falls under step one of the three-step framework. In
this task, you will engage in activities that will go toward
preclinical hours of your Early Preclinical Experiences
requirements.

33. This task has two parts. For the first part, you will interview an
educational professional on topics related to mental health or
emotional well-being. For the second part of this task, you will
identify a community-based location (e.g., library, community
agency) that offers resources to address specific mental health
or emotional well-being needs. As a teacher, it is important to
be aware of these resources so that you can help your students.
You will identify a resource available at that location that
addresses mental health or emotional needs and explain how
you would apply that resource in your professional practice.
Please note: To assist you in this task, we strongly recommend
you start by reviewing the SOE Professional Dispositions and
Ethics linked in the Web Links section below. You might
consider reviewing Module 13 prior to starting this task.
REQUIREMENTS
Your submission must be your original work. No more than a
combined total of 30% of the submission and no more than a
10% match to any one individual source can be directly quoted
or closely paraphrased from sources, even if cited correctly. The
originality report that is provided when you submit your task
can be used as a guide.
You must use the rubric to direct the creation of your
submission because it provides detailed criteria that will be
used to evaluate your work. Each requirement below may be
evaluated by more than one rubric aspect. The rubric aspect
titles may contain hyperlinks to relevant portions of the course.
Tasks may not be submitted as cloud links, such as links to
Google Docs, Google Slides, OneDrive, etc., unless specified in
the task requirements. All other submissions must be file types
that are uploaded and submitted as attachments (e.g., .docx,
.pdf, .ppt).

34. Part 1: Interview
A. Conduct an interview with a school-based professional in
your community on topics related to mental health or emotional
well-being, youth suicide prevention, substance abuse, or child
abuse.
Identify the following:
• the interviewee’s name and job title
• the interviewee’s organization
• the date and time of your interview
Note: Do not include any identifying information about students
or community members in your submission.
1. As part of your interview, address the following topics:
a. Identify specific mental health or emotional well-being
issues that exist within your community.
b. Identify specific school-based resources to address the
identified issues and discuss how the resources meet the needs
of students.
Part 2: Community Resources
B. Identify a specific community-based location (e.g., Oakville
City Library, Foothill Branch) that provides resources to
address
one of the issues identified in part A1a. Include the
street address in your identification.
1. Explain how a specific resource, different than the resource
identified in A1b, provided by the community-based location
you identified in part B addresses one of the issues identified in
part A1a.
C. Acknowledge sources, using in-text citations and references,
for content that is quoted, paraphrased, or summarized.
D. Demonstrate professional communication in the content and

35. presentation of your submission.
File Restrictions
File name may contain only letters, numbers, spaces, and these
symbols: ! - _ . * ' ( )
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf,
txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg,
wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
RUBRIC
SOE PROFESSIONAL DISPOSITIONS AND ETHICS:
NOT EVIDENT
The submission demonstrates consistently unprofessional or
unethical behavior or disposition as outlined in the SOE
Professional Dispositions and Ethics.
APPROACHING COMPETENCE
The submission demonstrates behavior or disposition that
conflicts with the professional and ethical standards outlined in
the SOE Professional Dispositions and Ethics.
COMPETENT
The submission demonstrates behavior and disposition that
align with the professional and ethical standards outlined in the
SOE Professional Dispositions and Ethics.
A:INTERVIEW
NOT EVIDENT
A submission is not provided.
APPROACHING COMPETENCE
The submission identifies only 1 or 2 of the given points.
COMPETENT
The submission identifies
each of the 3 given points.
A1A:SPECIFIC ISSUES
NOT EVIDENT
A submission is not provided.
APPROACHING COMPETENCE

36. The submission identifies 2 issues that exist within the
community, but 1 or more of the issues are not related to mental
health or emotional well-being, or are not specific. Or only 1
issue is identified.
COMPETENT
The submission identifies 2 or more specific mental health or
emotional well-being issues that exist within the community.
A1B:SCHOOL-BASED RESOURCES TO ADDRESS STUDENT
NEEDS
NOT EVIDENT
Resources are not identified or a discussion is not provided.
APPROACHING COMPETENCE
The submission does not identify 2 specific school-based
resources to address the issues identified in part A1a, or the
discussion does not logically address how each resource would
meet the needs of students.
COMPETENT
The submission accurately identifies 2 or more specific school-
based resources to address the issues identified in part A1a, and
the discussion logically addresses how each resource would
meet the needs of students.
B:LOCATION OF COMMUNITY RESOURCES
NOT EVIDENT
A submission is not provided.
APPROACHING COMPETENCE
The submission identifies a specific community-based location,
but it is not a place where an individual could find resources to
address 1 of the issues identified in part A1a. Or the street
address for the community-based location is not included.
COMPETENT
The submission identifies a specific community-based location
where an individual could find resources to address 1 of the
issues identified in part A1a. The street address for the
community-based location is included.
B1:DESCRIPTION OF COMMUNITY-BASED RESOURCE
NOT EVIDENT

37. An explanation is not provided.
APPROACHING COMPETENCE
The submission does not logically explain how a resource
provided by the community-based location identified in part B
will address one of the issues identified in part A1a or the
resource identified is the same resource identified in part A1b.
COMPETENT
The submission logically explains how the resource provided by
the community-based location identified in part B will address
one of the issues identified in part A1a and the resource
identified is different from the resource identified in part A1b.
C:SOURCES
NOT EVIDENT
The submission does not include both in-text citations and a
reference list for sources that are quoted, paraphrased, or
summarized.
APPROACHING COMPETENCE
The submission includes in-text citations for sources that are
quoted, paraphrased, or summarized and a reference list;
however, the citations or reference list is incomplete or
inaccurate.
COMPETENT
The submission includes in-text citations for sources that are
properly quoted, paraphrased, or summarized and a reference
list that accurately identifies the author, date, title, and source
location as available.
D:PROFESSIONAL COMMUNICATION
NOT EVIDENT
Content is unstructured, is disjointed, or contains pervasive
errors in mechanics, usage, or grammar. Vocabulary or tone is
unprofessional or distracts from the topic.
APPROACHING COMPETENCE
Content is poorly organized, is difficult to follow, or contains
errors in mechanics, usage, or grammar that cause confusion.
Terminology is misused or ineffective.
COMPETENT

38. Content reflects attention to detail, is organized, and focuses on
the main ideas as prescribed in the task or chosen by the
candidate. Terminology is pertinent, is used correctly, and
effectively conveys the intended meaning. Mechanics, usage,
and grammar promote accurate interpretation and
understanding.
WEB LINKS
SOE Professional Dispositions and Ethics