DePaul University College of Education > Student Resources > Policies & Forms > Program Dispositions

Program Dispositions

The College of Education is committed to ensuring that our students are well prepared for the professions in which they will be working. A large part of this preparation involves academic knowledge and skills gained from the fundamental content taught in our courses. However, the attitudes and conduct (generally referred to as “dispositions”) that we develop and assess are equally as important to professional success.

The dispositions that we expect you to demonstrate are ones that research suggests are closely linked to success in your chosen field. We will look for evidence of these dispositions in your courses, in clinical settings and in advising sessions. We anticipate that the overwhelming majority of you will have no problem demonstrating these dispositions. For any student who presents dispositional concerns—to the extent that those concerns raise questions about the student's ability to complete his/her program or to succeed professionally—we will address those concerns as soon as possible in an effort to achieve the best possible outcome for the student and the college. Our approach is meant to be preemptive and proactive; our desire is to support your development throughout the duration of your academic program.

Dispositions by Program

The academic programs within the College of Education have set forth these dispositions as educational and professional expectations for all students. Students should be aware that failing to abide by DePaul University or College of Education policies including, under certain circumstances, these dispositions, could result in adverse consequences for the student, including removal from his or her program, the College of Education or the university.

Dispositions List for BBE, CS, EL Courses

Dispositions List for BBE, CS, EL Courses
  • Is receptive to faculty feedback and acts meaningfully and professionally upon suggestions
  • Reflects on his or her own progress, identifies strengths and weaknesses, and evaluates strategies for success and professional growth
  • Respects and considers cultural contexts to determine how to be responsive to learners and to proactively promote all students' learning
  • Demonstrates a positive attitude and commitment to the profession
  • Demonstrates thoughtful, effective verbal and nonverbal communication and listening skills
  • Is committed to collaboration with colleagues, families, and communities in order to promote all students' learning and development
  • Demonstrates professional ethical and legal behavior as defined by the respective codes of ethics and laws
  • Recognizes and fulfills professional responsibilities and habit of conduct (dress, language,preparedness, attendance, punctuality, etc.)
  • Demonstrate concern for and protection of safety and well-being of others

Dispositions List for CSL Courses

​Dispositions List for CSL Courses​
  • Is receptive to supervisor and faculty feedback and acts meaningfully and professionally upon suggestions
  • Reflects on his or her own progress and identifies strengths and weaknesses, including evaluating strategies for success, finding alternatives for inappropriate strategies, and modifying future practices
  • Takes initiative in all learning experiences and responsibility for his or her own professional growth and development
  • Is open to new ideas and engagement in learning
  • Demonstrates awareness of own cultural values and biases, actively works to understand clients’ worldviews, and applies culturally appropriate intervention strategies
  • Demonstrates professional ethical and legal behavior as defined by the respective codes of ethics and laws
  • Communicates and cooperates effectively with others
  • Demonstrates consistent professional behavior across all settings
  • Maintains appropriate interpersonal and professional boundaries
  • Accepts personal responsibility for one's behavior
  • Expresses feelings and opinions effectively and appropriately to the setting

Dispositions List for ECE, EE, SEC, PE, WLE Courses

​Dispositions List for ECE, EE, SEC, PE, WLE Courses

SELF

  • Reflects on progress, identifies strengths and challenges, and evaluates strategies for success and professional growth
  • Is receptive to faculty feedback and acts meaningfully and profession ally as a result of suggestions
  • Shows a commitment to becoming a critical thinker
  • Values the importance of communicating appropriately
  • Shows a commitment to life long learning
  • Takes initiative, uses imagination and creativity to seek resources to inform his/her teaching and learning

LEARNER

  • Shows a level of sensitivity to others in the learning environment
  • Works to understand the unique needs and interests of diverse learners in order to respond meaningfully
  • Appreciates how assessment and evaluation inform teaching and learning
  • Respects and considers cultural contexts in order to determine how to be responsive to learners

COLLEGIALITY/PROFESSIONALISM

  • Demonstrates collegiality, honesty, good judgment, courtesy, respect, and diplomacy in all partnerships
  • Balances self-confidence and assertiveness with respect for others’ perspectives
  • Respects the requirements, expectations, and procedures of the College of Education and of our field partners

Dispositions List for EPSR Courses

Dispositions List for EPSR Courses
  • Values and is committed to a critical orientation toward understanding key theories and concepts in the foundations of education
  • Is receptive to faculty feedback and acts meaningfully and professionally upon suggestions
  • Understands the importance of and is committed to clear oral and written communication, both in traditional and in new and emerging digital formats
  • Demonstrates a willingness to engage course texts and requirements
  • Demonstrates sensitivity to and respect for diverse identities, cultures, and lived experiences
  • Demonstrates and advocates social justice principles in the classroom with students and colleagues and in clinical settings
  • Is committed to collaboration with colleagues, families, and communities in order to promote all students' learning and development
  • Recognizes and fulfills professional responsibilities and habits of conduct (e.g., dress, language, preparedness, attendance, punctuality, etc.)
  • Demonstrates collegiality, honesty, good judgment, courtesy, respect, and diplomacy in relationships with student colleagues and faculty​​

Dispositions List for LSI Courses

​Dispositions List for LSI Courses​
  • Is receptive to faculty feedback and acts meaningfully and professionally upon suggestions
  • Reflects on his or her own progress, identifies strengths and weaknesses, and evaluates strategies for success and professional growth
  • Takes initiative
  • Is open to new ideas and engagement in learning
  • Respects diversity and cultural contexts to determine how to be responsive to learners and to proactively promote all students' learning
  • Expresses positive attitudes toward individuals with disabilities and a willingness to advocate on their behalf
  • Is committed to collaboration with colleagues, families, and communities in order to promote all students' learning and development
  • Demonstrates professional ethical and legal behavior as defined by the respective codes of ethics and laws
  • Demonstrates consistent professional behavior across all academic settings
  • Maintains appropriate interpersonal and professional boundaries
  • Accepts personal responsibility for one's behavior
  • Expresses feelings and opinions effectively and appropriately
  • Upholds confidentiality

Disposition by Review Process

Performance Review Process​​​