Plan for Assessment of Dispositions

All licensure programs verify candidate dispositions based on the National Council for Accreditation of Teacher Education definition: “the values, commitments, and professional ethics that influence behaviors towards students, families, colleagues, and communities and affect student learning, motivation and development as well as educator’s own professional growth.” This is to say graduates demonstrate the likelihood of behaving in these ways.

Nebraska Wesleyan University graduates demonstrate the following dispositions: caring, honesty, responsibility, social justice, setting of high/challenging goals, collaboration, and teachability. These dispositions are an extension of the Nebraska Wesleyan University statement and the Faculty Declaration of educational Intent. At each of the three gateways in the Nebraska Wesleyan University Education program, these dispositions will be assessed.

Nebraska Wesleyan University Education Department Dispositions


a – listens actively (Gateway I)
b – responds to students’ needs (Gateway I)
c – connects learning to students’ interests (Gateway III)
d – uses teaching authority appropriately (Gateway II)


a - uses professional relationships and information only for professional purposes or as required by law (Gateway I)
b - communicates and resolves differences in an open and professional manner (Gateway II)
c – uses verifiable data to make decisions and determine actions (Gateway III)


a – recognizes and owns problems that occur (Gateway II)
b – spends time looking for solutions rather than looking to blame (Gateway II)
c – follows through on commitments (Gateway I)
d – is punctual (Gateway I)
e – demonstrates appropriate independent behavior (Gateway II)
f – takes initiative when appropriate (Gateway III)

Social Justice

a – treats all students and others with respect and dignity (Gateway I)
b – treats all opinions as important and critical to developing creative solutions ( Gateway III)
c – adapts instruction to meet individual needs and takes into account environmental influences on students (Gateway II)

Vision of high/challenging goals

a – challenges students to achieve high quality in all school endeavors (Gateway II)
b – engages in continuous learning for students and self (Gateway III)


a – places team success ahead of own (Gateway II)
b – participates in collaborative forms of decision making (Gateway II)
c – accepts collective responsibility for group decisions (Gateway II)
d – acts as either group leader or as participant as appropriate in any given situation (Gateway II)


a – accepts and uses suggestions offered for improvement (Gateway I)
b – responds positively to supervision and feedback (Gateway I)
c – demonstrates continuous self-reflection and self-assessment (Gateway II)