Being a successful teacher requires more than simply knowing subject matter and knowing how to teach. Because the attitudes and values shown by teachers are important indicators of success, Ball State faculty members will be looking for evidence of the kinds of dispositions candidates display as they move through their programs.

Dispositions related to the Conceptual Framework themes of expertise, engagement and context are a critical element in each program of study. Graduates of Ball State University's professional education unit should bear a distinctive level of professionalism by virtue of their undergraduate preparation and commitment to excellence.

A central goal of the University is to assess the nature of development in each preservice candidate. The following considerations guide the assessment of dispositions of teacher preparation candidates at Ball State University:

1. Expectations in regard to dispositions will take into account the developmental level of preservice candidates. The attitudes, behaviors, and professional conduct of all candidates should be enhanced progressively over the course of their program of study.
   
   
2. Every candidate will receive a rubric rating at each Decision Point, not just those who show exemplary professional conduct or deficiencies in their professional behavior. Each licensure area will determine the mechanism of review (within the Decision Point structure) in their major.
   
   
3. A standard rubric form will be completed and the data reported to Teachers College at the completion of Decision Points 1, 2, and 3.
   
   
4. A copy of the completed form will be provided to each candidate following the review at each Decision Point.
   
   
5. It is expected that all preservice candidates will achieve at least a "basic rating" throughout their program of study.
   
   
6. Whenever a candidate earns an "unsatisfactory rating" in any theme at a Decision Point, he/she must meet with the licensure area designee to determine the major issue(s) and a corrective course of action.
   
   
7. If a preservice candidate receives an "unsatisfactory rating" in a theme at Decision Point 1 or 2, he/she must achieve at least a "basic rating" in that theme at the next Decision Point or the candidate will not be allowed to continue through the program of study.
   
   
8. If a candidate receives an "unsatisfactory rating" in any theme at Decision Point 3, then he/she must complete corrective actions prior to enrolling in student teaching.
   
   
9. A candidate may file a written appeal of an "unsatisfactory rating" at Decision Point 2 or 3 that results in his/her exclusion from the program of study. There are three permissible bases for an appeal: (1) the rating and/or exclusion was arbitrary or capricious, (2) the rating and/or exclusion violated applicable University policies or procedures, and/or (3) the rating and/or exclusion was the result of unlawful discrimination. Such appeal must be received in the Office of the Dean of the Teachers College within five (5) school days of the date of delivery of the "unsatisfactory rating." The Dean of the Teachers College or his/her designee shall review all relevant documentation, interview the candidate and other concerned parties, and decide whether the "unsatisfactory rating" and exclusion from the program of study should be upheld or reversed. This decision will be made as soon as reasonably possible, generally within five (5) school days of receipt of the written appeal. If, based on this review, the Dean of the Teachers College or his/her designee upholds the "unsatisfactory rating" and exclusion from the program of study, such decision shall be final. If the Dean of the Teachers College or his/her designee reverses the "unsatisfactory rating" and/or exclusion from the program of study, he/she shall decide the appropriate remedy, after consulting with the Chair of the Department that is responsible for the candidate's program of study. This decision shall be final.
   
   
10. Nothing in the university-wide assessment system will prevent the development and implementation of additional means of assessing professional dispositions unique to specific programs or licensure areas.