D663 WGU SOE Professional Dispositions & Ethics Instrument
Response Summary .
School of Education
Professional Dispositions and Ethics
Self-Assessment Instrument
The Professional Dispositions and Ethics Self-Assessment Instrument is a tool for School of Education
(SOE) NextGen candidates to reflect on and demonstrate your progress in learning and applying
dispositions and ethics in your journey to becoming a professional.
As a NextGen candidate, you will complete this self-assessment instrument at multiple points in your
program with opportunities to learn more about professional dispositions and ethics as you progress
through your program. Others do not evaluate your scores on this self-assessment, although you might
be evaluated based on a reflection of your self- assessment, so be honest in your self-assessment as
you learn and gain understanding in your journey to becoming a professional.
The self-assessment has two sections:
Section 1: Professional
Dispositions Section 2:
Professional Ethics
INSTRUCTIONS
For each demonstrated behavior of the self-assessment, reflect and score yourself according to the
following scale:
1 = Beginning
I have limited knowledge or understanding of this demonstrated behavior of a professional disposition or
ethic, and I occasionally demonstrate this behavior.
2 = Developing
I have some knowledge or understanding of this demonstrated behavior of a professional disposition or
ethic, and I frequently demonstrate this behavior.
3 = Confident
I understand this demonstrated behavior of a professional disposition or ethic, and I consistently
demonstrate this behavior.
Section 1. Professional Dispositions
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 professional action and moral commitments
underlying an educator’s performance (InTASC Model Core Teaching Standards, 2013).
, All Individuals Can Learn:
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).
QID4.
Please select the response which most accurately describes your level of adoption for each of the following
dispositions:
1.1 Growth Mindset
Recognizing learners can Beginning (1):
explore, question, and
debate as part of the I know learners can explore, question, and debate as part of the learning process.
learning process.
QID5.
1.2 Differentation of Teaching Styles
Meeting learners where Beginning (1):
they are in their personal
learning journey and I know individuals learn differently.
adapting instruction.
QID6.
1.3 Reflective Practitioner
Seeking and making use of Beginning (1):
guidance and feedback
from their professional I listen to guidance and feedback from interactions with others.
community.
QID7.
1.4 Structure Learning Opportunities
Scaffolding prior skill
development and Beginning (1):
experiences with new
knowledge and I know the concept of scaffolding prior skill development and experiences.
experiences.
Response Summary .
School of Education
Professional Dispositions and Ethics
Self-Assessment Instrument
The Professional Dispositions and Ethics Self-Assessment Instrument is a tool for School of Education
(SOE) NextGen candidates to reflect on and demonstrate your progress in learning and applying
dispositions and ethics in your journey to becoming a professional.
As a NextGen candidate, you will complete this self-assessment instrument at multiple points in your
program with opportunities to learn more about professional dispositions and ethics as you progress
through your program. Others do not evaluate your scores on this self-assessment, although you might
be evaluated based on a reflection of your self- assessment, so be honest in your self-assessment as
you learn and gain understanding in your journey to becoming a professional.
The self-assessment has two sections:
Section 1: Professional
Dispositions Section 2:
Professional Ethics
INSTRUCTIONS
For each demonstrated behavior of the self-assessment, reflect and score yourself according to the
following scale:
1 = Beginning
I have limited knowledge or understanding of this demonstrated behavior of a professional disposition or
ethic, and I occasionally demonstrate this behavior.
2 = Developing
I have some knowledge or understanding of this demonstrated behavior of a professional disposition or
ethic, and I frequently demonstrate this behavior.
3 = Confident
I understand this demonstrated behavior of a professional disposition or ethic, and I consistently
demonstrate this behavior.
Section 1. Professional Dispositions
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 professional action and moral commitments
underlying an educator’s performance (InTASC Model Core Teaching Standards, 2013).
, All Individuals Can Learn:
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).
QID4.
Please select the response which most accurately describes your level of adoption for each of the following
dispositions:
1.1 Growth Mindset
Recognizing learners can Beginning (1):
explore, question, and
debate as part of the I know learners can explore, question, and debate as part of the learning process.
learning process.
QID5.
1.2 Differentation of Teaching Styles
Meeting learners where Beginning (1):
they are in their personal
learning journey and I know individuals learn differently.
adapting instruction.
QID6.
1.3 Reflective Practitioner
Seeking and making use of Beginning (1):
guidance and feedback
from their professional I listen to guidance and feedback from interactions with others.
community.
QID7.
1.4 Structure Learning Opportunities
Scaffolding prior skill
development and Beginning (1):
experiences with new
knowledge and I know the concept of scaffolding prior skill development and experiences.
experiences.
