The intent of this alert process is to add to the assessment of students’ professionalism and dispositions to become a teacher and serves as a complement to the evaluation of students’ academic performance. The School of Education believes Professional Dispositions are skills like any other that can be developed, therefore frequent assessment and feedback, and using the alert process if necessary, allows for early and effective intervention.
When and Why Should I File an Alert?
Using the Professional Dispositions Alert form, faculty, instructors, staff, teachers and school personnel are encouraged to alert the Office of Teacher Education when a student’s professional performance or behavior is inappropriate or weak and does not meet the School of Education’s expectations. This form should be completed when there is strong concern about the student’s ability and/or dispositions to become a teacher. For example, a student may exhibit a genuine dislike for children or have attitudes toward education which seem inconsistent with the requirements of the profession. It is in these and related situations that an alert form should be filed.
There are times when it may be appropriate to file both an academic and a dispositions alert. For example, class policies and assessments should account for attendance and academic performance, but if at any point IU staff or faculty feel that these are also dispositional issues, an alert can be filed. For example, a student may exhibit poor attendance or communication, or a lack of commitment to continual study and collaboration in their education coursework. A disposition alert form should be filed for early intervention and growth opportunities.
What will happen after I file an alert?
While academic SER alerts are received through a campus-wide academic advising system, a Professional Dispositions Alert form will notify the Executive Director for Student Success in the Office of Undergraduate and Teacher Education. The Executive Director may then solicit additional information from the alert filer or any other relevant parties. The Executive Director will then meet with the student and at the Executive Director’s discretion, a third party, to develop a plan, which will be shared in writing with the student, the person who filed the alert, and if deemed necessary, program coordinators or school leadership. It will also be placed in the student’s advising notes.
Except in very serious situations, two alerts must be received before a student’s case will be reviewed by a committee of teacher education faculty. In most cases an action plan will be required, although such a review can result in termination of the student. If the student does not agree with the decision made by the Executive Director, or the committee of faculty for a second alert, they may appeal to the Associate Dean of Undergraduate and Teacher Education, and finally, to the Dean of the School of Education.
- Promotes engagement for all students
- Commits to all learners from diverse backgrounds, experiences, cultures, and ability levels
- Commits to appropriate adaptations for students with diverse needs
- Commits to developing informed teaching practices through continual study and collaboration
- Demonstrates an understanding and acceptance of each person’s unique perceptions and perspectives
- Commits to the development of creativity and critical thinking skills
- Encourages democratic principles in both students and colleagues
- Commits to treating students and colleagues with kindness, fairness, patience, dignity, and respect
- Acknowledges the variety of community, family, and social networks that enrich and inform classroom experiences
Growth and Reflection
- Understands and takes responsibility for one’s actions and decisions
- Commits to reflective practice and planning
- Demonstrates a commitment to continuous improvement as a teacher
- Understands the shared responsibility for academic growth, and contribution to the learning environment
- Maintains high expectations and implements them consistently for all students
- Appreciates and promotes acceptance of self-discipline, responsibility, and self-efficacy
- Commits to a positive and enthusiastic attitude to inspire self and others
- Displays an awareness of personal and professional boundaries in interactions with others, and in meeting teaching responsibilities
- Is open to and seeks out constructive criticism and makes appropriate modifications upon reflection
- Communicates professionally, honestly and openly, building trust with others
- Demonstrates initiative, enthusiasm, and confidence in making the most of educational experiences
If you have a student who is lacking in one of the above areas or another important area including plagiarism, attendance/commitment, etc. please talk with the student and file an alert.