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. Faculty, instructors, 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’s professional 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.
When an alert form has been filed, the student and the Assistant Dean for Teacher Education will be notified. Confirmation of this notification will be sent to the person who filed the alert. Students will be asked to meet with the Assistant Dean for Teacher Education to discuss the matter. 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 corrective action will be required, although such a review can result in termination of the student. (Approved by the Committee on Teacher Education, November 21, 2005).
- 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.