The Assessment of Professional Dispositions (APD) is designed to both provide an overview of the professional behaviors expected of educators and to guide students to focus on the acquisition of professional skills and bodies of knowledge rather than solely focusing on grades and GPA. While grades matter for accessing specific programs and opportunities, as future educators, it is critical that students focus on demonstrating the competencies and professional behaviors of effective educators. In the transition from student to professional, equally important is the ability to receive, reflect on, and act on feedback in all aspects of their program experiences.

For each of the criteria listed in the APD, exemplars of each trait are provided to further clarify what is meant by each category. Neither the Target nor the Needs Improvements descriptors are meant to be exhaustive. It is possible that you, your supervisor, host teacher, or professor may identify a skill or behavior not listed here and classify it as belonging to one of these categories. For example, if you are particularly effective at eliciting student attention using a warm tone of voice, you may be described as having strong oral communication skills even though that skill isn’t specifically noted as a trait under the target. We have listed items that frequently align with each criterion, but it is the category overall that is being assessed.

Please visit the APD Hub (currently under development) for additional resources aligned with each criterion.

EDUCATOR PROFESSIONAL DISPOSITIONS	TARGET Demonstrating target skill independently.	DEVELOPING Actively working on skills in target area and able to demonstrate with support.	NEEDS IMPROVEMENT Not demonstrating target skill, with/after guidance.
Oral communication	Demonstrates strong oral communication skills (listening and speaking) as evidenced by using language and behavior to match the setting and situation (effective social pragmatics).	Meets target with support/coaching/guidance.	Language and behavior do not match the setting and situation (examples: ignoring chain of command, poor listening skills, inappropriate speech). Inconsistent follow through on verbal communication. Justifies resistance to feedback (defensiveness). Avoids speaking in front of specific groups.
Written communication	Communicates using tone and manner consistent with the context with all stakeholders. Responds to electronic communication within two business days. Demonstrates audience awareness when sending email communication to faculty, staff, administrators, and external sites. Applies academic written English conventions when specified by instructors for coursework. Follows instructor guidelines for AI use. Complies with Salem State’s policy for academic integrity. Demonstrates judgement in determining when and who to cc in email correspondence, including appropriate use of reply all.	Meets target with support/coaching/guidance.	Inconsistently responds to email communication in a timely way (replies are not routinely within two business days). Inconsistently follows instructor guidelines for AI use and academic written English conventions. Does not consistently comply with SSU’s academic integrity policy. Inconsistently aligns tone to audience .
Preparedness and participation	Seeks, reflects on, and applies feedback to be prepared for academic or experiential site-based tasks. Reads and attends to directions for assignments, administrative responsibilities, and site-based tasks. Prepares thoroughly to meet expectations of professional (site-based) or academic environment. Consistently exhibits punctuality and attendance. Participates in online classes with camera on consistent with course policy on syllabus (except in cases of emergency or illness) and class is the sole focus of attention. Work aligns with the standards provided and due dates. Manages time well to meet all responsibilities.	Meets target with support/coaching/guidance.	Inconsistently follows through on commitments. Inconsistently meets deadlines. Inconsistently takes responsibility for actions. Inconsistently enacts feedback. Routinely keeps video off in online classes and meetings.
Appreciation of and value for cultural and academic diversity	Models and reinforces respect for and affirmation of differences related to background, identity, language, strengths, and challenges. Reflects on how one’s identities, biases, and practices impact others; works to demonstrate equity across race, gender,ethnicity, language, disability, ability, and other aspects of people’s identities.	Meets target with support/coaching/guidance.	Discriminates based on personal attitudes, values, and/or beliefs (examples below). Demonstrates bias toward students whose perspectives or behaviors diverge from dominant cultural norms or personal expectations. Requests to avoid situations with colleagues/students with varied linguistic backgrounds. Requests to avoid districts/sites with high poverty and/or needs. Describes students using judgmental, stereotyped, or biased language (e.g., lazy, manipulative, bad). Assumes student/colleague intent without evidence.
Collaboration	Demonstrates flexibility in times/periods of change and shifting expectations; adjusts behavior to context. Able to work towards common goal. Maintains a respectful tone, even during dissent, as evidenced by not interrupting or talking over others. Engages with others with respect. Is proactive and inclusive in working with others. Demonstrates sensitivity to the feelings of others. Is respectful of others’ schedules and time.	Meets target with support/coaching/guidance.	Dismisses others' ideas without reflecting on potential value. Complains about situation versus seeks solutions. Dominates or withdraws from group in professional/academic contexts. Uses defensive or belligerent tone during moments of tension. Limited evidence of adjusting behavior/tone/language after receiving feedback that the impact was hurtful or inappropriate.
Self-regulation and self-monitoring	Demonstrates accountability for the impact of their actions (e.g., apologizes when appropriate). Demonstrates judgment, adheres to the setting’s existing rules and norms, and/or protects confidentiality appropriately, including online. Takes action when faced with challenges; seeks, accesses, and uses academic and social-emotional supports as needed. Adheres to expectations for role in relationship with others, especially with sensitivity to professional boundaries as specified by MSoE, SSU and professional setting. Follows through on verbal and written commitments. Applies social pragmatics skills to demonstrate behavior deemed acceptable/professional to the given setting. Exercises judgement around self-advocacy in challenging situations.	Meets target with support/coaching/guidance.	Inconsistent follow through on commitments. Inconsistent adherence to deadlines. Inconsistent demonstration of applying feedback. Difficulty respecting parameters of current role and scope of authority. Inconsistent application of guidance from site staff about professional appearance and behavior. Inconsistent use of resources after academic, professional, or social challenges have been identified. Demonstrates difficulty in maintaining professional boundaries in interactions with students .