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Health and Human Performance Disposition for Faculty

Class Information
Instructor Last Name
Instructor First Name
Course Name
Course Section
Course Number

Student Information

1 = Unacceptable | 2 = Acceptable | 3 = Target  | NA = Not Applicable

First Name
Last Name

Disposition 1: Uses self reflection on previous experiences to refine personal and health and human performance practices

  • Practices meaningful reflective self-assessment
  • Applies reflective thinking to improve student learning
  • Seeks feedback from colleagues and supervisors for improvement of professional skills
  • Responds proactively to assessments by supervisors to address areas of concern


Disposition 2: Understands learning is the goal and the health educator's role is to maximize growth, development, and learning opportunities for each participant

  • Has high expectations for all learners
  • Treats candidates with dignity and respect at all times
  • Arrives prepared and on time
  • Actively participates in and contributes to a creative and positive work environment


Disposition 3: Understands and demonstrates the health and human performance strategies and techniques to successfully and actively engage candidates

  • Is a thoughtful and responsive listener
  • Serves as an instructional leader of the building staff.
  • Manages personnel effectively through appropriate delegation, planning and evaluation.


Disposition 4: Acknowledges the varied characteristics of all learner and the need for instructional materials, which are developmentally appropriate

  • Exhibits a caring attitude toward students and others
  • Assists team, comprised of therapist teachers and cottage parents, with monitoring special education student’s progress
  • Is open to consideration of alternative ideas
  • Treats others with diverse values, languages, cultures, and traditions with respect.

Disposition 5: Possesses a strong academic knowledge base in the subject area, across disciplines, and in life applications.

  • Collaborates with others in implementing a common curriculum
  • Initiates research when content and pedagogical knowledge is insufficient
  • Work indicates engagement in course content and process

Disposition 6: Understands the use of on-going assessments to identify health and human performance strengths and challenges

  • Is familiar with, and uses different kinds of assessments
  • Applies assessments before, during, and after the instructional process to evaluate learning progress
  • Knows how to prepare and use authentic assessments to measure performance-based learning tasks
  • Understands criterion and norm-referenced testing and their application to instruction
  • Uses evaluation and assessment to guide instruction
  • Creates and uses scoring guides/rubrics to guide assessments


Disposition 7: Understands and demonstrates appropriate use of technology as part of the learning process

  • Provides different and alternate approaches to learning
  • Stays abreast of educational technology innovations
  • Uses technology to communicate effectively with students, parents, and peers


Disposition 8: Is persistent in seeking different and varied health and human performance methodologies, strategies, and technologies to address the needs of diverse learners through culturally relevant and sensitive curricula pedagogies

  • Demonstrates equitable treatment and respect for all individuals
  • Adjusts and revises plans to meet student needs
  • Demonstrates a commitment to equity in learning


Disposition 9: Understands the role and importance of parents, staff, community members and other professionals in the learning process for students

  • Respects the opinions and contribution of others
  • Participates in group assignments, projects, or activities
  • Designs and uses instructional collaborative activities and assignments.
  • Fosters a positive school climate by assessing, planning, and communicating with the school community while demonstrating understanding of, and respect and appreciation for cultural diversity

Disposition 10: Demonstrates ethical behavior in personal and professional relationships

  • Complies with all legal requirements of the education profession
  • Demonstrates academic and professional integrity
  • Uses professional language to address students, peers and instructors
  • Respects the ethical and moral values of the school and community

Disposition 11: Seeks research and profession information to improve his/her educational practices

  • Is committed to study and self-discipline to gain knowledge
  • Seeks the most current thought and modes of practice in the field of education
  • Maintains an open mind to new ideas
  • Demonstrates a willingness to learn

Disposition 12: Acts in a manner that shows a belief that that all children can learn, and demonstrates dedication, enthusiasm and respect for the health and human performance profession

  • Embraces positive attitudes and a commitment to quality education
  • Builds working relationships with others in the profession
  • Participates in professional organizations
  • Approaches professional tasks energetically
  • Develops positive skills of leadership