Music Teacher Education Division: FTC Student Dispositions Policy

Music educators are required to demonstrate competency in more than just musical skills as part of their professional responsibilities. Educators are expected to demonstrate professional dispositions­—the appropriate values, ethics, and attitudes—that create a safe, positive, equitable, and respectful environment for students, staff, families and community members. It is essential that music education candidates develop a mastery of these professional dispositions as they progress through their program of study.

The Music Education Faculty at Five Towns College have identified ten standards, in keeping with the InTASC Standards, they believe are integral to the graduation of collaborative, reflective music educators of excellence that are dedicated to the growth and development of all learners. They are:

  • The candidate demonstrates a commitment to lifelong learning and professional growth through self-reflection, seeking constructive feedback, and a willingness to learn from others and past experiences.
  • The candidate adheres to a professional code of ethics and provides a positive role model to students and others in the profession. He/she exhibits honesty, fairness, trustworthiness, creativity, and resourcefulness.
  • The candidate exhibits an in-depth mastery of content knowledge.
  • The candidate is a thoughtful and responsive listener.
  • The candidate engages in effective, professional language in all situations ensuring that communications are free from bias and meet the needs of diverse learners.
  • The candidate is willing to work with colleagues and other professionals to improve the overall learning environment for students and embrace diversity.
  • The candidate recognizes his/her professional responsibility for engaging in and supporting appropriate professional practices for him/herself and their colleagues.
  • The candidate is present and on-time for all activities and is respectful of others’ schedules.
  • The candidate values critical thinking and self-directed learning as habits of mind. He/she is committed to reflection, assessment, and learning as an ongoing process.
  • The candidate exhibits enthusiasm, initiative, and dedication to the task of educating students.

When Music Education students register for classes the first time (either new students or transfer students), they will be asked to sign the statement below-Acknowledgement of FTC Dispositions Policy.

In the process of mastering these dispositions the teaching candidate will be assessed at various points throughout their program of study. At the time of the assessment, candidates are rated as follows: 5) Exceeds expectations, 4) Proficient 3) Acceptable, 2) Minimal, 1) Unacceptable. Each disposition is given a rating and an Overall score is calculated through an average of all ten scores.

They are:

  1. At the end of their Freshman year, candidates will do a self-reflection of their professional dispositions. Following this self-reflection, they will sit down with the Music Education Department Chair to discuss their assessment. After a collaborative evaluation, the Overall Rating needs to be at 3 or higher or the candidate may be dismissed from the Music Education Program.
  2. The Sophomore Review is conducted at the end of the 4th semester, or Sophomore year of study. Disposition assessments will be completed and submitted to the Music Education Faculty by instructors of the following courses: Harmony 4, Ear Training 4, Sight Singing 4, Keyboard 4, and English 102. These will be reviewed by the Music Education faculty as they conduct the review. All assessments must be a 3.5 or above or the candidate may be dismissed from the Music Education Program.
  3. In the Junior year, the instructor of Secondary Education Methods will complete a Dispositions Assessment at the end of the course. The assessment must be a 4.0 or above or the candidate may be dismissed from the Music Education Program.
  4. At the conclusion of student teaching, both cooperating teachers will complete and submit to the Music Education Department Chair a Professional Dispositions Assessment. Both assessments must be a 4.0 for the candidate to successfully pass their student teaching assignment.


            Candidates who do not meet the required minimum scores on the Professional Dispositions Evaluation may appeal in writing for Remediation.  An appeal to the Provost is permitted within three (3) days of notification of removal from the Music Education Program as long as the reason for the appeal is based upon (i) new evidence; (ii) a belief that the decision was based on erroneous fact or conclusion of law; or (iii) was arbitrary or capricious. The decision of the Provost or his/her designee is final. If remediation is recommended, candidates must meet with a designated professor who monitors and mentors the candidate’s professional dispositions throughout the following semester. Assignments may be given and attendance may be required at academic and professional functions. At the conclusion of the semester, the designated professor and Music Education Director will meet to determine if the candidate may continue in the Music Education Program. The decision of the designated Professor and the Music Education Director is final and not open to another appeal.

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