Essay on Pretty

2742 Words Feb 3rd, 2015 11 Pages
http://www.coe.uh.edu/student-services/teacher-ed-handbook/professional-attributes/
Teacher Education Professional Attributes Policy
A key benchmark of the Teacher Education program is the ongoing tracking of your Professional Attributes. This list describes effective characteristics and behaviors expected of a professional educator. You will be introduced to Professional Attributes in Teacher Education 1 and assessed on them throughout Teacher Education 1, 2 and 3. The expectation is that all candidates will exhibit these Professional Attributes in all courses and field experiences throughout the program. Students exhibiting difficulty with the Professional Attributes may be contacted for a conference with the Teacher Education Teaching
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Insurmountable limitations may be grounds for denial of admission to and continuation in Teacher Education and of recommendation for certification. A teacher candidate who experiences chronic difficulties will be encouraged to seek medical help.
2. Appearance: The candidate takes pride in his or her personal appearance and presents him/herself in manner of dress and hygiene professionally appropriate to the age students being taught.
Implementation: The personal appearance of candidates as well their personal management of the learning environment will be observed by both university and public school personnel. A pattern of poor body hygiene, sloppy dress, inappropriate attire, visible tattoos or piercings, or other dress code violations will be cause for concern.
CRITERION 2. Personality Characteristics
3. Cooperation: The candidate works cooperatively with peers, site teachers, and faculty; contributes constructively to group objectives; disagrees courteously, avoids sarcasm, makes constructive suggestions; accepts suggestions and constructive criticism; and modifies behavior appropriately.
Implementation: Evidence of this attribute is obtained in a wide variety of group situations, from participation in whole class discussions and small group activities; to questioning and contributing in class, departmental, and social task-related meetings; to conversation with peers and advisors. Faculty members, school personnel, supervisors, and peers can all

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