Fordham University            The Jesuit University of New York

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GSE Dispositions and DARS

Dispositions and DARS

Graduate School of Education (GSE) Dispositions

The GSE measures the following dispositions using the Disposition Assessment Rating Scale (DARS):

Diversity: which is indicated by a respect for cultural diversity and individual differences; by holding the belief that all individuals can learn, regardless of exceptionalities, background, or circumstance; and by a commitment to the education of individuals in complex urban and richly diverse communities

Scholarship: which is a commitment to integrating theory, research and evidence in guiding practice and a belief in life-long learning and professional education as integral to continuing development of expertise

Community: which values a community’s nuances and its cultural mores; and is a commitment to communication, through a variety of venues, with all members of school/educational community

Reflection: which values reflection in scholarly learning and professional practice and a commitment to improving practice through personal and collaborative reflection

Technology: which values the variety of technological resources for enhancing an individual’s learning and views growth in technological expertise as integral to professional practice

Social Justice: which is a commitment to dismantling all forms of inequity/injustice, including discriminatory practices and everyday micro-aggressions, which violate the dignity and oppress the freedoms of people locally, nationally and globally; social justice rests on a belief in the Ignatian mission of “cura personalis” – deep respect for the individual and his/her potential

Professionalism: manifests itself as a commitment to professional standards of integrity, ethics, and responsibility and values professionalism in dress, language, and behavior. 


Graduate School of Education
Disposition Assessment Rating Scale (DARS) 

Not Met

No opportunity to observe


  • Respects cultural diversity and individual differences.
  • Holds the belief that all students can learn, regardless of background or circumstance.
  • Is committed to the education of individuals in complex urban and metropolitan communities.







  • Hold as important theory and evidence in guiding practice.
  • Values the importance of continuing professional development.




  • Is sensitive to community and its cultural mores.
  • Recognizes the importance of communication with parents as well as with members of the school/educational community.
  • Is committed to meeting the changing educational needs of children and adults from richly diverse communities.






  • Values reflection in professional practice
  • Is committed to improving practice through reflection and collaboration.






  • Values technology for improving students’ learning.
  •  Views technology as integral to professional growth.





Social Justice

  • Cares about all dimensions of each student’s/client’s well-being (physical, mental, social, emotional, and spiritual)
  • Seeks to tap the full potential of mind and heart.







  • Is responsible and ethical.
  • Holds as important professionalism in dress, language, and behavior.





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