Module 6 – Page 3

“Professional behavior is important because sometimes it feels it hasn’t been taught. So modeling it & talking about it is important.” V. Lilley, Mentor CT, High School

“In my 29 years of teaching, the world has changed so the CT and PSTs may have differing views as to what professional behavior looks like.” D. Mathias, Mentor CT, Elementary

Professional behaviors, too often, become obvious only when they seem deficient (arriving late, missing deadlines, inappropriate dress). A better approach is to be proactive in identifying essential professional behaviors in the early field experience setting from the start. Professional behaviors can be contextually and culturally specific, so it is important to clearly identify what constitutes professionalism within each early field experience placement:

Engagement and Assertiveness

“If you establish clear expectations & remind the PST that they need to conform to the expectations of the building & classroom, then they’ll have fewer issues going forward in other placements.” C. Davis, Mentor CT, High School

Early field experiences may be the first situation in which PSTs visit school settings and think of themselves as future teachers instead of students. In the early field setting, they are actually both future teachers and current students.

PSTs may have developed dispositional habits as students that need to be further developed or altered as future teachers. The early field placement is the ideal setting for direct coaching related to assertiveness, full and active engagement, social skills, self-awareness, social-emotional awareness, and confidence. All of these contribute to development of professional identities. Subtle professional habits that may seem obvious to the experienced teacher are worth articulating directly to PSTs.

Appropriate Physical Presentation/Dress

PSTs should arrive at school ready to act and be seen as future teachers. These young professionals should be “dressed for success”, and that means both looking professional, clean, well-rested, appropriately modest, and ready for action. Professional standards of appearance vary across school settings and classrooms. PSTs, often young adults, may have a limited professional wardrobe, and clothing that seems professional might not be practical.

• In kindergarten, for example, PSTs will be expected to sit on the floor and interact with children.
• In a high school setting, professional dress might help other adults in the building distinguish young PSTs from high school students.