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This workshop explores an innovative framework for documenting dispositions in teacher education programs, increasing their capacity to graduate highly effective teachers and meeting national accreditation requirements by: a) infusing growth-oriented beliefs into the curriculum, and b) developing essential assessment measures. University teacher preparation programs are now required to specify how they verify that the candidates they graduate are prepared to teach effectively. Recognized by the U.S. Department of Education, the National Council for Accreditation of Teacher Education (NCATE) has encouraged continuous improvement in teacher education based on measured performance. In addition to the current focus on strategies and knowledge, dispositions must now be addressed. In its broadest terms, dispositions can be defined as one's personal qualities or characteristics including attitudes, beliefs, interests, values and coping style; determiners of behavior, constellations of personal meanings from which behaviors spring. When universities assess student teaching for example, they must document how they assess knowledge, performance and dispositions that measure a candidate's ability to bring about student learning. One need only look at what NCATE provides as guidance to assessing dispositions (NCATE, 2001) to see why this may be a daunting task. NCATE is not explicit about its theoretical, research-based or pragmatic rationale for requiring the documenting of dispositions. In its Professional Standards document it states "dispositions are not usually assessed directly: instead they are assessed along with other performances in candidates' work with students, families and communities" (NCATE, 2001; p.19). A footnote on the same page suggests that codes of ethics, available from professional organizations, may be helpful in thinking about dispositions.