"Dispositions" has been one of the most controversial words in teacher education since the beginning of this decade. Now, a position paper from the leading association representing the nation's teacher colleges is calling for an open and critical conversation on the meaning and uses of the term. The National Council for Accreditation of Teacher Education first added dispositions to its standards in 2000. Criticism has since swirled endlessly around the political interpretations of the word, as well as the difficulties faced by teacher colleges in addressing and assessing teacher-candidates' dispositions. NCATE, which changed its definition of dispositions last year in response to some of those concerns, now defines professional dispositions as "professional attitudes, values, and beliefs demonstrated through both verbal and nonverbal behaviors as educators interact with students, families, colleagues, and communities." The definition focuses on two dispositions in particular that it expects teacher-candidates to demonstrate: fairness and the belief that all students can learn. But there still is a need for more discussion to clarify the complexity of the term for professionals and policymakers, some say.