Level 1 Disposition Evaluation Form (Based upon InTASC Standards Critical Dispositions)

Transcription

1 Level 1 Disposition Evaluation Form (Based upon InTASC Standards Critical Dispositions) Instructions: This instrument is designed to assess teacher candidates dispositions (attitudes, values and beliefs demonstrated through verbal and nonverbal behaviors). At Level 3 (60 hour field experience), this rubric is to be completed by the classroom teacher and at Level 4 (student teaching) it is to be completed by the classroom teacher and university supervisor. After submitting the completed rubric, a signed, printed evaluation is to be given to the candidate. Then, a conference should be held with the teacher candidate to discuss the results and provide constructive feedback. Candidate Name: Semester and Year: Program Area (Select One) Early Childhood Elementary Middle School Secondary School: Grade/Subject: Teacher: Supervisor:

2 Standard #1: Learner Development: Critical Dispositions 1.1 The teacher candidate respects learners differing strengths and needs and is committed to using this information to further each learner s development. (*Stakeholders include but are not limited to: students, cooperating teachers, paraprofessionals, administrators, etc.) Appears unaware of individual student differences and developmental milestones during conversations with stakeholders Beginning to recognize some individual student differences and begins to use knowledge of developmental milestones during conversations with stakeholders Identifies individual student differences and uses knowledge of developmental milestones during conversations with stakeholders Identifies and incorporates knowledge of developmental milestones about individual students cognitive, social, emotional, and physical needs during conversations with stakeholders 1.2 The teacher candidate takes responsibility for using learners strengths as a basis for growth and their weaknesses as opportunities for learning Unaware of/indifferent to students strengths and weaknesses when discussing learning experiences for students Attempts to discuss students strengths and weaknesses in designing learning experiences for students Consistently discusses students strengths and weaknesses in the design and implementation of developmentally appropriate and challenging learning experiences for most learners Consistently and effectively identifies students strengths and weaknesses during conversations to imagine the design and implementation of developmentally appropriate and challenging learning experiences for all learners

3 Standard #2: Learning Differences: Critical Dispositions 2.1 The teacher candidate believes that all learners can achieve at high levels and persists in helping each learner reach his/her full potential. Expectations for learning and achievement are limited or not conveyed during conversations with stakeholders Does not expect that all students can learn Focuses on content, not learners during conversations with stakeholders Expectations for learning and achievement are conveyed about some learners during conversations with stakeholders Expects that some students can learn Begins to focus on the learner rather than exclusively on content during conversations with stakeholders Expectations for learning and achievement are conveyed about most learners during conversations with stakeholders Expects that most students can learn Focus is balanced between the content and the learner during conversations with stakeholders Expectations for learning and achievement are conveyed about all learners during conversations with stakeholders, Expects that all students can learn Focus of conversations with stakeholders is clearly on learners engagement with content

4 Standard #3: Learning Environments: Critical Dispositions 3.1 The teacher candidate seeks to foster respectful communication among all members of the learning community through thoughtful and responsive listening and observations to establish a positive learning environment. Exhibits little respect when communicating or interacting with students, faculty, and/or staff; relates with others in a negative demeaning, or sarcastic manner Communicates and interacts appropriately with some students, faculty, and/or staff: shows appropriate level of respect Demonstrates an ability to communicate and interact effectively and professionally with most students, faculty, and staff; maintains cordial relationships with colleagues Consistently communicates and interacts effectively and professionally with all students, faculty, and staff; establishes a positive rapport

5 Standard #4: Content Knowledge: Critical Dispositions 4.1 The teacher candidate believes that content knowledge is not a fixed body of facts but is complex, culturally situated, and ever evolving. As a demonstration of this belief, s/he keeps abreast of new ideas and understandings in the field*. (*could include but is not limited to the following: attending staff/professional development, participating in conferences, reading professional literature in the field, blogging on professional topics) Expectations Shows no interest in the continuing process of learning about his/her content area(s) Periodically shows interest in the continuing process of learning about his/her content area(s) Fulfills Expectation Consistently engages in the continuing process of learning about his/her content area(s) Independently commits time and energy to the continuing process of learning about his/her content area(s)

6 8.1 The teacher candidate is committed to exploring how the use of new and emerging technologies can support and promote student learning. Little to no understanding demonstrated about the use of technology to promote effective learning Progressing Beginning to demonstrate an understanding about how technology can be used to promote effective learning Fulfills Demonstrates understanding about how the use of technology can promote effective learning Exceeds Understands how the use of technology can engage students in self-directed, interactive learning 8.2 The teacher candidate values flexibility and reciprocity (give and take) in the teaching process as necessary for adapting instruction to learner responses, ideas, and needs. Does not recognize that flexibility is necessary in teaching during conversations with stakeholders Progressing Begins to recognize that flexibility is necessary in teaching during conversations with stakeholders Fulfills Recognizes that flexibility is necessary in teaching during conversations with stakeholders Exceeds Recognizes that flexibility is necessary in teaching, and can anticipate changes that will enhance the lesson during conversations with stakeholders

7 Standard #9: Professional Learning and Ethical Practice: Critical Dispositions 9.1 The teacher candidate respects and upholds ethical behavior and professional standards*; is honest and forthright; maintains confidentiality; demonstrates diplomacy*. (*to include but is not limited to the following: reliable attendance, timeliness, professional dress/appearance, positive and proactive attitude, calm and confident composure and initiative, non-judgmental language, strong integrity). Expectations Does not display respect and/or uphold ethical behavior and/or abide by professional standards. Significant improvement is necessary in several of these areas (i.e., is frequently late or leaves early or does not attend as scheduled, is not dependable, dresses unprofessionally or poorly groomed, shows little self-confidence or has critical or negative attitude, little enthusiasm, shows little respect for professional standards) May display respect and/or uphold ethical behavior and/or abide by professional standards. Significant improvement is necessary in one or more of these areas (i.e., periodically late and/or periodically does not attend as scheduled, dresses appropriately or is well-groomed only occasionally, shows emerging self-confidence or can be critical or negative at times, limited enthusiasm, emerging respect for professional standards) Is successful in respecting and upholding ethical behavior and in abiding by professional standards with minimal exception (i.e., attends regularly and seldom absent, arrives on time, dresses appropriately for classroom and is well-groomed, shows enthusiasm and energy in classroom, respects professional standards). Is highly successful in respecting and upholding ethical behavior and in abiding by professional standards that yields effective practice (i.e., arrives prior to and remains until task is completed, is dependable and attends activities beyond expectations, consistently dresses professionally and is well-groomed, self-assured and is consistently positive and professional, enthusiastic about participating, respects and upholds ethical professional standards).

8 Standard #10: Leadership and Collaboration: Critical Dispositions 10.1 The teacher candidate takes initiative to grow and develop with colleagues through interactions that enhance practice and support student learning. Shows little to no interest in participating in professional interactions (e.g. discussions with cooperating teacher, paraprofessionals, administrators, etc.) that arise to improve development as a future educator Progressing Participates in some interactions (e.g. discussions with cooperating teacher, paraprofessionals, administrators, etc.) that arise to enhance development as a future educator. Fulfills Appreciates opportunities to learn and participates in multiple interactions (e.g. discussions with cooperating teacher, paraprofessionals, administrators, etc.) that arise to enhance development as a future educator. Exceeds Intentionally seeks out opportunities to learn and participates actively in interactions (e.g. discussions with cooperating teacher, paraprofessionals, administrators, etc.) that arise to enhance development as a future educator, and solicits constructive feedback from multiple sources and consistently works to refine his or her development as a future educator.