July 2014

Professional Dispositions Rubric and Evaluation

(Student teacher completes, then reviews with his/her mentor teacher prior to submitting to course instructor)

Student Teachers Name: ___Donna Soriano___________________________ Instructor: Dr. Stephanie Kamai
Semester: _Fall 2014_ Course: __EDEE 490_____ University Supervisor: _Dr. Mary Heller_________________
Mid-Term: __X___ Final: _____ Mentor Teachers Signature: _Mrs. Toni Romias___________


Disposition Evidence
1. Professionalism: The teacher candidate understands the importance of being
punctual and prepared; is timely, having planned appropriately; displays a
character of integrity, and is ready with poise and confidence to interact with
peers/colleagues, students, parents, administrators, course instructor, and
university supervisor.
Met Approaching Not Met
Comments:
Always prompt and well-prepared to work in theclassroomand school.
Comes in every morning to help with theMorning Watch Supervision of 3
rd
,
5
th
, and 6
th
graders from7:15 AM until thebell rings at 7:45 AM, and
Arrives at 6:00 AM on Wednesdays and Fridays to help coach the5
th
Grade
basketball teamuntil 7:30 AM.
Shows up on timeand always well prepared for each day/lesson. Follows
through on all her responsibilities and makes sureto provideall necessary
materials needed in her lessons.
Sheconducts herself professionally among all students as well as other
teachers/staff.
2. Reflective: The teacher candidate continually evaluates the effects of his/her
choices and actions on others.
Met Approaching Not Met
Comments:
Consistently writes reflections after teaching a lesson to note all areas that went well,
areas that could havebeen improved, and areas that could bechanged, etc. Reflects on
her practices and monitors her own pedagogy in theclass, her teaching activities and
her classroommanagement strategies and makes adjustments to meet all learners
needs

3. Sensitivity: The teacher candidate models cultural and linguistic sensitivity
by using appropriate oral and written language when communicating with
diverse groups. The teacher candidate seeks out additional resources that foster
his/her development in working with diverse groups.
Met Approaching Not Met
Comments:
Engages students in a calm, positive, and confident manner. Speaks professionally
with all students and provides written, oral, and differentiated hands-on learning
(lessons, activities). Has students working in pairs or groups to discuss concepts and
questions with them. Plans and implements logical sequenced instruction and may
adjust them based on the students needs.
4. Willingness: The teacher candidate exhibits flexibility, often consults with
others regarding the education and well-being of his/her students and displays an
openness to learn in order to advance his/her understanding.
Met Approaching Not Met
Comments:
Provides additional tutoring/assistancewith individual student(s)with special
needs fromafterschool until 3:00 PM, in theareas of Math, Reading, and
Writing
July 2014

Flexible to help in other areas as needed, ie. When staff members areout
sick, always eager and willing to help themby working in another classroom
with other students.
Participates in all staff afterschool meetings, GradeLevel Committees, and
takes an activerole in various school committees, PTA, Lighthouseetc.
5. Communication: The teacher candidate takes the initiative to communicate
with mentor teacher, course instructor and university supervisor on potential
problem areas; including health related issues that impede his/her progress.
Met Approaching Not Met
Comments:
Regularly communicates any sudden and/or upcoming changes in her schedule that
may affect her regular performanceand responsibilities at theschool (ie. sickness,
doctors appointment, family issues, school responsibilities, etc.)

6. Responsive: The teacher candidate responds appropriately to feedback and
responds well to constructive criticism. The teacher candidate is able to apply
feedback that lead to new perspectives.
Met Approaching Not Met
Comments:
Willingly provides and accepts constructivefeedback on her lesson plans and any of
her other work, and is certain shemakes any necessary adjustments accordingly. After
her Making Inferences lesson, it was suggested as constructive feedback that she try
to incorporate and practicesilent reading strategies with thestudents, sincethen she
has applied thefeedback to her instruction and was able to seemuch improvement in
the students reading comprehension.

7. Skillful: The teacher candidate uses good judgment when interacting with
peers/colleagues, students, parents, mentor teachers, course instructor and
university supervisor. The teacher candidate uses relevant and appropriate data
to make decisions related to assessing student learning.

Met Approaching Not Met
Comments:
Demonstrates concern and interest by taking timeto listen and respond to thestudents
and uses developmentally appropriate activities to promote student success. She
conducts pre-assessments and post-assessments beforeand after teacher her lessons
and uses thedata formatively to modify or informher instruction. Shemakes
instructional decisions that consider all of the students aspects of development
(physical, social, emotional, cognitive)
8. Responsible: The teacher candidate exhibits a deep commitment to
peers/colleagues, students and the school community. The teacher candidate is
self-disciplined and understands his/her role in influencing student growth.
Met Approaching Not Met
Comments:
Promotes compassion and mutual respect. Actively seeks to develop a good rapport
with all students in theclassroomas well as thepeople who work in theschool. Has a
caring attitudeand promotes positiveinterpersonal relationships.


9. Lifelong learner: The teacher candidate works toward improving one's
pedagogical and content knowledge, skills and professional dispositions that
contribute to his/her growth over time. The candidate models appropriate
behaviors, values critical thinking and self-directed learning as habits of mind.
Met Approaching Not Met
Comments:
Makes an effort to connect experiences and knowledge of content areas to students
prior experiences, interests, and real-lifesituations. For example, in her Volume&
Measurement lesson, she differentiated thelearning for several groups of students in
which they had to find thevolumeof specific objects in theclassroom. Proactively
models ethical behaviors, including honesty, fairness and respect for all individuals in
theschool community and follows all of theschool rules. Actively participates in the
July 2014

classroomas well as school-wideactivities as appropriate. For example, she is will run
laps with the students during Milers and provide specific positive support for
students to strivein meeting their running goal, not to giveup. Demonstrates good
work habits including reliability and follows through on commitments.


10. Respectful: The teacher candidate dresses in the attire of a professional
educator that conveys trustworthiness, competence, and enthusiasm.
Met Approaching Not Met
Comments:
Sheconducted herself professionally amongst everyonein our school community and
always dressed in appropriate school attire and dressed in a professional manner.



Additional comments:
I am truly amazed at how Ms. Soriano is able to adjust to circumstances at varying degrees; physical-setting, academic-curriculum and behavioral-student
changes. She does so with such grace and determination. Her ability to successfully change gears at any given notice has brought positive attention from
our school staff. I n fact, teachers and staff have commented on how she is an exceptional teacher in their eyes. I am grateful for her presence on campus
and in the lives of our students. Without doubt, Ms. Soriano has made a significant positive footprint in the lives of many people here at Lehua Elementary
School and she will do the same in the school blessed to have her on staff in the near future.

Areas of strengths:
Strengths are professionalismand calm/confident/respectful demeanor with students and teachers. Caring about the students and engaging students in
various learning opportunities that also ties into their interests (ie. Minecraft and Volume, Science and Microscopes, Chess, Basketball, Kendama etc.).
Always maintains a positive and encouraging role with students and willing to help them with at any time with any of their problems.

Areas of improvement:
Areas that can be improved are time and classroom management. Needs to work on pacing herself throughout the lessons that she teaches so that she will
have enough time to wrap up her lesson and the students will have enough time to prepare for the next block or period (lunch, recess, afterschool, etc.).
Also, it doesnt hurt to try new classroom management strategies that will work towards more positive encouragement instead of negative consequences, for
example, instead of sending a misbehaving student outside of the room, perhaps have that student be the classroom leader for the day, etc.