SIENA HEIGHTS UNIVERSITY DIVISION OF EDUCATION Professional Dispositions Assessment Teacher Candidate: Qaeda Wes 2 wa: _ SB2UY Date Completed: l Advisor(s): _Folgaunpy Wol\etr Class Standing (circle): FR SOPH JR (SR ) Candidate Major/Minor: in At n Eduiahion Completed by: University Faculty/Advisor Name: Sie con ne Ascii, X<2_ Cooperating Teacher (during clinical experience) University Supervisor (during clinical experience) Teacher Candidate Rubric categories for the four (4) major dispositions are taken from and aligned with the Charlotte Danielson Framework for Teaching. Beginning in Fall 2017, the Danielson Framework for Teaching will be used to assess each teacher candidate's clinical teaching experiences. The selected measures in this instrument focus on professional dispositions that Siena Heights University considers critical to teacher candidate success. Alignment with the Danielson Framework provides teacher candidates an opportunity to know what these expectations are and begin working towards meeting or exceeding expectations from the beginning of their program, thus establishing consistency throughout. Danielson category descriptors are targeted to teachers in practice, so some wording has been edited to flow smoothly for and reflect the experiences of the teacher candidate. Danielson designates performance at the Basic level (SHU’s Met Expectations level) as characteristic of student teachers or new teachers. By working on these dispositions from the first class in teacher education, teacher candidates may achieve proficiency (SHU’s Above Expectations level) in some categories by the end of their program. * Candidates earning a majority of “Below Expectations” at any point in the pathway will be up for review by the education committee prior to any advancement on the certification pathway Time of Completion/Expectations: EDU 201 (Some Below, while most Met Expectations) EDU 301 (Few Below, while most Met Expectations) EDU 360/371/372 (Met Expectations) EDU 495/SED 495 (Met or Above Expectations) Content faculty to be included in Full Acceptance app. Other (please specify):Please circle or use a check mark to indicate the ranking level for EACH component. DISPOSITION 1: RESPECT FOR DIVERSITY (InTASC Standards 1, 2, 7; CAEP Standard 3.3) Danielson Element Below Expectations Met Expectations | Above Expectations 1b. Knowledge of students’ interests and cultural heritage Teacher Candidate displays little or no knowledge of students’ interests or cultural heritage and does not indicate that such knowledge is valuable. Teacher Candidate recognizes the value of understanding students’ interests and cultural heritage but displays this knowledge only for the class as a whole. Ib. Knowledge of students’ skills, knowledge, and language proficiency Teacher Candidate displays little or no knowledge of students’ skills, knowledge, and language proficiency and does not indicate that such knowledge is valuable. Teacher Candidate recognizes the value of understanding inderstanding students’ skills, students’ skills, knowledge, and nowledge, and language proficiency \euage proficiency but displays this knowledge only for the of students. Ib. Knowledge of students’ special needs Teacher Candidate displays little or no understanding of students’ special learning or medical needs or why such knowledge is important. Teacher Candidate is displays awareness of the importance of knowing students’ special learning or medical needs, but such knowledge may be incomplete or inaccurate. 1b. Knowledge of the learning process (how students learn) Teacher Candidate sees no value in understanding how students learn and does not seek such information. Teacher Candidate recognizes the value of knowing how students learn, but this knowledge is limited or outdated, students. “Ta nee \assons , Agente Bloas Qe Bee puss ON KABAS Cod LOMAS AO Core dg ERS SREAS Mok Lod AWST POSS OK Ns ox Ler (velDISPOSITION 2: LEADERSHIP AND PROFESSIONAL GROWTH (InTASC Standards 1, 3, 9, 10; CAEP Standard 3.3) Danielson Element | Below Expectations Met Expectations ‘Above Expectations | 4e. Receptivity to Teacher Candidate Teacher Candidate Teach idate feedback from resists feedback on accepts, with some Ac colleagues (and performance from reluctance, feedback | ffom colleagues whe) faculty/supervisors) _| either supervisor ‘on performance from _ | [made by supervisors (faculty) or more both supervisors faculty) or when experienced (faculty) and portunities arise colleagues. professional 2h professional ee _ colleagues. de. Service to the Teacher Candidate | Teacher Candidate profession makes no effortto _| finds limited ways to share knowledge with | contribute to the others orto assume | profession. professional responsibilities. - ‘4d. Involvementina | Teacher Candidate | Teacher Candidate culture of professional | avoids participation in| becomes involved in inquiry aculture of inquiry, | the schoof’s culture of resisting opportunities | inquiry when invited to to become involved. _| do so. 4d. Service to the Teacher Candidate | Teacher Candidate school avoids becoming participates in school involved in schoo! events when events. specifically asked. contributie ‘Comments/Evidence: Qirede sis Recto Goon her SUQEARSAT GAT ME, OMA WeeQrTAUs US Do Wor Ame Le Asssrout\. SOL Noss yecoagered ON SKack yasionod Qorsrogarsey CLeicruny As eassions Seok ramddags, OAS Volerered ks SuyQerk Studen’S dadeg WO esnience » Sr also Hs Valunteced Me nog om Gone ond atlead syrrs NNS