SIENA HEIGHTS UNIVERSITY

DIVISION OF EDUCATION
Professional Dispositions Assessment

Teacher Candidate: Emma Murphy.

ID #: 609843 Date Completed: ___March 30, 2022__
Advisor(s): Carrie Mitchell and Michael Blumenauer Class Standing (circle): SO
Candidate Major/Minor: Major: Special Education LD and Elementary Education (3-6) Minor:
Completed by: University Faculty/Advisor Name: _________________________
Mentor Teacher (during clinical experience)
Clinical Instructor (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):
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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

Teacher Candidate
Teacher Candidate Teacher Candidate
recognizes the value of
displays little or no recognizes the value of
understanding
1b. Knowledge of knowledge of students’ understanding
students’ interests and
students’ interests and interests or cultural students’ interests and
cultural heritage but
cultural heritage heritage and does not cultural heritage and
displays this knowledge
indicate that such displays this knowledge
only for the class as a
knowledge is valuable. for groups of students.
whole.
Teacher Candidate Teacher Candidate
Teacher Candidate
recognizes the value of recognizes the value of
displays little or no
understanding understanding
1b. Knowledge of knowledge of students’
students’ skills, students’ skills,
students’ skills, skills, knowledge, and
knowledge, and knowledge, and
knowledge, and language proficiency
language proficiency language proficiency
language proficiency and does not indicate
but displays this and displays this
that such knowledge is
knowledge only for the knowledge for groups
valuable.
class as a whole. of students.
Teacher Candidate
Teacher Candidate
displays awareness of
displays little or no
the importance of
understanding of Teacher Candidate is
knowing students’
1b. Knowledge of students’ special aware of students’
special learning or
students’ special needs learning or medical special learning and
medical needs, but
needs or why such medical needs.
such knowledge may
knowledge is
be incomplete or
important.
inaccurate.
Teacher Candidate’s
Teacher Candidate sees Teacher Candidate knowledge of how
no value in recognizes the value of students learn is
1b. Knowledge of the
understanding how knowing how students accurate and current;
learning process (how
students learn and learn, but this applies this knowledge
students learn)
does not seek such knowledge is limited or to the class as a whole
information. outdated. and to groups of
students.
Comments/Evidence:
1b. Knowledge of students’ interests and cultural heritage, I have been a leader at my church group
and been given the chance to see the children in a whole talk about they are interested in one thing.
1b. Knowledge of students’ skills, knowledge, and language proficiency, in high school, I was one of
10 leaders and go to know 5 kids in a small group and watch them learn in all different ways.
1b. Knowledge of students’ special needs, in one of the retreats that I was a part of... I was in charge
of the medical records, so I knew all the need of the students
1b. Knowledge of the learning process (how students learn), this is something that I am just starting
to learn about. But I have a been able to help the kids as much as I can when they need it.
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DISPOSITION 2: LEADERSHIP AND PROFESSIONAL GROWTH (InTASC Standards 1, 3, 9, 10; CAEP
Standard 3.3)

Danielson Element Below Expectations Met Expectations Above Expectations

Teacher Candidate Teacher Candidate
Teacher Candidate
accepts, with some welcomes feedback
resists feedback on
4e. Receptivity to reluctance, feedback from colleagues when
performance from
feedback from on performance from made by supervisors
either supervisor
colleagues (and both supervisors (faculty) or when
(faculty) or more
faculty/supervisors) (faculty) and opportunities arise
experienced
professional through professional
colleagues.
colleagues. collaboration.
Teacher Candidate
makes no effort to Teacher Candidate Teacher Candidate
4e. Service to the share knowledge with finds limited ways to participates actively in
profession others or to assume contribute to the assisting other
professional profession. educators.
responsibilities.
Teacher Candidate Teacher Candidate
Teacher Candidate
4d. Involvement in a avoids participation in becomes involved in
actively participates in
culture of professional a culture of inquiry, the school’s culture of
a culture of
inquiry resisting opportunities inquiry when invited to
professional inquiry.
to become involved. do so.
Teacher Candidate
Teacher Candidate Teacher Candidate volunteers to
4d. Service to the avoids becoming participates in school participate in school
school involved in school events when events, making a
events. specifically asked. substantial
contribution.
Comments/Evidence:
4e. Receptivity to feedback from colleagues, I receive feedback from colleagues with respect and
understand the feedback. I also take into consideration of what I can do.
4e. Service to the profession, as a teacher candidate I am always looking for a way to contribute to
the profession however with covid I have been having some issues with this. After my first year I have
been able to take better action, when TEACH starts back up I will be taking part of it.
4d. Involvement in a culture of professional inquiry, I have started to become more involved with
the school’s culture however I am having still a hard time find the right groups.
4d. Service to the school, I have been able to participate in lots of activities
DISPOSITION 3: ETHICS, HONESTY, FAIRNESS (InTASC Standards 3, 6, 9, 10; CAEP Standard 3.3)

Danielson Element Below Expectations Met Expectations Above Expectations

4f. Integrity and Teacher Candidate Teacher Candidate is Teacher Candidate
ethical conduct displays dishonesty in honest in interactions displays high standards
interactions with with colleagues of honesty, integrity,
colleagues (faculty, (faculty, staff, students) and confidentiality in
staff, students) and the and the public. interactions with
public. colleagues (faculty,
staff, students) and the
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 public.
Teacher Candidate
Teacher Candidate complies minimally Teacher Candidate
4f. Compliance with
does not comply with with school and district complies fully with
school and district
school and district (university) regulations, school and district
(university) regulations
(university) regulations. doing just enough to (university) regulations.
get by.
Teacher Candidate Teacher Candidate Teacher Candidate
contributes to school does not knowingly works to ensure that all
4f. Advocacy practices that result in contribute to some students receive a fair
some students being ill students being ill opportunity to
served by the school. served by the school. succeed.
Comments/Evidence:
4f. Integrity and ethical conduct, during my interactions with colleagues I have been able to be
honest and I am making connections.
4f. Compliance with school and district (university) regulations, by using all my resources I have been
doing all the regulations.
4f. Advocacy, I continue to work to my best ability to make sure that students are receiving a fair
opportunity to succeed.

DISPOSITION 4: RESPECT FOR OTHERS (InTASC Standards 3, 10; CAEP Standard 3.3)

Danielson Element Below Expectations Met Expectations Above Expectations

Teacher Candidate
Teacher Candidate
2a. Student interactions are Teacher Candidate
interactions are
interactions with other characterized by does not demonstrate
generally polite and
students conflict, sarcasm, or disrespect for others.
respectful.
put-downs.
Teacher Candidate Teacher Candidate
Teacher Candidate’s maintains cordial relationships with
4d. Relationships with
relationships with relationships with colleagues are
colleagues (faculty,
colleagues are negative colleagues to fulfill characterized by
staff, students)
or self-serving. duties that the mutual support and
university requires. cooperation.
Comments/Evidence:
2a. Student interactions with other students, when observing in the classroom I have been able to
show my ability to be polite and respectful.
4d. Relationships with colleagues (faculty, staff, students), I have been able to create bonds and
connections with colleagues since returning to in-person class.
PROFESSIONALISM (Some rubric categories adapted from Seidel School of Education and
Professional Studies, Salisbury University):

Disposition Unacceptable Developing Acceptable Target

Punctuality Punctuality is
Generally
(InTASC Stds 9, Frequently late. detrimental to Always on time.
punctual.
10; CAEP Std 3.3) performance.
Comments/Evidence:

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Punctuality- Still working on the best ways to show my punctuality in my work.

Rarely absent,
Attendance Absences
informs Perfect
(InTASC Stds 9, Habitually absent. detrimental to
instructor prior attendance.
10; CAEP Std 3.3 ) one’s performance.
to absence.
Comments/Evidence:
Attendance- I am one that always attend classes and have perfect attendance.

Able to set realistic Able to set Able to set

Unable to set
priorities but realistic priorities priorities for self
realistic priorities
Organization unable to manage most of the time and tasks so that
and/or manage time
(InTASC Stds 9, time effectively to so that program program
effectively to
10; CAEP Std 3.3) complete program requirements are requirements are
complete program
requirements completed completed
requirements.
successfully. successfully. successfully.
Comments/Evidence:
Organization- I am usually very well with my priorities and most of the time I am able to have them
done before assignment are due, however I am still a college student and forget sometimes.

Willing to complete Is able to Successfully

Unwilling to take
commitments for complete most completes
Dependability responsibility for
course and commitments for commitments for
(InTASC Stds 9, course and
professional course and course and
10; CAEP Std 3.3) professional
responsibilities but professional professional
commitments.
lacks consistency. responsibilities. responsibilities.
Comments/Evidence:
Dependability- I am responsible with what I do in the professional world and complete commitments.

Disposition Unacceptable Developing Acceptable Target

Always presents
Understands Usually presents
Professional Refuses to adapt oneself in a
reasons for oneself in
Presentation appearance to manner
professional professional
(InTASC Stds 3, professional acceptable by
appearance, but is settings
10; CAEP Std 3.3) settings. peers, instructors
inconsistent. appropriately.
and school sites.
Comments/Evidence:
Professional Presentation- When need to be I am dressed professional for the setting however some
of the time I am not unless I am asked to.

Is inconsistent with
Usually listens Always listens
Does not listen with listening with
Communication— with respect to with respect to
respect to what respect to what
Listening (InTASC what others are what others are
others are saying; others are saying;
Stds 5, 9, 10; saying; rarely saying; does not
interrupts; talks sometimes
CAEP Std 3.3) interrupts and/or interrupt and/or
over others. interrupts and/or
talks over others. talk over others.
talks over others.
Comments/Evidence:
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 Communication—Listening- one thing that I have always worked really hard for is being a good listener
and being able to wait my turn in a conversation without talking over another person.

Oral
Oral Oral
Communication— Oral communication communication is
communication is communication
Oral (InTASC Stds is very unclear with inconsistent and
usually clear with is always clear
5, 9, 10; CAEP Std many grammar can be unclear with
minimal and uses proper
3.3) errors. distracting
grammar errors. grammar.
grammar errors.
Comments/Evidence:
Communication—Oral- I am continuing to work on my oral communication skills, I just feel that they
can be worked on.

Written
Written
communication is
communication can Written Written
unacceptable with
Communication— be unclear with communication is communication
no evidence of
Written (InTASC distracting (4-5) usually clear with is always clear
proofreading,
Stds 5, 9, 10; grammar and/or only a few (< 3) and uses proper
unclear and
CAEP Std 3.3) spelling errors; no grammar and/or grammar with no
confusing, many
evidence of spelling errors. spelling errors.
grammar and
proofreading.
spelling errors (> 5).
Comments/Evidence:
Communication—Written- I am continuing to work on my written communication skills, I just feel that
they can be worked on.

Summary Page:

Summary of Ratings
#
for Dispositions 1-4
Below Expectations 0
Met Expectations 8
Above Expectations 5

Summary of Ratings
for Professionalism
Categories
Unacceptable 0
Developing 0
Acceptable 5
Target 3

Additional Comments: