COLLEGE OF EDUCATION DISPOSITIONAL EXPECTATIONS AND INDICATIONS

A Note About the Instrument: This instrument serves as a checklist to provide feedback to candidates as their
understanding of professional dispositions evolves AND as a rubric that shows growth over time as they progress through
the Core transition points in the College. The indicators were designed by faculty to align to our Core Values and the tasks
under each indicator where developed by student leaders in the College.

CANDIDATE’S NAME: _Sedna Cordova-Hernandez__INSTRUCTOR(S): ___________________________________

COURSE: _________COE CORE____1 _____2 ____3 SEMESTER: ________ Adviser ___Dr. McAllister____________

Directions:
● ASSESSMENT: Candidates are assessed on each indicator at the developmental level that corresponds to the
Course/Core for which they are enrolled. Task changes from Core to Core is indicated in italics.

● SCORING: Target score on the rubric is a 3. Instructor should mark the box next to each task that the candidate
exhibits.
○ Candidate exceeds* tasks of the Core = Score is a 4
■ Exceeds = meets all noted tasks, plus some of the next Core’s expectations
○ Candidate meets tasks noted to the corresponding Core = Score is a 3
○ Candidate meets at least half of tasks noted to the corresponding Core = Score is a 2
○ Candidate does not meet half of the tasks noted to the corresponding Core = Score is a 1

● OUTCOME:
○ Candidate receives scores of all 3’s and/or 4’s – No Intervention Required
○ Candidate receives one or two 2’s – Intervention Recommended (Professional Growth Plan)
○ Candidate receives more than two 2’s or any 1’s – Intervention Required (Professional Growth Plan)

● INTERVENTION:
○ Candidates receiving all 3’s and 4’s are encouraged to set individual goals for continued growth.
○ Candidates on a recommended Candidate Growth Plan should share goals set forth with his/her academic
advisor and report on progress during the next term. Plans should be created cooperatively by student and
instructor(s).
○ Candidates on a required Candidate Growth must complete the plan during the next term or face possible
removal from the program. Per the COE transition points, candidates on a required Disposition Plan may
not be admitted to Core III/Teacher Education until remediation has occurred. Plans must be created
cooperatively by student and instructor(s) and shared by the student with his/her academic advisor and the
assistant dean.

Statement of Disclosure: The student has seen a copy of the disposition assessment and has had a chance to ask questions prior to intervention.

Signature of Student: _____Sedna Cordova-Hernandez______________________________

Signature of Instructor: __________________________________

INDICATOR: DISPLAYS AND TAKES RESPONSIBILITY FOR PROFESSIONAL BEHAVIOR AND ETHICS
CORE VALUE: Integrity & Responsibility
CORE ONE
❏ Maintains a professional manner,
dress and disposition
❏ Submits required work accurately,
grammatically correct and on time
❏ Arrives on time to field experiences
and class
❏ Admits mistakes and accepts
constructive criticism with a
willingness to learn and correct with
time
❏ Thinks about and reflects on
professional practice
❏ Understands that there will always
be room to grow and improve in the
practice
❏ Understands the Core Values of the
College; which serve as the ethical
code for our students and faculty
❏ Demonstrates an understanding of
professional ethics and
confidentiality in both writing and
conversation
1 2 3 4
INDICATOR: DEMONSTRATES A BELIEF THAT ALL STUDENTS CAN LEARN
INTASC STANDARDS: 9 – Professional Learning & Ethical Practice
CORE TWO CORE THREE
❏ Maintains a professional ❏ Maintains a professional
manner, dress and manner, dress and disposition
disposition ❏ Submits required work
❏ Submits required work accurately, grammatically
accurately, grammatically correct and on time
correct and on time ❏ Arrives on time to field
❏ Arrives on time to field experiences and class
experiences and class ❏ Admits mistakes and accepts
❏ Admits mistakes and constructive criticism with a
accepts constructive willingness to learn and correct
criticism with a with time
willingness to learn and ❏ Thinks about, reflects and acts
correct with time on professional practice to
❏ Thinks about and reflects improve student learning
on professional practice ❏ Understands that there will
and student learning always be room to grow and
❏ Understands that there improve in the practice and
will always be room to identifies and acts on ways to
grow and improve in the do so
practice and identifies ❏ Models the Core Values of the
ways to do so College; which serve as the
❏ Models the Core Values ethical code for our students
of the College; which and faculty
serve as the ethical code ❏ Exhibits professional ethics
for our students and and confidentiality in both
faculty writing and conversation and
❏ Exhibits professional is aware of legally required
ethics and confidentiality exceptions to confidentiality
in both writing and ❏ Uses developmentally
conversation appropriate language
❏ Uses developmentally ❏ Gives specific, growth-mindset
appropriate language feedback to students routinely
❏ Gives specific, growth- and assumes responsibility for
mindset feedback to student success
students routinely
1 2 3 4 1 2 3 4
CORE VALUE: DIVERSITY AND
SIMILARITY
CORE ONE
❏ Considers the educational needs of
all students in a caring, culturally
responsive, and consistent manner
❏ Begins to understand the impact of
bias and discrimination based on
race, class, gender,
disability/exceptionality, sexual
orientation, language, etc. on
students and their learning.
❏ Believes that high quality education
is a fundamental right of all students
❏ Is motivated to meet the needs of all
students
1 2 3 4
INDICATOR: SHOWS APPRECIATION AND SKILLS NEEDED FOR TEACHING, LEARNING AND
MENTORING
INTASC STANDARDS: 1- Learner Development and 2 – Learning
Differences
CORE TWO CORE THREE
❏ Considers and begins to ❏ Plans for the educational needs
plan for the educational of all students in a caring,
needs of all students in a culturally responsive, and
caring, culturally consistent manner
responsive, and ❏ Understands the impact of bias
consistent manner and discrimination based on
❏ Understands the impact race, class, gender,
of bias and discrimination disability/exceptionality, sexual
based on race, class, orientation, language, etc. on
gender, students and their learning.
disability/exceptionality, ❏ Believes that high quality
sexual orientation, education is a fundamental
language, etc. on students right of all students
and their learning. ❏ Is prepared and motivated to
❏ Believes that high quality meet the needs of all students
education is a ❏ Understands that fair is
fundamental right of all different from equal and
students therefore provides
❏ Is prepared and opportunities for each student
motivated to meet the to be successful and grow
needs of all students ❏ Is able to plan thoughtful,
❏ Understands that fair is differentiated lessons through
different from equal and the lens of culturally
therefore provides responsive practice.
opportunities for each
student to be successful
and grow.
1 2 3 4 1 2 3 4
CORE VALUE: Teaching Learning and
Mentoring
CORE ONE
❏ Demonstrates genuine enthusiasm
for the profession
❏ Engages in discussion and
questioning that lead to learning
❏ Thoughtfully reflects on questions
relating to the profession and
professional identity
❏ Understands the need to treat
students with respect and care
❏ Begins to identify elements of
proactive classroom management
❏ Exhibits the belief that all students
can succeed
1 2 3 4
INDICATOR: DEMONSTRATES COLLEGIALITY AND COLLABORATION
CORE VALUE: Theory, Practice &
Collaboration
INTASC STANDARD: 7 – Planning for Instruction
CORE TWO
❏ Demonstrates genuine
enthusiasm for the
profession
❏ Engages in discussion
and questioning that lead
to learning
❏ Can articulate a stance
on the profession and is
developing a professional
identity
❏ Treats students with
respect and care
❏ Begins to identify and
implement proactive
classroom management
❏ Exhibits the belief that all
students can succeed
❏ Understands how to
construct student -
centered curriculum
❏ Understands a variety of
instructional methods
1 2 3 4
INTASC STANDARD: 10 – Leadership & Collaboration
CORE THREE
❏ Demonstrates genuine
enthusiasm for the profession
❏ Engages in and facilitates
discussion and questioning that
lead to learning
❏ Is able to align a professional
identity with practice
❏ Treat students with respect and
care
❏ Utilizes proactive classroom
management
❏ Exhibits and acts on a belief
that all students can succeed
❏ Demonstrates thorough lesson
planning that is based on a
student -centered curriculum
❏ Uses a variety of instructional
methods.
1 2 3 4
 CORE ONE CORE TWO CORE THREE

❏ Understands the importance of ❏ Demonstrates effective ❏ Practices honest two-way

effective communication in the
classroom and field
❏ Attends required class meetings and
works with classmates outside of
class on projects; is a team player
❏ Treats classmates and professors
with respect and collegiality
communication skills in communication with peers,
the classroom and the school & university personnel
field ❏ Is engaged and prepared for
❏ Attends required class all class, group and field
meetings, works with experience work
classmates and is ❏ Treats classmates, faculty, and
prepared for field-based field based staff with respect
interactions and collegiality
❏ Treats classmates, ❏ Seeks opportunities for
professors and field professional conversations &
based staff with respect activities beyond required
and collegiality ❏ Anticipates and can address
❏ Seeks opportunities for questions from faculty, field
professional based staff or parents
conversations &
activities beyond the
required

1 2 3 4 1 2 3 4 1 2 3 4

CANDIDATE GROWTH PLAN

Student Name: __Sedna Cordova-Hernandez_________________ Instructor: _________________________________

Area(s) of Strength:
__________________________________________________________________________________________

Area(s) of Growth:
__________________________________________________________________________________________
Level of Intervention: ________ Personal Growth ________ Recommended __________Required

What are the areas of growth and how were they identified?

Plan for Growth:

Indicators of Success:

Timeline:

Signature of completion:

Student _________Sedna Cordova Hernandez__________________________________________________

Instructor ___________________________________________________________________