Professional Documents
Culture Documents
DIVISION OF EDUCATION
Professional Dispositions Assessment
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)
X 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):
1
Please circle or use a check mark to indicate the ranking level for EACH component.
2
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:
3
DISPOSITION 3: ETHICS, HONESTY, FAIRNESS (InTASC Standards 3, 6, 9, 10; CAEP Standard 3.3)
DISPOSITION 4: RESPECT FOR OTHERS (InTASC Standards 3, 10; CAEP Standard 3.3)
Kennadee is respectful and always ready to work with fellow teacher candidates.
4
PROFESSIONALISM (Some rubric categories adapted from Seidel School of Education and
Professional Studies, Salisbury University):
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:
5
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:
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:
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:
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:
6
Summary Page:
Summary of Ratings
#
for Dispositions 1-4
Below Expectations
Met Expectations 3
Above Expectations 10
Summary of Ratings
for Professionalism
Categories
Unacceptable
Developing
Acceptable 2
Target 6
Additional Comments: