SIENA HEIGHTS UNIVERSITY

DIVISION OF EDUCATION
Professional Dispositions Assessment

Teacher Candidate: Grace Kalb

ID #: 616145 Date Completed:
Advisor(s): Sally Rae Class Standing (circle): FR SOPH JR SR
Candidate Major/Minor: Secondary Mathematics
Completed by: University Faculty/Advisor Name: _________________________
Mentor Teacher (during clinical experience)
Clinical Instructor (during clinical experience)
X 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 150 (Some Below, while most Met Expectations)
X EDU 250 (Few Below, while most Met Expectations)
EDU 350 (Met Expectations)
EDU 450 (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: Since only having less than 50 clinical
hours total currently. Where the candidate has observed there hasn’t been a lot of a diverse culture.
The Candidate is below expectations because the candidate hasn’t been to a school and experienced
a lot of heritage and culture.
1b. Knowledge of students’ skills, knowledge, and language proficiency: The candidate has
improved in this category since taking Exceptional Children and Teaching Writing. The candidate
understands from class discussions on how addressing about a student is important. When it is a
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 single student to a parent they are referred to as their child. Not a kid. When it is a group of students
they can be addressed as kids.
1b. Knowledge of students’ special needs: After taking EDU332 Exceptional Children the candidate
feels that she has a better understanding with children who have special needs after completing 10
clinical hours in a special education classroom. Being a general education major, the teacher
candidate isn’t involved in a special education classroom, but since students who have special needs
are being included in general education classrooms the teacher candidate is observation how a
general education teacher meets the needs of all students’ accommodations.
1b. Knowledge of the learning process (how students learn): The candidate has improved in this
since taking Teaching Writing and Content Area reading. These classes discussed a lot about how each
student learns differently and how we as teacher need to accommodate to all learning styles.

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 (and faculty/supervisors): The teacher candidate is
open to constructive feedback. At times the candidate speaks before other are done talking and is
currently working on it.
4e. Service to the profession: The teacher candidate strives to look and act professional in every
school event attended. Since mostly observing the high school graduated the candidate still sees past
classmates. The candidate is working on observing other schools to improve her professionalism.
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 4d. Involvement in a culture of professional inquiry: Over the 2022 summer, the candidate subbed
at Summerfield Schools and was actively involved with anything they asked her to do. The candidate
subbed in both elementary and high school.
4d. Service to the school: While subbing at Summerfield the candidate was invited into their pep
rally and got to play 4 on 4 basketball as a staff member. We as a staffed played the winning class as
the students had a pep rally for the upcoming spring break. She also was invited as an assistant coach
for their varsity Softball team. The candidate is also a middle school volleyball coach as well helps all
levels of both the boys and girls basketball programs.

DISPOSITION 3: ETHICS, HONESTY, FAIRNESS (InTASC Standards 3, 6, 9, 10; CAEP Standard 3.3)

Danielson Element Below Expectations Met Expectations Above Expectations

Teacher Candidate
Teacher Candidate displays high standards
Teacher Candidate is
displays dishonesty in of honesty, integrity,
honest in interactions
4f. Integrity and interactions with and confidentiality in
with colleagues
ethical conduct colleagues (faculty, interactions with
(faculty, staff, students)
staff, students) and the colleagues (faculty,
and the public.
public. staff, students) and the
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: The teacher candidate is honest with interactions with colleagues
by providing feedback and working together as a team. The Teacher Candidate always asking other
seasoned teachers for advice and real deep questions about teaching.
4f. Compliance with school and district (university) regulations: The teacher candidate ALWAYS
complies with the school and district regulations. When going into a school for observation, the
teacher candidate always has the proper paperwork and always signs in. The teacher candidate has
built trust with current clinical hour school and teacher mentor. The school and mentor teacher trust
the teacher candidate to watch a class for the rest of the day because the mentor teacher needed to
leave.
4f. Advocacy: Advocacy is continuing to get better with the teacher candidate. Still inexperience in
this category.

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

Danielson Element Below Expectations Met Expectations Above Expectations

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 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: Teacher Candidate is always respectful towards other
college candidate. She strives to be an open listener and consider all opinions.
4d. Relationships with colleagues (faculty, staff, students): The teacher candidate has multiple
relationships and connections with the faculty and staff here at Siena. I try to always say Hi toa ll
professors and to other students to make them feel welcomed.

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:
Teacher Candidate arrives to all classes, events, and meeting at least 5-10 minutes early.

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:
Teacher Candidate has missed less than 5 class periods this 2022-2023 school year.

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:
Teacher Candidate is very organized when it comes to schoolwork and planning events. Teacher
Candidate is the Family Math night organizer for the Math club. She has organized 3 Family Math nights
this school year. All of Teacher Candidates school papers and binders are organized as well.
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 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:
Teacher Candidate is dependable. If something is asked to be done, the task will be done. Teacher
Candidate completes task for professors, other clubs, and the schools she completes clinicals house.

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:
Teacher Candidate always dressed professional at clinicals, when presenting, and any other time
dressing professional is necessary. At school clinicals, teacher candidate acts professions during and not
during school hours. Teacher Candidate has helped run multiple school tournaments and held the
professional position of crowd control.

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:
With the LAN201 Education Communications class, teacher candidate is continuing to learn about being
an active listener with students, other teachers and parents.

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:
With the LAN201 Education Communications class, the teacher candidate is getting more comfortable
with speaking in front of peer, students, parents, and other teachers.
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 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:
Teacher Candidate is continuing to work on her writing as this isn’t her strong suit. There has been
significant improvements sense she has started at Siena.

Summary Page:

Summary of Ratings
#
for Dispositions 1-4
Below Expectations 1
Met Expectations 9
Above Expectations 3

Summary of Ratings
for Professionalism
Categories
Unacceptable 0
Developing 0
Acceptable 4
Target 4

Additional Comments: