SIENA HEIGHTS UNIVERSITY

DIVISION OF EDUCATION
Professional Dispositions Assessment

Teacher Candidate: Kelly Montei____________________________________________________

ID #: 614103_____ Date Completed: November 5, 2023
Advisor(s): E.Wollet, J.Frost, and S.Korth__ Class Standing (circle): FR SOPH JR SR
Candidate Major/Minor: Grade Bands: 3-6, and PreK-3 _____________________________
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 201 (Some Below, while most Met Expectations)
EDU 301 (Few Below, while most Met Expectations)
_ EDU 360/371/372 (Met Expectations)
X____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’
students’ interests and
students’ interests and interests or cultural interests and cultural
cultural heritage but
cultural heritage heritage and does not heritage and displays this
displays this knowledge
indicate that such knowledge for groups of
only for the class as a
knowledge is valuable. students.
whole.
Teacher Candidate
Teacher Candidate
recognizes the value of Teacher Candidate
displays little or no
understanding recognizes the value of
1b. Knowledge of knowledge of students’
students’ skills, understanding students’
students’ skills, skills, knowledge, and
knowledge, and skills, knowledge, and
knowledge, and language proficiency
language proficiency language proficiency and
language proficiency and does not indicate
but displays this displays this knowledge
that such knowledge is
knowledge only for the for groups of students.
valuable.
class as a whole.
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
special learning or
students’ special needs learning or medical learning and medical
medical needs, but
needs or why such 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
1b. Knowledge of the students learn is accurate
understanding how knowing how students
learning process (how and current; applies this
students learn and learn, but this
students learn) knowledge to the class as
does not seek such knowledge is limited or
a whole and to groups of
information. outdated.
students.
Comments/Evidence:
1b. Knowledge of students’ interests and cultural heritage: Every culture is unique and has its own set of
rules. As a prospective teacher, I try to build a community in every classroom that I am in, and I want
students to feel comfortable talking to me when problems arise. I will be honest and say that there are
areas in my knowledge of diversities that could be expanded, but I believe I am a lifelong learner and
show a willingness to improve my knowledge. To succeed at this, one needs to start conversations with
individuals in different communities and create “open” dialogue. Not everyone in a group has the same
viewpoint on a subject, and that is okay as long as you take the time to understand the validity of those
viewpoints. By doing this I have learned about various cultural groups and about myself as well.

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 1b. In my assessment class, I have viewed and worked with examinations to determine the literacy level
a student is at. I have looked at how literacy skills are formed and the development it takes to build
these skills starting at a very young age. It is important to know students’ interests and motives as that
can encourage student participation in a multitude of areas.

Finding concepts that engage students can make a considerable difference in the perception of the
student. In a recent instance I have discovered one of my students enjoys and can be successful in chess,
which can be a complicated game. Prior to that I was told he was struggling in ELA and Math; I think I can
work with this student now that I have a way to connect with him.

1b. This term I have gone out of my way to be accommodating to all of my students, from helping them
down the stairs when their legs go numb due to a recent injury, to reading the instructions aloud to help
individuals focus. I am respectful and helpful toward individuals’ needs and utilize my lesson plans to
help students best reach their goals using their preferred methodology.

I have been quite fortunate in both student teaching placements; I have been allowed to sit in a couple
of IEP meetings. During that experience I have found camaraderie with individuals who work hard to get
students the accommodations the student needs to be successful. Having widespread collaboration can
help the student feel supported and a part of the community.

1b. I recognize that students learn in a variety of ways and that there are tips and tricks to get students
to remember what they have learned. In my classes, we have learned about Marzano’s 9, Maslow’s
Hierarchy of Needs, Bloom’s Taxonomy, Gardener’s Multiple Intelligence, and more. When I create my
lessons, I try to add as many of these theorists’ ideas into them as possible so that I can be an effective
educator. As the teacher, one needs to observe the surroundings and see what works best. With most
classroom lessons, it is an exercise of trial and error. These theories work for the majority of instances
but not all of them. Collaborating with my mentor teacher has helped show me what strategies and
theories are effective with practice and time.

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.
4d. Involvement in a Teacher Candidate Teacher Candidate Teacher Candidate
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 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): I avidly reflect on my
assignments and regularly design strategies to improve the lessons I have created. A good example of
this happened when I was microteaching in my methods class; before giving my presentation, I looked
at the feedback that the teacher gave to me on the lesson, and then revised my presentation
accordingly before giving it the following day. The pandemic that we are experiencing has forced
educators to devise creative ways to make learning memorable. When teachers make topics
engaging, students are more likely to remember what is being taught. This can be a time-consuming
process, but worth it in the end.

4e. Service to the profession: This is becoming more prominent as my clinical hours increase. In order
to get a feel for what it’s like to be in the teacher’s shoes, we need to be assisting them any chance
we get. Teaching is one of the most important jobs a person can do, and to maximize their chances of
performing that job successfully, we need to give them all the help we can. Additionally, I try to help
my peers in the classroom setting whenever I can, both inside and outside of class. My peers know
that they can email me if there are any questions or if they would like to view an example.

4d. Involvement in a culture of professional inquiry: When it comes to teaching, it is important to

inquire about what you need to be successful. The professors at Siena Heights University have been
super helpful by letting us borrow equipment from time to time, and/or giving us references on
where to get it. I have been doing my part asking questions when needed to reflect on my teaching,
as I know that these types of inquiries are crucial to my future teaching endeavors.

4d. Service to the school: One of the best things a teacher can do to bond with their students is to
show that they care by being there when requested. Some of the students who I have worked with
requested that I attend some of their games and other sporting events. When I can swing it, I do
attend and partake in such community events. one of the schools where I did clinicals hosted a Toys
for Tots drive to which I donated.

Recently I have also donated $15 to St. Jude’s Childrens Hospital as part of a civic engagement project
I introduced with a group of 4th Grade students at Lincoln Elementary. The class got the chance to
choose a topic they care about and create a persuasive presentation of why a viewer should support
that cause. Four of the eight groups chose St. Jude’s Childrens Hospital and as a reward for a job well
done, I donated $15 in their name to the charity.
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 displays
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 displays dishonesty in high standards of honesty,
honest in interactions
interactions with integrity, and confidentiality in
with colleagues
ethical conduct colleagues (faculty, interactions with colleagues
(faculty, staff, students)
staff, students) and the (faculty, staff, students) and
and the public.
public. the public.
Teacher Candidate
Teacher Candidate complies minimally
4f. Compliance with Teacher Candidate complies
does not comply with with school and district
school and district fully with school and district
school and district (university) regulations,
(university) regulations (university) regulations.
(university) regulations. doing just enough to
get by.
Teacher Candidate Teacher Candidate
Teacher Candidate works to
contributes to school does not knowingly
ensure that all students
4f. Advocacy practices that result in contribute to some
receive a fair opportunity to
some students being ill students being ill
succeed.
served by the school. served by the school.
Comments/Evidence:
4f. Integrity and ethical conduct: The parents in our community are asked to put a great deal of trust in our
schools; their children are our future, and as such, we must realize the importance of teaching them
properly. Teachers who serve with integrity and high moral standards are following a long-standing, proud
tradition of molding and shaping our nation’s conscience. If we want to create the next generation of morally
grounded people, then we need to display high moral character in our own lives. When faced with a
dilemma, I ask myself what will bring the most good in the world. This is a philosophy I live by and try to
implement in my daily life.

4f. Compliance with school and district (university) regulations: Before the term starts, I review the
handbook in order to make sure that I am complying with every rule and code of conduct. To preserve my
moral character, I actively avoid the things the books says I should avoid, and do the things the book says I
should do. Rules are put in place for a reason; they bring organization and a sense of logic to the playing
field, and they ensure that everyone is striving to do the right thing.

4f. Advocacy: In my spare time, I am an advocate for people who are downtrodden or victims of injustice. I
regularly donate funds (and my time when I can squeeze it in) to certain charities, and I will stand up to
protect the rights of people being treated unfairly. In a school setting, if someone is being ill-served, I will do
what I can to stand with them, providing advocacy, moral support, and whatever else is needed. In the past I
have defended classmates who were being bullied, and have sought outside help for them where and when
it was due. That is reflected in my teaching as I stress the importance of having and maintaining socio-
emotional values. It is important to know not only what you are feeling about a situation but what others are
feeling as well.

DISPOSITION 4: RESPECT FOR OTHERS (InTASC Standards 3, 10; CAEP Standard 3.3)
Danielson Element Below Expectations Met Expectations Above Expectations
2a. Student Teacher Candidate Teacher Candidate Teacher Candidate
interactions with other interactions are does not demonstrate interactions are
students characterized by disrespect for others. generally polite and
conflict, sarcasm, or respectful.
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 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: It is important to have good relationships with your
peers when it comes to the college level, since these individuals are striving toward similar goals as
yours. After college it is possible that these people are the ones who you are going to work with, and
as such, they should be considered valuable colleagues. I am close to many of my peers, and I can see
us being good friends in the future. When I talk to my peers, we usually compare our opinions and use
our differences to improve upon our opinion. Often my peers and I will contact one another if we miss
class due to various reasons. I try to find friends who share the same beliefs as me, and one of those
beliefs is not missing class unless necessary.

4d. Relationships with colleagues (faculty, staff, and students): Good relationships are important to
have in this field of study because as teachers we are always learning from one another. I have
continued to have a good rapport with educators who I met during my clinicals in various schools. In
the past I have reached out and got to know some of the teachers from Lincoln and Mitchner. The
individuals who I met are amazing and have a deep passion and understanding for students and their
learning endeavors.

I am fortunate to be doing my student teaching in Prairie where everyone is welcoming and

determined to get students to the point where they need to be. It is great to be in a place where
teachers lift each other up and stand by each other.

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:
Punctuality (InTASC Stds 9, 10; CAEP Std 3.3): When it comes to classes and appointments, I am always
on time and typically aim to get there early. It allows me time to assemble the documents I may need
for the class and collaborate with my peers.

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:
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Attendance (InTASC Stds 9, 10; CAEP Std 3.3 ): It is important to be there for your students. Some
students don’t have that stability at home, and as teachers we should want to be at school teaching
every day. I strive to have perfect attendance, and when I cannot I inform individuals as soon as I can.

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 (InTASC Stds 9, 10; CAEP Std 3.3): One of the things I have started using extensively this
term is the calendar on Canvas. It shows me all of the assignments that my professors have put in and
allows me to put in things myself. This allows me a better opportunity to schedule homework and
papers so that they can be done in a timely enough fashion and not stress me out.

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 (InTASC Stds 9, 10; CAEP Std 3.3): Every day when I show up for an event such as a class
or clinical, I am prepared for what it will entail, homework in hand and prepared for the next challenge
that will come at me. In class settings I am a team player willing to pull my weight and do anything that
the group would like me to do. I value respect and believe that being able to take on your share of the
load is essential in the workplace. And when others are not carrying their load, there is value in being a
good improviser and making do with what you have.

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 (InTASC Stds 3, 10; CAEP Std 3.3: It is often advised that you should dress for
the job you want, and that is what I strive to do every day. I maintain my professional presentation in
my college classes and clinicals. To do this I not only dress appropriately, but maintain my personal
hygiene, and carry myself in a manner befitting a respectful, caring professional.
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 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:
Communication—Listening (InTASC Stds 5, 9, 10; CAEP Std 3.3): Listening is a literacy skill at which I am
quite proficient. Often if somebody tells me something, I will remember it and use what they are saying
to create a response. People usually listen for two reasons to respond and learn, and I do both when it
is appropriate.

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 (InTASC Stds 5, 9, 10; CAEP Std 3.3): Since the first time that I filled out this form,
I am more mindful about what I am saying. Before presenting, I prepare a note sheet and/or the
speech itself so that I can consult it during my presentation. I am conscious of my body language and
make an effort to appear less nervous than what I may actually be. If I am speaking off the cuff, I may
commit a few grammatical errors, but overall, I can give a cohesive presentation.

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 (InTASC Stds 5, 9, 10; CAEP Std 3.3): My written communications have
improved since my Siena Heights journey started. I have become more diligent in correcting my work,
and I use the feedback I receive so that I will not make the same mistakes the next time. Also, I have
been listening to the critiques my helpful father has given me to improve my writing, and I am seeing
improvement in my endeavors with every assignment.
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Summary Page:

Summary of Ratings
#
for Dispositions 1-4
Below Expectations 0
Met Expectations 0
Above Expectations 13

Summary of Ratings
for Professionalism
Categories
Unacceptable 0
Developing 0
Acceptable 3
Target 6

Additional Comments: