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EDU 334 (Intermediate Clinical) Date___8/23_

Student: Madison Bonnett Grade Level/Teacher: 2nd//Johnson School: St. Columbkille

Pre Midterm Post (circle)

Assessment of Professional Disposition Qualities
in Teacher Education Program Candidates

This form will be completed at the beginning of Intermediate Clinical to self-assess professional dispositions and set goals for your continued
development as a professional educator. It will identify professional progress (growth and development) and document improvement areas. You will
be asked to revisit this form at midterms and end of the semester to document growth.

● For the disposition sections, you must provide direct evidence showing you have used these skills successfully.
● For the InTASC section, mark skills you feel are strengths with an “S”. Mark areas of growth with a “G”.

Unsatisfactory (U) Approaching (A) On Target (TG) Above Average (AA) Outstanding (OS)

Performance is not acceptable.
Students have shown no
Example evidence of the skill or failed to
show appropriate use of the
skills.
They are making some progress, Performance is acceptable for a Exceeds required expectations. Performs independently as a
but their performance is not yet beginning teacher, with ongoing There is evidence student is superior student/beginning
acceptable for passing grades. mentorship and practice, the independently showing the skill teacher
student will achieve goals. with little or no prompting

Predisposition
Skill has not been attempted in
class or the field. If it has, the
student has failed to use
Midterm appropriate strategies, steps, or
applications.
Skill has been practiced in class
but not with students in the field.
Skill has only been observed
sparingly and needs more
practice.
Skill has been practiced in the field
but needs refinement. Skill has
been supported by a supervisor or
mentor teacher.
Skill has been practiced, but it still
needs further refinement. The skill
may have been supported by a
supervisor or mentor teacher.
Skill has been successfully applied
in the field and met objectives with
no support from mentor teachers.
Skill has been successfully applied
in the field and met objectives with
no support from mentor teachers.
Skill needs no further
refinement and is on par with
the same level as a licensed
teacher.
Skill needs no further
refinement and is on par with
the same level as a licensed
teacher.

Final The student has not had the
opportunity to practice the skill
or is still in the beginning stages
of implementing the skill.
The skill is on the level of student
transition from clinical to student
teaching. There is an expectation
for more practice in student
teaching.
Skill has been successfully applied Skill needs no further
in the field and met objectives with refinement and is on par with
no support from mentor teachers. the same level as a licensed
teacher.
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U A TG AA OS PROFESSIONAL REQUIREMENTS
These are qualities and practices that teacher candidates must exhibit in order to be recommended for licensure, some of
X X which are explicit in the Iowa Code of Ethics and Code of Responsibilities. The candidates will display the following
qualities and/or behaviors that characterize this set of professional requirements.

Indicators: Specific Evidence/Comments:

Professionalism: endeavors to meet the standards expected of a
teacher, such as, appropriateness of dress, grooming, demeanor,
punctuality, tact, discretion, courtesy, etc.
EDU335: name tag, appropriate dress attire, discussed students only within classroom
environment.
EDU 331/332: came prepared with assessment material, completed and ready to
implement.
EDU360: had to complete, design, and implement lesson plans, gave assessments.
EDU334: arrive on time every day and remain in constant communication with my
mentor teacher.

Personal and Professional Ethics and Integrity: adheres strongly to I have reached this standard because I have kept all information and data of my students
high moral principles and ethical standards as expressed in the Iowa private and confidential.
Code; evidence integrity. EDU334: Have attended a professional development meeting and looked through data of
surrounding Dubuque Community Schools.

Work Ethic/Responsibility: attends to school policy for teacher
attendance; completes teaching-related tasks thoroughly and
efficiently.
EDU265: Served as a role model and tutor to an 8th grade student to support them stay
organized and motivated with their schoolwork.
EDU335: Kept private information to myself or with a colleague only.
EDU334: Complete all given tasks by my teacher. I make myself involved within the
classroom, helping students with questions and providing extra assistance when needed.
EDU334: Have successfully completed required hours, assignments, and observations.

Confidentiality: Compliance with federal, state, and school policies
relating to confidentiality.
EDU360: I have done assessments that involve personal data of students and have
applied it to educational purposes only.
EDU265: Tutoring an at-risk student and keeping their personal information to myself
only.
EDU334: I am told information regarding students’ personal lives, assessment scores,
and work one on one with them constantly. I am seen as a trusted adult in the classroom
and understand the rules of confidentiality.
EDU334: Have learned new and private information regarding the school and was
expected to keep it confidential.
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For the InTASC section, mark skills you feel are strengths with an “S”. Mark areas of growth with a “G”.
InTASC Standard #9: Professional Learning and Ethical Practice
9(a): The teacher engages in ongoing professional learning opportunities to develop knowledge and skills in order to provide all learners with engaging curriculum and
learning experiences based on local and state standards

1. The teacher engages in continuous professional learning to more effectively meet the needs of each learner.

Observed Level 1 Observed Level 2 Observed Level 3

The teacher engages in
structured individual and
S group professional learning
opportunities to reflect on,
identify, and address
improvement needs and to
enable him/her to provide all
learners with engaging
curriculum and learning
experiences. (5r; 9a; 9b; 9k;
9n; 10f; 10t)
Based on reflection and other sources of The teacher collaborates with colleagues to collectively
feedback, the teacher takes reflect upon, analyze, and improve individual and collective
S responsibility for his/her self-assessment G practice to address learner, school, and professional needs.
of practice and ongoing professional (9c; 9l; 10r)
learning by seeking out and participating
in professional learning experiences to
address identified needs and areas of
professional interest. (9a; 9b; 9k; 9n;
10t)

2. The teacher uses evidence to continually evaluate the effects of his/her decisions on others and adapts professional practices to better meet learners’ needs.

The teacher seeks and reflects
upon feedback from
S colleagues to evaluate the
effects of her/his actions on
learners, colleagues and
community members. (9a; 9g;
9m; 9n)
The teacher reflects on and analyzes a
wide range of evidence (e.g., feedback
G from families, students and learners’
peers) to evaluate the impact of
instruction on individual learners and to
set goals for improvement. (9c)
The teacher supports and assists others to extend and refine
their instructional practices and other professional behaviors
G to meet the needs of each learner. (9b; 9c; 9h; 9m; 10f; 10i;
10t)

The teacher gathers, The teacher collaborates with others to

synthesizes and analyzes a
G variety of data from sources
inside and outside of the
school to adapt instructional
practices and other
professional behaviors to
better meet learners’ needs.
(9a; 9c; 9g; 9h; 9k; 9l; 9n)
gather, synthesize and analyze data to
G adapt planning, instructional practices
and other professional behavior to better
meet individual learner needs. (9a; 9b;
9c; 9h; 9n; 10i; 10t)

3. The teacher practices the profession in an ethical manner.
The teacher acts in
accordance with ethical codes
S of conduct and professional
standards. (9o
The teacher complies with
laws and policies related to
S learners’ rights and teachers’
responsibilities. (9j; 9o)
The teacher reflects on the
needs of individual learners
S and how well they are being
addressed, seeking to build
support for all learners. (9
The teacher anticipates how information
and technology might be used in
S unethical or illegal ways and takes steps
to prevent the misuse of information and
technology. (8o; 8r; 9f; 9o)
The teacher uses a deepening
understanding of cultural, ethnic, gender
S and learning differences to reflect on the
needs of learners and to design and
implement strategies to better meet the
needs of learners. (9e; 9m)
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The teacher collaborates with colleagues to deepen the
learning community’s awareness of the moral and ethical
G demands of professional practice. (9o; 10s; 10t)
The teacher shares resources and strategies with others to
help them better understand the cultural, ethnic, gender and
G learning differences of learners and their communities. (9e;
10i)
The teacher uses knowledge of learners’ cultural, ethnic,
gender and learning differences to advocate for changes in
G policy and practice that better address the needs of learners.
(9o
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U A TG AA OS COMMUNICATIVE
Candidates with this set of dispositions are sensitive to and skillful in the various aspects of human activity. They have effective interpersonal
X X X relationship skills and attitudes that foster collaborative enterprises useful in enhancing the teaching-learning process. The following list
comprises many, but not all, of the qualities, tendencies, and/or behaviors which characterize a set of communicative dispositions

Indicators: Specific Evidence/Comments:

Presence: has keen with-it-ness and engagement in human interactions and
other’s needs.
Has been attentive to all schedules and planning of lesson plans.
Collaborates with professors and peers on projects, lesson plans, and projects.
Considerate and empathetic of students
EDU334: Has developed genuine relationships with students and mentor teacher. Engages in
conversations and has knowledge of their interests and strengths.

Responsiveness: attends to others’ needs; the ability and inclination to act
as best meet the needs, subtle as well as obvious, of others and their
circumstances.
Small group vs whole group
EDU333: Remediation and extensions on my lesson plans
EDU335: Grading based on success on individual student while being equal.
EDU334: I have learned about the variation of groupings within my classroom. With each group
there is scaffolding that I will do differently for each group.
EDU334: Have been working with W.I.N groups that focus on specific students’ level of phonemic
awareness. Monitors their progress and work to build their knowledge.

Attentiveness: concentrates on others’ communication; takes others’
communication into account.
EDU360, EDU333, EDU369: Reflections of lesson plans
Willing to listen to others’ feedback.
EDU261: Pays attention to the way students work together when figuring out grouping.
EDU334: My mentor teacher and I are very good at communicating about the schedule for the day
and her expectations of me. I take into deep consideration her feedback and advice.
EDU334: Willingness to improve and takes high consideration of my teachers and peers advice and
constructive criticism in order to better myself.

Authenticity: fosters and enhances the teaching and learning process while
exercising judgment about personal and professional boundaries; displays
genuineness.
I have reached this standard by learning how to separate my personal and professional life. I know
when I go into the classroom, I must put away any personal emotions or matters and focus on my
purpose there. I treat all teachers, students, and staff with respect and develop good relationships.
Have displayed a role of authority in the classroom and have improved my ability to fit the role of an
adult in the classroom. I have worked to improve my confidence and take more responsibility for
being the teacher, rather than a friend.

Collaborativeness: involves and works with others in planning, problem-
solving and implementation of effective practices.
EDU333: Worked together with peers to complete lesson plans. We worked together to create
different and various types of lesson plans.
EDU261: Worked with peers to complete daily activities and projects in the classroom. We used
good communication to get our list of things done every day.
EDU343: Completed multiple projects and tasks with the help of others’ ideas and opinions. We
worked as a class to fill out IEP forms and complete case studies.
EDU334: Collaborating with my teacher about lessons and daily tasks she would like me to

Voice: is willing to openly engage and respond to peers, faculty, teachers,
administrators, parents, and community as the need arises.
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complete.
EDU336: As a class, we prepared and planned our lesson plan for third graders. We thought of what
strategy and grouping would best benefit us. We constructed a PowerPoint focusing on the key
information we will be teaching. We bounced ideas off each other and adjusted and suggestions as a
whole group.
I have reached this standard by being able to use my thoughts and voice to contribute to
conversations in the classrooms.
LIB325: Had several debates about educational systems and our beliefs on issues throughout the
school systems.
EDU335: Learned how to communicate with my supporting teacher. I had to learn how to
communicate with the teacher of my small group when regarding students, timeline of our lessons,
and any additional questions I had.
EDU361: Have been in communication with my students’ parents, updating them on their child’s
progress and keeping them informed on what we work on during our meetings.
EDU334: I have grown confidence in using my voice in the class. I have been able to discipline
students when needed or redirect students when they get off track. When having a substitute in the
class, I was able to address issues in the classroom and take over their morning expectations.
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U A TG AA OS CREATIVE
Candidates with this set of dispositions display the capacity to envision and craft things in novel and meaningful
X X ways to meet the needs of students. The following list comprises many, but not all, of the qualities, tendencies,
and/or behaviors which characterize a set of creative dispositions.

Indicators: Specific Evidence/Comments:

Flexibility: adapts, adjusts, and modifies practices to meet the needs of students and EDU369: During this class I was able to work with students
peers; thinks on one’s feet; is comfortable with change.
with disabilities, as well as students who get pulled out of their
class to receive extra support. This experience allowed me to
see various ways teachers adapt their lessons to meet the needs
of different age students to meet their individual needs.
EDU337: I have worked with a 5th grade student and have had
to change my lesson on the spot due to a struggle of the
student. I had to adjust and figure out how to continue my
lesson to meet her needs.
EDU336: Have been able to change most of a lesson plan due
to previous knowledge not being know. Was able to think on
my feet on a new way to deliver the instruction and was able to
be comfortable with change.

Inventiveness: uses the needs and interests of students to approach curricular and
strategic decisions; visualizes and implements novel ideas and practices.
Make connections between the students’ work and real life.
Making sure they understand the relationship between the
content of the class and why it is important to learn.
- EDU232: Learned how to create physical movements
during the classroom and educating students on their
health.
Finding different ways to deliver information to the students in
creative innovative ways.
- EDU360: Learned creative ways to change my lesson
plans every week while still focusing on the same
content.
EDU334: I am beginning to learn about each student’s
particular way of learning. This helps me when working with
them, because I can figure out the best way to engage them
with the work.

Resourcefulness: uses resources in effective ways; adapts practices to unforeseen
challenges.
Resilience: endures stress and maintains stability in the face of disruption and/or
chaos; recovers poise or spirit that enables moving forward in an effective manner.
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EDU361: Came up with a behavior strategy to maintain the
attention and avoid interruptions during my lesson. This
strategy works incredibly with my two students and has made
a huge difference in our accomplishments.
EDU360&EDU331: Used curriculum books and decodable
texts from resource centers.
EDU335: Used websites and resources shared with me by
professors or peers.
EDU334: Have used resources from the classroom, as well as
Loras to complete lesson plans.
EDU361/337: Have been introduced to various online reading
sources and websites with free passages based on reading
levels.
Being patient has allowed me to keep resilience in the
classroom.
Need more experience with hands-on situations or challenges
in the classroom.
EDU334: I have learned how to deal with hyper students and
figure out how to pace them and relax them to be productive.

U A TG AA OS CRITICAL
Candidates with this set of dispositions have the ability to examine closely, to critique, and to ask questions. They do not accept the status
X quo at face value but employ higher-level thinking skills to evaluate, analyze, and synthesize. Self-evaluation and reflection characterize
candidates with this set of dispositions. The following list comprises many, but not all, of the qualities, tendencies, and/or behaviors
which characterize a set of critical dispositions
Indicators:
Reflectiveness: takes time consistently to evaluate the effectiveness of instruction and
behavior in terms of the larger goals of education; nurtures reflectivity in students and
peers; reflects on own growth and accountability.
Initiative: exhibits a willingness to pursue solutions to problems or questions; gathers
relevant data and persistently seeks to improve situations or areas of need.
Open-mindedness: exhibits an ability to look at different sides of an issue; recognizes
the possibility of error in one’s beliefs and practices; does not display or act upon
prejudices against people or ideas.
Efficacy: nurtures high expectations, demonstrates self-direction and confidence, and
empowers students and peers.
9
Specific Evidence/Comments:
In most of my classes, we are asked to do reflections of our lesson plans which has
allowed me to reflect on my lesson plans deeper.
EDU334: I can complete weekly reflections based on a specific lesson I observed or
taught every week. The specificness of the reflection allows me to truly think about
every detail, realizing what went well and what I would do differently next time.
EDU336: Have completed reflections and self-evaluations after I led a lesson plan to
my class, as well as after teaching lessons within in the schools.
EDU334: In morning meetings, we focus on being our best selves and how to sharpen
our tools every day. This is a good way for students to understand their job at school
and allows for meaningful conversation that applies to their real life.
I have experienced this in EDU333: Social Studies.
I would like to experience different ways to improve my lessons when needed.
Have become more involved in the classroom, and have addressed conflicts between
students, as well as management issues on my own.
Valuing other practices and others’ ideas.
In a field experience, understanding different teaching styles due to different
personalities and backgrounds.
LIB325 and EDU265: We focused on the importance of inclusion in the classroom
and the various equalities that students could face. It provided me with strategies and
ideas to create a safe space.
EDU334: I have never put a label on any of my students, and never grew an opinion
of them in my head when I first met them. I came into the classroom open-minded and
have been able to personally get to know each student for who they are.
EDU340: Have watched a documentary and read thoroughly on the effect labeling
students can have on them. We learned about how to avoid bias and ways to be
inclusive to all students in the classroom regardless of stereotypes.
Remaining organized
Arriving early to class and field experience
Coming prepared with materials and lesson plans
Have grown more confident in my abilities, and act as an encourager to my students in
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class.
Pushed myself outside of my comfort zone regarding my skills and have made
improvements in my confidence.
EDU334: Have been given more difficult tasks and am held to higher expectations by
myself and my mentor teacher.

Humility: places the needs of the learner and/or learning task above one’s own ego; Reflecting on my own lesson plans and realizing the ways I could improve next time.
reflects on own growth and accountability. Realizing mistakes are okay if I can catch them to create better lessons.
Understand the importance of feedback and enjoy hearing the opinions of others. Will
understand my mistakes and am willing to take criticism.
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U A TG AA OS CARING
Candidates with this set of dispositions value and appreciate all aspects of other persons’ well-being: cognitive, emotional, and
X physical–thereby enhancing opportunities for meeting the learning needs of students. The following list comprises many, but not all, of
the qualities, tendencies, and/or behaviors which characterize a set of caring dispositions:

Indicators: Specific Evidence/Comments:

Empathy: identifies with and sees things from the perspective of others.
Work to find the stem of a problem or situation.
I have been able to find different teaching styles that best accommodate the student.
EDU340: Have learned a lot on how to navigate students’ behavior and how to
support them rather than automatically discipline. Learned the importance of
communication and the willingness to hear students out.

Compassion: sympathizes, often with a desire to understand and help improve conditions
of students’ lives.
In each of my classes, I have developed relationships with my students on a
personal level. I care about all my students and want them to succeed.
EDU334: Have been given the chance to learn about my students and about their
lives. Being able to see them frequently allows me to get to know them more
personally. I believe my students view me as a supportive adult and understand that
I care for them.

Rapport: develops appropriate relationships with peers and other stakeholders.
This is a category I have made huge progress in in the past two years; however, I
believe I could make improvements by feeling more confident in myself and
strengthening the relationships around me.
EDU334: I have done a better job acting as an authority figure in the classroom. I
believe my students view me as a teacher.
EDU334: Have established a strong relationship with my mentor teacher. I have
learned how to work together to accomplish goals and support one another. I have
also developed good relationships with my students, while also establishing an
authoritative role as a teacher.

Respect: shows appropriate regard for the needs, ideas, and experiences of others. I continue to show respect to all peers, teachers, staff, and professors I have worked
with.

Passion: demonstrates excitement, enthusiasm and optimism for the people, content, and
context of the teaching/learning process.
Throughout the years I have gained more confidence in my teaching skills, which
has allowed me to go into each lesson with a more optimistic and passion for what I
am teaching. I feel like my passion for what I am teaching sometimes does not show
due to me being focused on not missing anything for my lesson.
This semester has allowed me to get so much field experience. I feel more confident
in ever in my abilities going into student teaching. I have developed more
confidence in myself and feel that has assisted my ability to perform engaging and
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more meaningful lessons.

Cultural Competence: appreciates and capitalizes upon diversity; is aware of and acts to I have not had much experience with a diverse range of students in the field.
reduce one’s own biases; employs culturally sensitive pedagogy.
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● For the InTASC section, mark skills you feel are strengths with an “S”. Mark areas of growth with a “G”.
InTASC Standard #2: Learning Differences

2(c). The teacher designs instruction to build on learners’ prior knowledge and experiences, allowing learners to accelerate as they demonstrate their understandings.

1. The teacher uses understanding of how learners grow and develop (in cognitive, linguistic, social, emotional, and physical areas) to design and implement developmentally
appropriate and challenging learning experiences.

G Drawing on her/his understanding of child and
adolescent development, the teacher observes
learners, noting changes and patterns in learners
across areas of development, and seeks
resources, including from families and
colleagues, to adjust teaching. (1a; 7i; 9d)
G The teacher builds mental models of variations G The teacher uses understanding of the
in typical development based on experience interconnections among different areas of
with each learner and uses those models to development to find entry point(s) to support learner
adjust instruction. (1d) development. (1e; 1f)

S The teacher engages learners in a variety of
learning experiences to capitalize on strengths
and build areas of development that are weaker.
(1i; 1j)
G The teacher identifies individual learner
development and calibrates learning
experiences, using an appropriate balance of
support and challenge, to move learners toward
their next levels of development. (1f
G The teacher communicates regularly with families to
mutually understand learner development and
engages the learner in understanding, analyzing, and
communicating their own growth and needs. (1c; 1k)

2. The teacher uses understanding of learners’ commonalities and individual differences within and across diverse communities to design inclusive learning experiences that enable each
learner to meet high standards.

Observed Level 1 Observed Level 2 Observed Level 3

G Drawing upon her/his understanding of
second language acquisition, exceptional
needs, and learners’ background
knowledge, the teacher observes individual
and groups of learners to identify specific
needs and responds with individualized
support, flexible grouping, and varied
learning experiences. (1g; 2b; 2c; 2d; 2e;
2f; 2g; 2h; 2i; 2j; 2l; 2m; 2o)
G The teacher engages learners in assessing
their strengths and learning preferences
and identifies various ways to promote
each student’s growth (2a; 2b; 2c; 2d; 2j;
2m; 2n
G The teacher uses a variety of approaches to
make concepts clear and provides extensions
that engage learners in deepening academic
content by connecting it to individual learners’
interests, background knowledge, and need for
real-world application. (2a; 2b; 2c; 2h; 2l; 2m;
2n)

G The teacher includes multiple perspectives
in the presentation and discussion of
content that include each learner’s
personal, family, community, and cultural
experiences and norms. (2c; 2d; 2j; 2k; 2m)
G The teacher responds to student learning cues
by pacing and adjusting instruction, enhancing
access to challenging learning experiences, and
making timely provisions (e.g., task demands,
communication, assessment, and response
modes) for individual learners with particular
learning differences or needs. (2a; 2d; 2g; 2h;
2m; 2n; 3r)
G The teacher integrates diverse languages,
dialects, and cultures into instructional practice
to build on learners’ prior knowledge and
experiences and promote the value of
multilingual and multicultural perspectives.
(1g; 2c; 2e; 2j; 2k; 2n; 2o; 8p)

Setting Professional Goals
Goal: What do you want to Strategy: How will you
achieve? accomplish the goal?
Classroom management I will accomplish this goal through
observation and hands-on
experience during my clinical.
Flexibility I will be able to accomplish this
goal by trial and error of my lesson accomplished by the end of my
plans and becoming more prepared. clinical experience.
Transitioning I will be able to accomplish this
goal by watching my classroom
teacher and having opportunities to
work on it myself.
Targeted Completion Date:
When do you anticipate your
goal being met?
I hope to have this goal
accomplished by the end of the
semester.
I hope to have this goal
I hope to have this goal
accomplished by the end of my
clinical experience.
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Evidence of Goal Attainment:
How will you know when your
goal has been met? How will you
know it has impacted student
learning?
I will know I have met this goal by
being able to get all the students to
listen to me and have control over
them. I will know it has impacted
my students when they view me as
an authority figure and look at me
as a teacher.
I will know I have met this goal by
being able make changes to my
lesson plans on the spot if
something does not go as planned.
I believe this will impact the
students learning because they will
receive more organized and
flowing lessons from me which
will contribute to their ability to
master the content.
I will know I have met this goal by
being able to get whole groups of
students from one place to another
effectively. I will know it has
impacted my students when we are
able to transition from one subject
to another without any issues or
challenges.
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