Teacher Candidate Dispositions Assessment Form

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TEACHER CANDIDATE DISPOSITIONS ASSESSMENT FORM

Teacher Candidate Student ID Date

Major/Minor

Time of completion □ Adm to Student Teaching □ Student Teaching

Completed by □ University Faculty/Advisor □ Cooperating Teacher □ University Supervisor □ Student

Disposition 1: Commits to high expectations for all students, and values the ability/capacity for each student to learn. (INTASC 1,2,3,4,5,6,7; MoSTEP 1,2,3,4,5,6)

Evidenced through behaviors such as: Candidate

·  Persists in helping all children become successful

·  Listens to students

·  Plans to/attempts to differentiate instruction to meet needs of each student

·  Shows in lesson planning and execution that he/she is aware of the whole child

·  Shows enthusiasm for all subjects/does not convey negative attitudes about any subjects

·  Encourages independent learners that have the skills and strategies to learn on their own outside of class

·  Scaffolds students as needed

·  Allows/encourages/expects student to take more responsibility for his/her own learning

·  Uses praise effectively to promote intrinsic motivation in students

·  Seeks feedback and input from cooperating teacher to meet individual student needs

·  Treats students respectfully (e.g. is patient, considerate, makes eye contact, attentive)

Not observed / Does not meet / Progressing / Meets / Exceeds

Comments:

Disposition 2: Values student ability to apply concepts learned to performance activities. (INTASC 1,2,3,4,5,7; MoSTEP 1,2,3,4,5,6)

Evidenced through behaviors such as: Candidate

·  Allows students to explore and engage in learning

·  Uses effective communication strategies

·  Applies knowledge from various classes as evidenced by planning, instruction, and assessment techniques

·  Reflects on teaching and adjusts according to reflection (ie, keeping a journal, conferencing with cooperating teacher)

·  Attempts to plan, teach, and assess students at higher cognitive levels (application and beyond)

·  Implements authentic activities and problem-based activities when possible/appropriate

Not observed / Does not meet / Progressing / Meets / Exceeds

Comments:

Disposition 3: Commits to the development of critical thinking skills (e.g., problem solving, analysis, etc.). (INTASC 1,2,3,4,6; MoSTEP 1,2,3,5,7)

Evidenced through behaviors such as: Candidate

·  Uses effective questioning strategies

·  Reflects on experience and uses reflection to inform practice

·  Uses information gathered through assessment to inform practice

·  Consistently demonstrates critical thinking and self-directed learning

·  Is responsive to evaluative feedback provided by cooperating teacher/University supervisor and is able to analyze own effectiveness

·  Consistently uses instructional strategies designed to aid development of students’ critical and creative thinking, problem solving, and performance capabilities

·  Implements authentic activities and problem-based activities when possible/appropriate

·  Uses wait time effectively to allow for student responses

·  Uses large- and small-group discussion instead of expository instruction when appropriate

·  Answers student questions in various ways (not just with a direct response to question)

Not observed / Does not meet / Progressing / Meets / Exceeds

Comments:

Disposition 4: Commits to seeking out, developing, and continually refining teaching practices that generate more learning for students. (INTASC 9; MoSTEP 3,6,8)

Evidenced through behaviors such as: Candidate

·  Uses informal assessment to adjust and revise lessons

·  Recognizes that learning is an ongoing process

·  Shows focus on student learning in self-evaluation and in conferencing with cooperating teacher

·  Seeks and develops practices that address individual student needs

·  Develops activities that encourage students to become engaged (hands-on, minds-on)

·  Models and supports appropriate practices

·  Discusses with cooperating teacher the practices observed in the classroom

·  Is responsive to feedback, constructive criticism, and correction by cooperating teacher and University supervisor

Not observed / Does not meet / Progressing / Meets / Exceeds

Comments:

Disposition 5: Commits to development of lessons that are interesting and engaging through a variety of instructional strategies to accommodate all learners, including those from diverse backgrounds, experiences, and cultures (e.g., use of technology, grouping, motivating materials). (INTASC 1,2,3,4,5,6; MoSTEP 1,2,3,5,6,7)

Evidenced through behaviors such as: Candidate

·  Adjusts & revises lesson plans to meet students’ needs

·  Displays through behavior a passion for teaching as a profession

·  Demonstrates through behavior a belief that ALL students learn

·  Treats all students fairly

·  Differentiates instruction appropriately

·  Tries new strategies in the classroom when given the opportunity

·  Develops activities that encourage students to become engaged (hands-on, minds-on)

·  Uses a variety of modalities to teach lessons (e.g. visuals, hands-on, talking, presenting, projects, etc.)

·  Discusses with students different ways to learn and understand

·  Uses technology to facilitate learning

·  Uses effective communication techniques

·  Uses collaborative learning

·  Consistently adapts and modifies instruction to flexibly respond to student responses, ideas, and needs.

·  Considers perspectives different from his/her own

·  Explores resources (e.g. professional libraries, educational journals, books, Internet)

Not observed / Does not meet / Progressing / Meets / Exceeds

Comments:

Disposition 6: Commits to making appropriate adaptations and accommodations for students with diverse needs (e.g., use of technology). (INTASC 1,2,3,5,6,8; MoSTEP 1,2,3,6,7,8)

Evidenced through behaviors such as: Candidates

·  Seems comfortable in discussing different kinds of diversity

·  Seeks to become acquainted with students as individuals

·  Interacts in a respectful and supportive way with students and their families

·  Adapts or revises lesson plans in light of student needs and informal evaluations

·  Learns about/asks questions about the culture of students in class

·  Attends/contributes to meetings about student needs (as appropriate)

·  Seeks input from available supporting personnel (e.g. Counselor, Special Educator)

·  Uses verbal and nonverbal communication to engage students

·  Uses technology appropriately to accommodate student needs

·  Analyzes student work and other data to become informed about individual student strengths and needs

·  Avoids stereotyping/using broad generalizations

·  Addresses the diverse needs of students (e.g. exceptionalities, multiple intelligences, learning styles, English language learners, and gifted and talented students)

·  Works equitably to meet students’ needs

Not observed / Does not meet / Progressing / Meets / Exceeds

Comments:

Disposition 7: Appreciates and promotes acceptance of self-discipline, responsibility, and self-esteem. (INTASC 2,5,6; MoSTEP 2,6,7)

Evidenced through behaviors such as: Candidate

·  Shows enthusiasm throughout lessons/teaching

·  Demonstrates professional behavior including coming prepared, dressed appropriately, and ready to work.

·  Accepts responsibility for his/her actions

·  Accepts correction graciously—no excuses

·  Demonstrates the qualities of a positive role model

·  Demonstrates integrity and honesty in dealing with both children and colleagues

·  Keeps all school dealings confidential

·  Follows instructions independently

·  Shows desire to learn and teach

·  Demonstrates flexibility (e.g. responds positively to unexpected changes)

·  Exhibits self-confidence in presenting lessons and interacting with students

Not observed / Does not meet / Progressing / Meets / Exceeds

Comments:

Disposition 8: Commits to a positive and enthusiastic attitude for teaching and learning to inspire self and others. (INTASC 9; MoSTEP 9)

Evidenced through behaviors such as: Candidate

·  Shows enthusiasm throughout lessons/teaching

·  Appears to be involved throughout class period (discussions & activities)

·  Meets deadlines

·  Accepts responsibility for own actions

·  Demonstrates respect for professor, cooperating teacher, and peers

·  Demonstrates a commitment to the profession

·  Provides feedback that creates a positive atmosphere

·  Is actively involved with all students when teaching, interacting positively and encouraging participation

·  Joins professional organizations and or attends professional meeting(s)

·  Willingly participates in committees at the school when asked to attend

·  Participates with students in extracurricular activities

·  Asks for and implements suggestions/advice from cooperating teacher, liaison/university supervisor and/or UCM faculty

·  Accepts constructive criticism with a positive attitude (without becoming defensive)

·  Exhibits needed changes or an effort to make changes

·  Engages positively with students, using a sense of humor as appropriate

·  Talks individually with students when appropriate

·  Provides constructive feedback to students

·  Exhibits positive demeanor; avoids gossip in school and university settings

·  Attends to the task(s) at hand; avoids side conversations

·  Demonstrates enthusiasm, stamina, perseverance, self-confidence and a positive demeanor

Not observed / Does not meet / Progressing / Meets / Exceeds

Comments:

Disposition 9: Believes students and colleagues should be treated and should treat other with kindness, fairness, patience, dignity, and respect. (INTASC 5,6,9,10; MoSTEP 6,7,9,10)

Evidenced through behaviors such as: Candidate

·  Maintains standards of confidentiality

·  Acts as an appropriate representative of school

·  Interacts appropriately with students and peers

·  Treats students fairly

·  Treats all members of the staff with respect—paras, custodians, cooks, principal, other teachers

·  Addresses colleagues, parents of students, peers, and University supervisors respectfully

·  Encourages and supports others with words and actions

Not observed / Does not meet / Progressing / Meets / Exceeds

Comments:

Disposition 10: Commits to relationships with school colleagues, parents, and educational partners in the larger community to support student learning and well being. (INTASC 10; MoSTEP 10)

Evidenced through behaviors such as: Candidate

·  Maintains standards of confidentiality

·  Demonstrates professional behaviors at all times

·  Works toward creating a community of learners

·  Works toward creating a team (parents, teachers, students)

·  Understands that the school is part of a larger district and asks questions to understand policies of the district

·  Recognizes that teachers must cooperate with teachers at other grade levels

·  Promotes and requests parental involvement and input

·  Attends activities/workshops or other meetings to hear various perspectives

·  Seeks the advice of cooperating teacher, liaison/university supervisor, and veteran teachers

·  Asks questions and contributes positively to course discussions

·  Introduces self to school faculty and staff

·  Attends faculty and staff/team/department meetings and provides input when appropriate

·  Participates in parent-teacher conferences, school events, and field trips as appropriate

·  Collaborates with school personnel who impact student learning (e.g. special educators, ESL teachers, etc)

·  Plans jointly with cooperating teacher

·  Evaluates, plans, and discusses ways to improve teaching with others in the field

Not observed / Does not meet / Progressing / Meets / Exceeds

Comments:

Disposition 11: Assesses the effects of choices and actions on others and actively seeks out opportunities to grow professionally in order to promote learner outcomes. (CF)

Evidenced through behaviors such as: Candidate

·  Shows positive attitude toward learning (self & others)

·  Recognizes the value of intrinsic motivation in helping students become lifelong learners.

·  Reads and is aware of books that the children are reading in class

·  Demonstrates a positive attitude toward learning (self & others)

·  Identifies personal strengths and weaknesses (e.g. a professional growth plan)

·  Demonstrates deliberate and consistent effort toward improvement

·  Reflects with cooperating teacher/university supervisor/university professor on lesson planning and execution, and/or other classroom activities

·  Exhibits needed changes

·  Plans jointly with cooperating teacher

·  Explores resources (e.g. professional libraries, educational journals, books, Internet)

Not observed / Does not meet / Progressing / Meets / Exceeds

Comments

Disposition 12: Fulfills professional responsibilities consistent with building and district expectations and policies concerning appearance, punctuality, attendance, and timely and accurate paperwork completion.

Evidenced through behaviors such as: Candidate

·  Arrives at school promptly

·  Is prepared and organized for lessons and responsibilities

·  Manages time & materials

·  Avoids mannerisms that detract (such as gum chewing, twisting hair, sniffing, eating in front of students)

·  Maintains professional appearance and dress

·  Follows safety policy and procedural rules of the school

·  Represents the school professionally during school hours, during school events, and in the wider community

·  Demonstrates ethical behavior toward teaching and the teaching profession

·  Demonstrates standard English in oral and written communication when teaching and when interacting with cooperating teacher, liaison/university supervisor, and other professionals

·  Submits assignments on time

·  Follows through with commitments to colleagues and faculty

·  Comes to meetings prepared to contribute (e.g. with written ideas and suggestions)

·  Takes responsibility for meeting program, degree and certification requirements

·  When changes in schedule arise, communicates circumstances with cooperating teacher, liaison/university supervisor and/or UCM faculty as soon as possible via telephone/email

·  Follows established school and UCM policies and procedures - including attendance

Not observed / Does not meet / Progressing / Meets / Exceeds

Comments

Reviewed

(Candidate signature) (Faculty/Supervisor signature) (Date reviewed)