ARTS AND HUMANITIES - EVALUATION OF PROFESSIONAL DISPOSITIONS
Department of Teaching and Learning
Pre-service initial licensure students
Student: ________________________
Cooperating Teacher: ______________________
School: _______________________
Subject and Grades Taught: _______________________________________________
Mid term eval ____ Final eval ____
Report completed by (x):
Cooperating Teacher: ____________
University Supervisor: ____________
Teacher Candidate: ______________
Instructions: Circle / color / highlight the cell that best describes your performance
(candidate) or the candidate’s performance (supervisor, cooperating teacher). Add the
scores for each cell and complete the total in the lowest right hand corner. You may give
a zero when appropriate.
The Cooperating Teacher, the Teacher Candidate, and the University Supervisor should
each complete a copy of this form at both the mid-term and final evaluation. If a specific
area or item has not been observe, simply note “N/A” in this area. Suggestions for
improvement should be noted at the mid-term. All forms should be submitted to the
University Supervisor (please keep a duplicate for your records).
Updated 7/14, T. T. Stewart
DISPOSITIONS AND
ATTITUDES
Presenting oneself
professionally – in appearance,
speech and behavior.
Being punctual for class
sessions and in the field.
Checking and responding to
email every day.
Presenting work that is
consistently on time, well
prepared and accurate to the
best of your ability.
Participating with maximum
intellectual effort in discussions
that are both thoughtful and
thought-provoking reflections
of English Education
experiences.
Maintaining an air of respect,
honesty and rapport with peers,
professors, K12 teachers and
students, and community
members.
Reflecting on the quality of
one’s own teaching and always
being open to improvement
Being willing to self-assess,
and act on evaluations of the
supervisor and the cooperating
teacher
Being prepared to illustrate
fairness in behaviors in the
field and adopting the ideal that
all children can learn.
Always
Consistently
Infrequently
Action to be
taken
Notes:
Updated 7/14, T. T. Stewart
FAIRNESS
1 Basic- Occasionally
Observed
2 Proficient- Frequently Observed 3 Distinguished-Consistently
Observed
Score
Instruction




Rarely/Occasionally
engages in instructional
sequences that
encourage “openmindedness, whole
heartedness and
responsibility” *
Rarely/Occasionally
identifies instructional
process that are unfair
Rarely/Occasionally
provides individualized
instruction
Rarely/Occasionally
recognizes and acts on
the need to differentiate
/accommodate for
differences




Generally engages in
instructional sequences
that encourage “openmindedness, whole
heartedness and
responsibility” *
Identifies some
instructional process that
are unfair
Generally provides
individualized instruction
Generally recognizes and
acts on the need to
differentiate
/accommodate for
differences




Consistently engages in
instructional sequences that
encourage “openmindedness, whole
heartedness and
responsibility” *
Identifies, with clarity,
instructional process that
are unfair
Always provides
individualized instruction
Recognizes and acts on the
need to differentiate
/accommodate for
differences
Updated 7/14, T. T. Stewart
Equal
treatment





Rarely/Occasionally
treats children fairly in
terms of class rules
Rarely/Occasionally
seen treating children
equitably
Is seen to profile
students
Is seen listening to one
side of a story in
conflict situation only
Is rarely/occasionally
observed attempting to
listen to every child

Rarely/Occasionally
uses consistent
discipline for all
children
Is rarely/occasionally
observed following
through with
consequences for all
children
Is not consistently seen
responding to others’
unfair behavior





Generally treats children
the same or fairly in terms
of class rules
Generally seen treating
children equitably
Mostly avoids profiling
students
Is seen trying to listen to
both sides of a story in
most conflict situations
Is observed generally
attempting to listen to
every child

Generally uses consistent
discipline for all children
Is generally observed to
follow through with
consequences for all
children
Is generally consistently
seen responding to others’
unfair behavior
Is generally seen treating
children the same way
with the same rules





Always treats children the
same or fairly in terms of
class rules
Consistently seen treating
children equitably
Never profiles students
Is seen listening to both
sides of a story in conflict
situations
Is observed attempting to
listen to every child
Discipline









Uses consistent discipline
for all children
Is observed to always
follow through with
consequences for all
children
Is consistently seen
responding to others’ unfair
behavior
Is seen treating children the
same way with the same
rules
Updated 7/14, T. T. Stewart
Participation



Is rarely/occasionally
observed calling on all
students
Rarely/Occasionally
gives everyone a turn
Rarely/Occasionally
creates equal
opportunities for all
student to participate

Rarely/Occasionally
models fairness, openmindedness,
wholeheartedness,
responsibility in their
classrooms



Is generally observed
calling on all students
Inconsistently gives
everyone a turn
Generally creates equal
opportunities for all
student to participate

Generally models fairness,
open-mindedness,
wholeheartedness,
responsibility in their
classrooms



Is observed always calling
on all students
Consistently gives everyone
a turn
Always creates equal
opportunities for all student
to participate
Modeling

Always models fairness,
open-mindedness,
wholeheartedness,
responsibility in their
classrooms
TOTAL
SCORE
0-4 Unacceptable 5 –8 Basic; 9 – 13 Proficient; 14-15 Distinguished
Adapted from Parkes, updated Jan 2013.
Updated 7/14, T. T. Stewart
*Taxonomy of Instructional Dispositions
The following table is designed to help in evaluating the abilities of the intern to develop instruction that is designed to bring about specific
dispositions in the classroom and foster their students’ dispositional development. It is not expected that interns will do all this within their
lessons, however, this taxonomy provides criteria that may well be stressed in lessons designed to educate future citizens.
This list comes from: Misco, T., and Shiveley, J. (2010). Seeing the forest through the trees: Some renewed thinking on dispositions specific
to social studies education. The Social Studies, 101, 121-126.
Open-Mindedness
Tolerance
Skepticism
Embracing ambiguity
Dissent
Rationality
Embracing Diversity
Curiosity
Sympathy/Empathy
Experimentation
Wholeheartedness
Self-discipline
Individual responsibility
Patience
Persistence
Compromise
Love of perfection
Loyalty
Pursuit
Frankness
Fortitude
Responsibility
Commitment to justice
Compassion
Generosity
Work for Common Good
Honesty
Respect for the rights of others
Respect for the property of others
Benevolence
Dignity of others
Opportunity
Belief in democratic principles
Adherence to the rule of law
Support of fundamental human rights
Updated 7/14, T. T. Stewart