Assessment #8
Dispositions Assessment Rubric
1. Description of the Assessment
Recent increased awareness and emphasis on teacher dispositions by NCATE has prompted
Kutztown University to consider dispositions as a very important component in the teacher
preparation programs. The College of Education’s conceptual framework (attached and
discussed in Section I of this report) documents this commitment to developing dispositions in
our teacher candidates that will allow them to enhance the positive growth and development of
all unique young adolescents. Exemplary dispositions and the importance of demonstrating them
in practice are embedded throughout all courses in the major. Two tools (one checklist and one
scoring guide), both developed by KU faculty and based on the study of existing research, are
utilized to focus students on the value of appropriate dispositions, and help them develop
personal meaning as to what constitutes ‘the disposition to teach’. Both tools are employed at
multiple benchmarks across the program (schedule below), but the scoring guide is used as the
summative assessment near the end of the program of study. The checklist is intended to be a
self-checking learning tool for students to self-assess. It is included in this document as a more
detailed description of the basis for the criteria on the assessment scoring guide. The scoring
guide was designed to be facilitated by faculty for each individual candidate. The rating scale
employed in this tool aligns with our common lesson planning scoring guide (assessment #3), the
PDE 430 (assessment #4), and the accommodations menu (assessment #7).The assessment used
for the purposes of this report will be at the Professional Semester benchmark. The scoring guide
will be completed for each candidate by each professor independently (a total of 3-4 professors).
An average will be used as the final assessment rating. Triangulation among the professors adds
to the credibility of the resulting data. The following is a tentative timetable for implementing
these tools:
course or semester
EDU 101
ELU 212
Professional Semester
Clinical Experience
level
tool and implementation
freshman seminar
-checklist
sophomore diversity course -checklist and rubric
junior/senior level
-rubric
-all ProSem profs for triangulation
and credibility
-identify individuals with issues
-create a plan of action
senior level
-rubric
-only for previously identified
students
-KU supervisor and classroom
cooperating teacher
AMLE standards addressed by this process, and ultimately, this tool, are as follows:
-AMLE standards 1, 5, 6, and 7
As described above, this scoring guide will be administered as a summative assessment near the
end of the program of study (usually during the senior year) in order to effectively measure
candidate dispositions with the benefit of focused learning about them and applying their
knowledge throughout their coursework and field experiences (short of clinical experience).
Since our program has not yet reached that point, no data is available yet. Initial data from this
assessment is expected in Fall 2012.
When the program progresses to the point of reporting data from the scoring guide, it will afford
us rich feedback in specific dispositional areas. This information will allow us to more clearly
understand the dispositional mindsets with which students arrive to the program, assess how
effectively the program has addressed and guided those dispositions, and determine what
adjustments need to be made toward even better results in the future.
2. Assessment Documentation
The following rubric was specifically developed to assess ‘the dispositions to teach’ in teacher
candidates:
Assessment of Professional Dispositions
KutztownUniversity
Department of Elementary Education
Middle Level Licensure Program
name_______________________________ course___________________________
date___________
exemplary
Openness to and value of human diversity
-demonstrates understanding of cultural values
-adjusts practice to ensure fairness and success for all
young adolescent students
-treats all people with respect
Level of professionalism
-presents appropriate appearance for varying contexts
-shows respect for deadlines and appointments
-works with care, effort, and quality
Respect for fellow professional personnel
-communicates with respect
-responds positively to constructive feedback
-works productively with peers
superior
satisfactory
unsatisfactory
Respect for parents and students
-speaks with respect to and about parents and students
-listens openly before forming opinions
-respects individual, family, and community differences
of all middle level students and their families
Willingness to accommodate differences
-demonstrates understanding of individual differences
-differentiates instruction toward success for all middle
level students
-understands responsibility of teachers to meet needs of
all young adolescent students
Values lifelong learning and advocacy
(All students can learn)
-demonstrates a desire to expand educational knowledge
of how to support the success of young adolescents
-participates in professional organizations that focus on
or include middle level education
-advocates on behalf of middle level students and
families
*Extra white space is intended for descriptive comments, observations, and examples.
All teacher candidates are expected to earn a minimum rating of satisfactory or better in every
individual component of the rubric.
The following checklist is a tool used with teacher candidates to learn about appropriate
dispositions, and self-assess their own progress at various points delineated in the
implementation plan above. The items on the checklist contribute to the broader categories
reflected on the rubric.
Dispositions Self-report Inventory
strongly
agree
It is appropriate to adopt and use parts of
students’ language/dialect in order to connect
with them.
Concerns about students and/or parents should
only be directed to the appropriate professional
in a confidential environment.
Parents, students, and teachers need to abide by
the standard school calendar no matter what
their conflict may be.
agree
don’t
know
disagree
strongly
disagree
It is not important to model responsibility and
organization personally as long as you teach it to
students.
It is part of a teacher’s job to try to understand
how students’ home cultures function.
Accommodations should be made for families
who celebrate non-Christian religious holidays.
It is appropriate to share information about
students and parents in a forum with other
teachers to get their opinions.
I will learn everything I will need to know in order
to be an effective, responsive teacher in my
undergraduate teacher education program.
All students should be treated the same.
It is the classroom teacher’s responsibility to
provide appropriate instruction for all students in
the classroom regardless of whether or not
support personnel are available.
Some students are not capable of learning new
information or skills.
The progress/success of students with special
needs is primarily the responsibility of the special
teacher assigned to deal with that need (for
example-ELL, LD, ADHD).
It is part of a teacher’s job to adapt classroom
instruction and activities to meet the needs of the
home/community environments of the parents
and students they serve.
Students should only be allowed to speak
standard English in American schools.
All children can learn.
All parents of students should be treated with
respect.
It is necessary to demonstrate responsibility and
organization before you expect it from students.
Some students’ language is incorrect and needs to
be replaced with standard American English.
Some parents need to have it explained to them
that their language is incorrect.
Students should be treated differently based on
their individual differences and needs.
It is the responsibility of parents and students to
change their home/community cultures to the
standard of public school so everyone is the same.
Native cultures and languages (such as Puerto
Rican, Russian, or Dominican) should be respected
and celebrated along with standard English in
American schools.
It is part of a teacher’s job to give advice to
parents on how to raise their children.
As long as teachers behave in an ethical and
professional manner during in school hours and
events, their personal time is their own.
It is important for teachers continue to learn new
strategies and content knowledge throughout
their career in order to maintain effectiveness.
Teachers should conduct themselves in a mature
and professional in and out of the school
environment.