PROFESSIONAL DISPOSITIONS
Initial-Level Programs
Evaluations of Professional Behaviors (Dispositions) Rubric
Evaluations of Professional Behaviors (Dispositions) Rubric
5 (5 pts)
4 (4 pts) 3 (3 pts)
2 (2 pts)
Demonstrates
Demonstrates
IA. PROFESSIONAL
adherence to
limited concern for
ETHICS: demonstrates
professional ethics
adherence to standards of standards of
professional ethics
ethical conduct including
academic honesty,
confidentiality, etc.
Works well in a
2A. COLLABORATION: Actively
contributes to
group
works effectively with
professional colleagues and positive group
functioning.
other adults.
Demonstrates
Occasionally
3A. COMMITMENT TO
respect towards
demonstrates
DIVERSITY: values
diverse students
respect towards
multiple aspects of
diverse students
diversity; respects children
and adults of various
cultural backgrounds,
ethnicities, religions, sexual
orientations, social classes,
abilities, political beliefs,
etc.
Listens and
Occasionally listens
3B. DIVERSITY
responds
to diverse cultural
(LISTENING)
thoughtfully to
perspectives and
diverse cultural
experiences
perspectives
Articulates a clear
Articulates a
4A. COMMITMENT TO
and coherent
rudimentary
TEACHING
belief/value
belief/value system
system about the
about the positive
positive impact
impact teaching
teaching should
should have on
have on children
children and
1
1 (1 pt)
Engages in unethical
behavior (academic
dishonesty,
unprofessional
discussion of
students, etc.)
Does not work
effectively with
others
Demonstrates
disrespect towards
diverse students
Resists
consideration of
diverse cultural
perspectives.
Cannot articulate a
belief/value system
that includes the
positive impact
teaching should
have on children
and communities.
Evaluations of Professional Behaviors (Dispositions) Rubric
5 (5 pts)
4 (4 pts) 3 (3 pts)
2 (2 pts)
and communities.
communities.
Expresses strong
Expresses some
interest in teaching
interest in teaching
as a profession.
as a profession.
Handles frustration
Frustration
5A. EMOTIONAL
appropriately
interferes with
MATURITY: handles
classroom
frustration appropriately;
performance
poised and professional in
demeanor
Demonstrates
Operates
6A. INITIATIVE:
independently with
independence, going beyond independence and
direction
what is given, seeking after initiative
knowledge and professional
development, actively
seeking solutions to
problems
Finds resources
Uses only resources
6B. INITIATIVE
beyond those
provided in class
(RESOURCES)
provided in class
Attendance:
Attendance:
7A. RESPONSIBILITY
Irregular attendance
(RELIABLE): attendance, Attended regularly
with notification
promptness, notification of
emergencies, hands in
materials on time, reliability
when making commitments
Generally on time
Occasional lateness
7B. RESPONSIBILITY
(PROMPT)
Turns in
Handles late
7C. RESPONSIBILITY
assignments
on
assignments
(TIMELY)
time
responsibly
Receptive to
Occasionally
8A. RESPONSIVE TO
constructive
accepts ideas and
PROFESSIONAL
feedback
suggestions
FEEDBACK
(RECEPTIVE)
Listens and
Demonstrates
8B. RESPONSIVE TO
responds
minimal
PROFESSIONAL
thoughtfully
responsiveness
FEEDBACK
(RESPONSIVE)
Engaged but
9A. SELF-REFLECTION Curious and
reflective
about
reflection limited to
(REFLECTIVE) - reflects
specific course
on and evaluates one's own teaching
content
teaching experience and
work, is willing and able to
recognize difficulties or
2
1 (1 pt)
Does not express an
interest in teaching
as a profession.
Vents frustration
inappropriately
Needs step-by-step
instructions
Neglects available
resources provided
Attendance:
Attendance without
notification
Frequent lateness a
problem
Turns in late
assignments without
excuse
Rejects/ignores
ideas and
suggestions
Excessive or
inappropriate
responses to other
students
Unengaged and/or
minimal reflection
Evaluations of Professional Behaviors (Dispositions) Rubric
5 (5 pts)
4 (4 pts) 3 (3 pts)
2 (2 pts)
deficiencies in one's
teaching
Occasionally
9B. SELF-REFLECTION Examines
critically his or her
examines his or her
(PERSPECTIVES)
perspective and
own perspectives
experiences
and experiences
Planning is childPlanning is based
10A. STUDENT FOCUS:
focused,
on pedagogical
focuses professional
considerate of
principles
decision-making around
context
student needs rather than
personal preference,
respects students as valued
human beings
Expresses ideas
Occasionally
11A. CONVERSATION
clearly,
expresses ideas
articulately, and
clearly, articulately,
and appropriately in
appropriately in
conversation or
conversation or
discussion
discussion
Expresses ideas
Occasionally lacks
11B. WRITING
clearly and
coherence and
coherently in
clarity in writing
writing
Expresses ideas
Sometimes
11C. ORAL
confidently and
expresses ideas
COMMUNICATION
clearly during oral
clearly and
presentation
confidently during
oral presentation
Above Average
Below
III. Professional evaluation Excellent
Average
Average
of candidate as a
prospective teacher
3
1 (1 pt)
Unwilling to
examine his or her
own perspectives
and experiences
Planning is based on
course requirements
Struggles to express
ideas in
conversation or
discussions
Lacks coherence
and clarity in
writing
Struggles to express
ideas during oral
presentations
Poor