EVALUATING TC DISPOSITIONS in the Middle Level Education Program
Teacher Candidate: _______________________________
Dispositions
1
Unacceptable
2
Approaching
3
Meets
Comments
(mandatory if rated 1)
1.Social Justice &
Equity
2.Collaboration
3.Critical Thinking
4.Professional Ethics
5.Reflective
Teaching &
Learning
6.Life-Long
Learning
Overall Rating
/18
DATA POINT # 1: Orientation
Teacher Candidates reflect upon dispositions and identify one with which they are most closely
aligned and one dispositional area on which to focus throughout the program.
DATA POINT # 2: Clinical Practice I (exit conference)
University Supervisor, On-Site Liaison, Cooperating Teacher, & TC assess 6 dispositions
according to the rubric, fill out the assessment form, and post scores in the appropriate
Taskstream folio. If TC is rated “unacceptable in any disposition, then the SoC process is
activated.
DATA POINT # 3: Clinical Practice II (exit conference)
University Supervisor, On-Site Liaison, Cooperating Teacher, & TC assess 6 dispositions
according to the rubric fill out the assessment form, and post scores in the appropriate
Taskstream folio.
DATA POINT # 4: End of program Wrap Up Seminar
Teacher Candidates write a Final Self-Assessment of Dispositions based upon their coursework,
Clinical Practice experiences, and CP exit conferences. The middle level teaching team analyzes
the writing samples produced in data points 1 and 4 to identify common themes. These themes
are used in planning for subsequent academic years.
NOTE: The Statement of Concern process will be activated for candidates who receive an unacceptable
rating (1) for one or more dispositions. As part of SoC action plan, the TC will be rated on dispositions
more frequently by Cohort Instructors and/or University Supervisors.
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Professional Dispositions Rubric
The School of Education of California State University San Marcos fosters the development of the following
professional dispositions among our Teacher Candidates. Teaching and working with learners of all ages requires
not only specific content knowledge and pedagogical skills, but also positive attitudes about multiple dimensions of
the profession. In 2007, the School of Education (SOE) adopted six dispositions: social justice and equity,
collaboration, critical thinking, professional ethics, reflective teaching and learning, and life-long learning.
Disposition
1. Social Justice
and Equity
Candidates
appreciate the
languages,
communities, and
experiences learners
bring to the
classroom.
Candidates advocate
for and support
marginalized
communities and
individuals.
2.Collaboration
Candidates practice
the skills of
collaboration in their
professional
interactions with
instructors, advisors,
students, colleagues,
parents/guardians/ca
regivers and those in
the wider
community.
3.Critical Thinking
Candidates analyze
various professional
contexts, resulting in
more informed
decision-making
about professional
practice.
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Unacceptable
1
Behaves in a manner that is
discriminatory, intolerant,
or close- minded. Resists
working with some groups
or individuals, makes
derogatory remarks, or
rejects views based on
factors such as gender,
exceptionalities, race,
culture, religion, or
socioeconomic background.
needed. Repeatedly
excludes some students
from learning experiences.
Gives preferential treatment
to some students.
Interacts with others
(students, parents,
colleagues) in ways that
does not communicate
respect. Uses destructive
criticism, derogatory
remarks, threats, physical
coercion, or inappropriate
language or behavior. Does
not reasonably allow others
to express ideas.
Discourages or undermines
the work of others.
Does not gather, analyze or
use data to make informed
decisions. Behaves in ways
that reflect a belief that
others should provide what
is needed. Does not ask
appropriate questions or
take initiative to work
toward achieving goals or
Approaching
Meets
2
3
Sometimes models respect
Consistently models respect
and concern for equitable
for all learners. Behaves in
effort for all learners and
ways that reflect concern and
responds to feedback on
equitable effort on behalf of
how to improve. Sometimes all. Written work and other
demonstrates understanding expressions reflect
of diversity (race, gender,
understanding of diversity
culture, exceptionalities) in (race, gender, culture,
written work and other
exceptionalities). Selects
expressions and revises
materials, designs activities,
according
Selects materials,
to feedback.
designs activities,
and interacts
or interacts
in ways
in ways
that that promotes st
Sometimes selects
demonstrate appreciation of
materials, designs activities diversity (e.g., includes models
and interacts with students
from diverse backgrounds in
in ways that demonstrate
learning experiences and
appreciation of diversity
provides opportunities for
and demonstrates
students to hear, consider,
improvements based on
discuss different viewpoints).
constructive feedback.
Consistently advocates for
inclusion and consideration of
diverse perspectives.
Sometimes interacts with
Consistently interacts with
others (students, parents,
others (students, parents,
colleagues) in ways that
colleagues) in ways that
communicate respect such
communicate respect such as
as being courteous,
being courteous,
demonstrating impartiality
demonstrating impartiality,
and responds positively to
and providing opportunities
feedback for improving.
for others to express or
Sometimes encourages and demonstrate their needs and
supports participation and
viewpoints. Values and builds
success for all and is
relationships. Encourages and
responsive to constructive
supports participation and
feedback.
success for all.
Sometimes analyzes
Analyzes professional
professional contexts by
contexts, by a) seeking
appropriately seeking
information from a variety of
information to make
sources to analyze student
decisions about practice
needs and b) planning and
and responds to
implementing appropriate
constructive feedback.
decisions about professional
Sometimes seeks a variety
practice. Seeks a variety of
of perspectives, asks
perspectives in exploring
solving dilemmas.
4. Professional
Ethics
Candidates make
and act on wellreasoned, principled
judgments.
5.Reflective
Teaching and
Learning
Candidates critically
review their
professional practice
and the impact it has
on student success.
6.Life-Long
Learning
Candidates
recognize the need
for and are
committed to
actively seeking new
knowledge, skills
and experiences.
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questions and takes action
to explore issues, achieve
goals and/or solve
dilemmas and responds to
feedback for improving.
Fails to consistently honor
Sometimes honors the
the needs and best interests needs and best interests of
of students, the work
students, the work setting
setting (school, district,
and the profession and
university) or profession.
responds positively to
Demonstrates a pattern of
feedback on how to
unprofessional behavior
improve. Sometimes makes
such as absence, tardiness,
well - reasoned, principled
failure to complete tasks,
judgments regarding
inappropriate dress or
professional behaviors and
personal behavior, violation appropriate separation of
of confidentiality, academic personal and professional
dishonesty (e.g., plagiarism, domains while actively
cheating), or imposition of
responding to feedback on
personal religious or
how to improve.
political views upon others.
Does not critically evaluate Sometimes demonstrates
own professional practice
understanding of the
or performance (e.g.,
relevant teaching/learning
interactions, written work,
standards while being
assessments) and the
responsive to feedback.
impact on student success.
Sometimes evaluates own
Fails to see the need for
professional performance
positive change. Does not
and the impact on student
provide substantive
success. Sometimes
suggestions for positive
generates ideas for potential
self-improvement. Rejects
improvements. Sometimes
suggestions from others
is open-minded and
directly or by failing to act. positive when receiving
Offers excuses and/or
feedback, and demonstrates
assigns blame for negative
acting on and responding to
results to students, parents, feedback with increasing
colleagues, or supervisors.
frequency.
Does not consistently
Sometimes demonstrates
demonstrate intellectual
intellectual engagement and
engagement with material
responds positively to
or others (e.g., peers,
feedback on improving.
instructors, students).
Sometimes seeks and takes
Verbal and written
advantage of learning
contributions do not
opportunities to stay
demonstrate familiarity
professionally current,
with required material.
acquire new knowledge and
Fails to ask questions or
is receptive to suggestions.
make thoughtful references May be familiar with
to concepts of study. Fails
relevant professional
to meet professional
organizations and current
issues. Asks questions and
takes action to achieve goals
or solve dilemmas. Anticipates
needs and assists others in
obtaining resources.
Consistently honors the needs
and best interests of students,
the work setting (school,
district, university), and the
profession. Makes wellreasoned, principled
judgments regarding
professional behaviors such as
promptness, task completion,
maintaining confidentiality,
academic honesty, and
appropriate separation of
personal and professional
domains.
Consistently demonstrates
understanding of the relevant
teaching/learning standards.
Consistently evaluates own
professional practice and
performance (e.g., interactions,
written work, formal and
informal assessments) and the
impact on student success.
Generates ideas for potential
improvements or revisions and
applies them to future
professional practice and
performance. Is open-minded
and positive when receiving
feedback from others, and acts
upon suggestions.
Demonstrates intellectual
engagement with material and
others (e.g., peers, instructors,
students). Seeks and takes
advantage of learning
opportunities to stay
professionally current, acquire
new knowledge, skills, and
experiences. Is familiar with
relevant professional
organizations, current
research, and interdisciplinary
practices. Makes connections
standards in written work
and participation. Argues
point of view in terms of
personal experience or
hearsay rather than
understanding of theory,
research, or data-based
evidence.
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research. Sometimes seeks
and uses contemporary
theory, research, and databased evidence to inform
instruction and is receptive
to feedback and
recommendations.
between concepts,
experiences, and content.
Consistently seeks and uses
contemporary theory, research,
and data-based evidence to
inform instruction.
Multiple Subjects TC Self-Assessment of Dispositions
“Helpful Question Prompts for Self-Assessing Dispositions”
Helpful Question Prompts
for Self-Assessing Dispositions
1.Social Justice and Equity
 Do I interact with others and use activities that
reflect my understanding of and an appreciation
for diversity?
 Do I consistently advocate for inclusion and
consideration of diverse perspectives?
2.Collaboration
 Do my interactions with others reflect my respect,
courtesy and impartiality?
 Do I communicate effectively and build effective
working relationships?
 Do I encourage and support participation and
success for all?
3.Critical Thinking
 Is my decision-making well informed? based on
seeking information from a variety of sources?
 Do I ask questions and take action to achieve
goals and/or solve problems?
4.Professional Ethics
 Do my behaviors and decisions consistently
honor the needs and best interests of others?
 Am I professional in appearance and manner?
 Am I punctual and dependable?
 Do I appropriately separate personal and
professional domains?
5.Reflective Teaching and Learning
 Do I consistently reflect on and evaluate my own
instructional practice and performance?
 Do I generate ideas for potential improvements
and apply them?
 Am I open minded, positive and willing to act
upon suggestions and feedback from my
mentors?
6.Life-Long Learning
 Do I make connections between what I am
learning in college coursework and my
experiences in the elementary school classroom?
 Do I demonstrate a willingness to engage
opportunities to develop myself as a professional
and acquire new knowledge and skills?
Rev 3.7.2013
What Evidence Can I Point To?