PROFESSIONAL BEHAVIOR RUBRIC
NAME:
DATE:
Please circle the descriptors that apply to you. Note: You may circle descriptors from several different columns.
CRITERIA
INSUFFICIENT
IN PROGRESS
MEETS EXPECTATIONS
EXCEEDS
EXPECTATIONS
 One or more of the
attributes are not
acceptable to
classroom or clinical
environment, and/or
are not in compliance
with Belmont
University or School
of Occupational
Therapy policies.
 Student beginning to
exhibit improvement
in identified areas
related to
professional
presentation criteria.
 Student
demonstrates
acceptable attributes
in classroom or
clinical environment,
and/or are in
compliance is
Belmont University or
School of
Occupational
Therapy policies
and/or clinical site
expectations.
Ethical Behavior
 Student does not
demonstrate an
awareness of the
Code of Ethics or
violates professional
Code of Ethics.
 Student
demonstrates
knowledge of code of
ethics and an
awareness of how
the code may affect
clinical situations.
 The student adheres
to ethical principles
in classroom and
clinical environments
and demonstrates an
applied
understanding of the
Code of Ethics.
Safety
 Places self or others
in potentially
 Student consistently
demonstrates
exceptional
attributes in
classroom and/or
clinical environment,
and/or are in
compliance with
Belmont University or
School of
Occupational
Therapy policies
and/or clinical site
expectations.
 Consistently
demonstrates ethical
behavior and
demonstrates a
depth of
understanding of
ethical behavior in a
broad variety of
situations.
 Anticipates risks and
responds accordingly.
Professional Growth
and Development
Professional
Presentation (hygiene,
demeanor, attire, body
adornment)
Reviewed 2015
 Identifies and
corrects potential
COMMENTS
dangerous situation.
 Eats or drinks in nondesignated areas.
 Does not adhere to
safety guidelines.
Professional
Identification
 Student
demonstrates
difficulty identifying
the core values and
beliefs of the
profession.
 Student
demonstrates
knowledge of and
articulates the core
behavioral values and
beliefs of the
profession.
Professional
Communication
(includes professional
language, social media,
written, verbal and
nonverbal
communication)
 Is unaware or unable
to represent self
and/or the discipline
of occupational
therapy in a positive
and/or appropriate
manner during
nonverbal or verbal
communication
including electronic
communication and
social media.
 Is beginning to
represent self and/or
the discipline of
occupational therapy
in a positive and/or
appropriate manner
during nonverbal or
verbal
communication
including electronic
communication and
social media.
 Student does not
demonstrate
sufficient
organizational skills
to support successive
participation and
learning in the
 Student’s
organizational skills
are developing but
need continued
improvement.
Learning Behaviors
Organizational Skills
(preparedness, etc.)
Reviewed 2015
safety risks.
 Reports safety
concerns.
 Stores belongings
and supplies
properly.
 Student articulates
and demonstrates
the core behaviors,
values and beliefs of
the profession and
acknowledges and
explains one’s beliefs,
values and biases in a
professional manner
(Fidler).
 Student consistently
represents self
and/or the discipline
of occupational
therapy in a positive
and/or appropriate
manner during
nonverbal or verbal
communication
including electronic
communication and
social media.
 Makes
recommendations for
enhanced safety.
 Student
demonstrates
sufficient
organizational skills
to support successive
participation and
learning in the
 Student consistently
demonstrates
exceptional
organizational skills
to support successive
participation and
learning in the
 Student consistently
demonstrates
exceptional use of
appropriate
professional
terminology and
language in most
classroom
discussions and
assignments.
Self-Initiation/
Proactivity
Attitude Toward
Learning(enthusiasm,
initiative, skills of
inquiry, contribution to
others, and openness to
others)
educational and
clinical environment.
 Waits to be informed
as to next steps or
how to proceed
rather than actively
seeking
resources/solutions.
 Student lacks a
positive and
enthusiastic attitude
toward learning
including personal
responsibility for
inquiry and
incorporating
previous learning in
both individual and
group situations.
Problem Identification
and Problem Solving
 Student lacks ability
to apply systematic
approach to problem
solving and decision
making, requiring
assistance to identify
and implement.
Group Work
 Student does not
Reviewed 2015
 Is beginning to take
action when
appropriate rather
than taking a passive
role.
 Student is developing
a positive and
enthusiastic attitude
toward learning that
includes personal
responsibility for
inquiry and
incorporating
previous learning but
needs continued
growth and cues
from instructors/
faculty/supervisors.
 Student is developing
knowledge in
problem
identification,
systematic problem
solving and decision
making but needs
guidance and/or
cueing from faculty/
instructor/supervisor
in order to be
effective in
addressing problem.
 Student has difficulty
educational and
clinical environment.
 Appropriately and
actively utilizes
available resources
(including self) to
take action/be
proactive.
 Student
demonstrates a
positive and
enthusiastic attitude
toward learning that
includes personal
responsibility for
inquiry and
incorporating
previous learning
with minimal cues
with faculty/
instructors/
supervisors.
 Student
demonstrates
effective ability to
apply systematic
approach to problem
solving and decision
making, requiring
minimal assistance to
verify and/or validate
with faculty/
instructor/supervisor.
 Student
educational and
clinical environment.

 Student consistently
demonstrates a
positive attitude
toward learning that
includes personal
responsibility for
inquiry and
incorporating
previous learning.
Student actively
seeks new learning or
service opportunities
and offers assistance
to peers.
 Student consistently
demonstrates
independent ability
to apply systematic
approach to problem
solving and decision
making, requiring no
assistance to identify
and implement.
 Student consistently
Interpersonal
Competence
Emotional Expression
Cultural Sensitivity &
Diversity
Reviewed 2015
demonstrate the
ability to work with
others in groups or
teams utilizing
effective
interpersonal and
behavioral strategies
to attain a common
purpose.
in several key
behaviors for
effective team/group
work requiring
guidance from
faculty/instructor/
supervisor to identify
and implement
effective
interpersonal and
behavioral strategies
to attain a common
purpose.
demonstrates the
ability to work with
others in groups or
teams utilizing
effective
interpersonal and
behavioral strategies
to attain a common
purpose with limited
guidance required.
 Insufficient control of
emotional expression
in the classroom or
clinic.
 Developing control of
emotional
expression.
 Does not
demonstrate an
awareness of the
value of diversity or
has difficulty getting
 Demonstrates an
increased awareness
of the value of
diversity and/or
demonstrates an
 Uses a variety of
emotional
expressions that are
appropriate and
conducive to
promoting
interpersonal
communication.
 Treats other people
including those of
different
backgrounds, beliefs,
gender, age, and/or
demonstrates active
and independent
ability to work with
others in groups or
teams utilizing
effective
interpersonal and
behavioral strategies
to attain a common
purpose.
 Establishes and
maintains
cooperative working
relationship with
others.
 Approaches tasks
with confidence and
a positive attitude
(smiles when
working, sees the
best in situations).
 Demonstrates
leadership in
assisting others in
diversity awareness.
 Models respect for
along with others
from different
backgrounds, beliefs,
gender, age, and/or
disability status.
improved ability to
get along with others
from different
backgrounds, beliefs,
gender, age, and/or
disability status.
 Skills of dialogue
need improvement in
the area of respect,
empathy, and/or
active listening.
Respect, Empathetic, &
Active Listening
 Skills of dialogue do
not covey respect,
empathy, and/or
active listening.
Timeliness &
Dependability
 Is late for
appointments and/or
class and does not
provide acceptable
notification.
 Is seldom late for
appointments and/or
class and provides
acceptable
notification.
Self-Awareness
 Unable to identify
personal strengths
and challenges.
 Unable to
demonstrate
weighing of selfassessment with view
of others.
Dealing with Feedback,
Conflict Resolution, &
Negotiation
 Has difficulty
engaging in the
process needed for
self-reflection, asking
for clarification, and
engaging in
negotiation and
 Needs assistance to
identify personal
strengths and
challenges.
 Is beginning to
actively demonstrate
that student is
weighing selfassessment with
assessment of others.
 Is beginning to use
skills of reflection,
asking for
clarification,
engaging in
negotiation and
conflict resolution for
Reviewed 2015
disability status with
respect.
diversity to others .
 Dialogue skills are
respectful, empathy
skills and/or active
listening is displayed
as well.
 Performs tasks in a
reliable, responsible,
and dependable
manner.
 Keeps scheduled
appointments and is
on time to class.
 Identifies personal
strengths and
challenges.
 Weighs selfassessment with
assessment of others.
 Uses skills of
reflection, asking for
clarification, and
engaging in
negotiation and
conflict resolution for
a productive working
 Consistently uses
assertive
communication to
deal with conflict in
the classroom.
 Seeks feedback from
others for personal
conflict resolution for
a productive working
relationship.
Reviewed 2015
a productive working
relationship.
relationship.
 Acknowledges error
and takes
responsibility for self
by altering behavior.
growth.
 Demonstrates
tolerance for errors.