College of Education & Human Development

Disposition 1 Evaluation Advanced Standards Programs

The key assessment, Disposition Evaluations, assesses the following components of CAEP Advanced Standard RA1.1:

Applications of Data Literacy [RA1.1.a]
Employment of data analysis and evidence to develop supportive, diverse, equitable, and inclusive school environments [RA1.1.c]
Leading and/or participating in collaborative activities with others such as peers, colleagues, teachers, administrators, community organizations, and parents [RA1.1d]
Application of professional dispositions, laws and policies, codes of ethics and professional standards appropriate to the specialization [RA1.1f]

Information about the Assessment

Candidates are assessed by the instructor using the rubric provided below. The rubric components are rated as Unsatisfactory, Progressing Toward Standard, Target/Meets Standard, and Exceed Standard, with descriptions outlining expected behaviors at each level.

Not Observed may be used only if the behavior was not observed during the evaluation period. This should be used sparingly. The rating of Not Observed does not impact a student’s overall score or rating on the Key Assessment.

Point of Administration in the Program

This assessment is administered twice: once in the early-to-midpoint of the program and again at the end. Each program identifies specific coursework for both administration points.

If concerns arise at other times during the program, faculty may complete this Disposition evaluation rubric to guide discussions focused on improvement planning with a student candidate.

Candidate Expectations

Candidates are expected to score Meets Standards at the end of the program. Those who exceed standards are seen as role models and demonstrate leadership in the rubric category. Additional supports may be provided to students scoring below “Target/Meets Standards.”

Disposition Evaluation Rubric – Advanced Programs

RA1.1.a- Applications of Data Literacy

Criterion	Exceeds Standard (4)	Target/Meets Standard (3)	Progressing Towards Standard (2)	Does Not Meet Standard (1)	Not Observed
Conducts research, evidence/data gathering, and assessments in an ethical and responsible manner. (RA.1.1.a)	Exemplarily uses data to support ethical and responsible decision-making.	Consistently uses data to support ethical and responsible decision-making.	Inconsistently uses data to support ethical and responsible decision-making.	Rarely uses data to support ethical and responsible decision-making.	This behavior was not observed during the evaluation period.

RA1.1.c- Employment of data analysis and evidence to develop supportive, diverse, equitable, and inclusive school environments.

Criterion	Exceeds Standard (4)	Target/Meets Standard (3)	Progressing Towards Standard (2)	Unsatisfactory (1)	Not Observed
Promotes equitable educational opportunities relevant to PK-12 learners. (RA1.1.c)	Exemplarily fosters and creates equitable learning and development opportunities for all.	Consistently fosters and creates equitable learning and development opportunities for all.	Inconsistently fosters and creates equitable learning and development opportunities for all.	Rarely fosters and creates equitable learning and development opportunities for all.	This behavior was not observed during the evaluation period.
Understands and respects the rights and dignity of all students. (RA1.1.c)	Exemplarily demonstrates respect for the rights and dignity of all students.	Consistently demonstrates respect for the rights and dignity of all students.	Inconsistently demonstrates respect for the rights and dignity of all students.	Rarely demonstrates respect for the rights and dignities of all students.	This behavior was not observed during the evaluation period.
Seeks to understand students' diverse intellectual, social, physical, and emotional well-being. (RA1.1.c)	Exemplarily demonstrates understanding of students' diverse needs.	Consistently demonstrates understanding of students' diverse needs.	Inconsistently demonstrates understanding of students' diverse needs.	Rarely demonstrates understanding of students' diverse needs.	This behavior was not observed during the evaluation period.

RA1.1.d – Leading and/or participating in collaborative activities with others such as peers, colleagues, teachers, administrators, community organizations, and parents.

Criterion	Exceeds Standard (4)	Target/Meets Standard (3)	Progressing Towards Standard (2)	Unsatisfactory (1)	Not Observed
Promotes and interacts appropriately with colleagues. (RA1.1.d)	Exemplarily demonstrates appropriate interactions with colleagues.	Consistently demonstrates appropriate interactions with colleagues.	Inconsistently demonstrates appropriate interactions with colleagues.	Rarely demonstrates appropriate interactions with colleagues.	This behavior was not observed during the evaluation period.
Builds and sustains appropriate relationships with the community and stakeholders. (RA1.1.d)	Exemplarily demonstrates engagement with community and stakeholders.	Consistently demonstrates engagement with community and stakeholders.	Inconsistently demonstrates engagement with community and stakeholders.	Rarely demonstrates engagement with community and stakeholders.	This behavior was not observed during the evaluation period.
Collaborates with community agencies to support the needs of students. (RA1.1.d)	Exemplarily collaborative relationships with external agencies to support student needs.	Consistently models collaborative relationships with external agencies to support student needs.	Inconsistently demonstrates collaborative relationships with external agencies to support student needs	Rarely demonstrates collaborative relationships with external agencies to support student needs.	This behavior was not observed during the evaluation period.

RA1.1.f – Application of professional dispositions, laws and policies, codes of ethics and professional standards appropriate for their field of specialization.

Criterion	Exceeds Standard (4)	Target/Meets Standard (3)	Progressing Towards Standard (2)	Unsatisfactory (1)	Not Observed
Interacts with students with transparency and in appropriate educational environments. (RA1.1.f)	Exemplarily interacts with students with transparency and in appropriate educational environments.	Consistently interacts with students with transparency and in appropriate educational environments.	Inconsistently demonstrates transparency with students in appropriate educational environments.	Rarely demonstrates transparency and appropriateness in educational environments.	This behavior was not observed during the evaluation period.
Understands procedures, policies, laws, and regulations relevant to professional practice. (RA1.1.f)	Exemplarily demonstrates adherence to policies, laws, and regulations relevant to the profession.	Consistently demonstrates adherence to policies, laws, and regulations relevant to the profession.	Inconsistently demonstrates adherence to policies, laws, and regulations relevant to the profession.	Rarely demonstrates adherence to policies, laws, and regulations relevant to the profession.	This behavior was not observed during the evaluation period.
Demonstrates responsibility as an ethical professional. (RA1.1.f)	Exemplarily demonstrates ethical behaviors adhering to the profession’s code of ethics.	Consistently demonstrates ethical behaviors adhering to the profession’s code of ethics.	Inconsistently demonstrates ethical behaviors adhering to the profession’s code of ethics.	Rarely demonstrates ethical behaviors adhering to the profession’s code of ethics.	This behavior was not observed during the evaluation period.
Promotes and advances the standards of the profession. (RA1.1.f)	Exemplarily promotes and advances the standards of the profession.	Consistently promotes and advances the standards of the profession.	Inconsistently promotes and advances the standards of the profession.	Rarely promotes and advances the standards of the profession.	This behavior was not observed during the evaluation period.
Demonstrates civil discourse regarding issues relevant to the profession. (RA1.1.f)	Exemplarily demonstrates civil discourse relevant to the profession.	Consistently demonstrates civil discourse relevant to the profession.	Inconsistently demonstrates civil discourse relevant to the profession.	Rarely demonstrates civil discourse relevant to the profession; demonstrates incivility to others.	This behavior was not observed during the evaluation period.
Maintains relationships, education, and training relevant to the profession. (RA1.1.f)	Exemplarily maintains relationships, education, and training relevant to the profession.	Consistently maintains relationships, education, and training relevant to the profession.	Inconsistently meets established deadlines, seeks out professional development, and has professional and personal boundaries that support interpersonal relationships.	Rarely demonstrates an interest in setting personal and professional boundaries, as evident of limited professional development, and resulting in inappropriate or unprofessional behaviors.	This behavior was not observed during the evaluation period.
Actions/Behaviors support professional conduct (i.e., communication skills, appearance, diversity, perspectives of others, and relationships, etc.). (RA1.1.f)	Exemplarily demonstrates professional conduct.	Consistently demonstrates professional conduct.	Inconsistently demonstrates professional conduct.	Rarely demonstrates professional conduct.	This behavior was not observed during the evaluation period.
Exercises ‘standard of care’ for organization and community reputation, facilities, and personnel. (RA1.1.f)	Exemplarily demonstrates care for organization and community reputation, facilities, and personnel.	Consistently demonstrates care for organization and community reputation, facilities, and personnel.	Inconsistently demonstrates care for organization and community reputation, facilities, and personnel.	Rarely demonstrates care for organization and community reputation, facilities, and personnel.	This behavior was not observed during the evaluation period.