Level 1 Disposition Initial Licensure Programs
The key assessment, Level 1 Disposition, assesses the following InTASC standards:
- InTASC #1: Learner Development
- InTASC #2: Learning Differences
- InTASC #3: Learning Environments
- InTASC #9: Professional Learning and Ethical Practice
Information about this Assessment
This instrument is designed to assess teacher candidates’ dispositions (professional attitudes, values, and beliefs demonstrated through verbal and nonverbal behaviors).
For those in the Undergraduate Teacher Education Program: At Level 1, candidates are those in T&L 250 Introduction to Education – these students have not been admitted to our teacher education programs yet but will be using this evaluation to apply to the program. The cooperating teacher fills out this evaluation; it should reflect an accurate evaluation of the candidate’s actual achievement in your classroom as an Intro student.
- A note to Cooperating Teachers: a rubric level of ‘Not Observed’ is available on this rubric. The Field Experience component of T&L 250 has been intentionally designed to align with the rubric standards. Therefore, the ‘Not Observed’ rating should be used sparingly.
For those in the M.Ed. in Special Education program: The Level 1 Disposition is completed at the time of admission by faculty upon review of the application materials. Newly admitted candidates’ transcripts, references, and personal statements are evaluated to recommend full admission or provisional admission to the program, with this assessment reflecting those recommendations.
Rubric
InTASC Standard 1: Learner Development
The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
| Standard 1 | Exceeds Standard | Target/Meets Standard | Progressing Towards Standard | Does Not Meet Standard | Not Observed |
|---|---|---|---|---|---|
|
The candidate respects learners’ differing strengths and needs and is committed to using this information to further each learner’s development. (InTASC 1h) |
Applies asset-based knowledge of each learner; designs flexible supports; continuously adjusts to maximize development. |
Understands strengths/needs; adapts instruction accordingly; learner information guides growth. |
Identifies some strengths/needs; partial adjustment of instruction; use of information is inconsistent. |
Limited recognition of learner differences; instruction uniform; little use of learner information. |
Insufficient evidence observed to assess this element during the evaluation period. |
|
The candidate takes responsibility for promoting learners’ growth and development. (InTASC 1j) |
Demonstrates ownership of all learners’ growth; consistently uses evidence to refine practice; proactively addresses barriers to development. |
Accepts responsibility for learner growth; uses evidence to guide instruction; adjusts to support development. |
Acknowledges responsibility; makes some instructional adjustments; follow-through is uneven. |
Shows limited responsibility for learner growth; relies on fixed plans; minimal adjustment based on outcomes. |
Insufficient evidence observed to assess this element during the evaluation period. |
InTASC Standard 2: Learner Differences
The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
| Standard 2 | Exceeds Standard | Target/Meets Standard | Progressing Towards Standard | Does Not Meet Standard | Not Observed |
|---|---|---|---|---|---|
|
The candidate believes that all learners can achieve at high levels and persists in helping each learner reach their full potential. (InTASC 2l) |
Consistently holds high expectations for all; persists despite barriers; strategically supports each learner to reach full potential. |
Demonstrates belief all learners can succeed; persists through challenges; provides targeted support for growth. |
States belief in learner potential; persistence varies; support is uneven across learners. |
Expresses limited belief in universal high achievement; gives up quickly; support is minimal. |
Insufficient evidence observed to assess this element during the evaluation period. |
|
The candidate respects learners as individuals with differing personal and family backgrounds and various skills, abilities, perspectives, talents, and interests. (InTASC 2m) |
Consistently affirms each learner’s identity; intentionally incorporates backgrounds and perspectives to enrich learning. |
Demonstrates respect for diverse backgrounds, skills, and perspectives; integrates them into interactions and learning. |
Acknowledges learner differences; respect is evident but uneven across contexts. |
Shows limited respect for learner differences; perspectives and backgrounds are seldom acknowledged. |
Insufficient evidence observed to assess this element during the evaluation period. |
|
The candidate makes learners feel valued and helps them learn to value each other. (InTASC 2n) |
Fosters an inclusive climate where all feel valued; intentionally develops mutual respect; learners actively support one another. |
Creates a respectful environment; learners feel valued; teaches and reinforces positive peer interactions. |
Shows care for learners; promotes respect in general terms; peer interactions are uneven. |
Limited effort to affirm learners; little attention to peer respect; classroom climate may exclude some learners. |
Insufficient evidence observed to assess this element during the evaluation period. |
InTASC Standard 3: Learning Environments
The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.
| Standard 3 | Exceeds Standard | Target/Meets Standard | Progressing Towards Standard | Does Not Meet Standard | Not Observed |
|---|---|---|---|---|---|
|
The candidate communicates verbally and nonverbally in ways that demonstrate respect for and responsiveness to the cultural backgrounds and differing perspectives learners bring to the learning environment. (InTASC 3f) |
Consistently adapts communication to learners’ cultures and perspectives; fosters inclusive, responsive interaction for all learners. |
Communicates respectfully and responsively; verbal and nonverbal behaviors reflect awareness of cultural differences. |
Demonstrates basic respect; attempts culturally responsive communication; effectiveness is uneven. |
Communication shows limited cultural awareness; may overlook or misinterpret learner perspectives. |
Insufficient evidence observed to assess this element during the evaluation period. |
|
The candidate is a thoughtful and responsive listener and observer. (InTASC 3r) |
Consistently listens and observes with intent; interprets subtle cues; responds in ways that enhance learning and relationships. |
Listens attentively and observes learners; uses cues to respond appropriately and support engagement. |
Demonstrates basic listening and observation; notices some learner cues; responses are inconsistent. |
Listening and observation are limited; may miss learner cues; responses are minimal or delayed. |
Insufficient evidence observed to assess this element during the evaluation period. |
InTASC Standard 9: Professional Learning and Ethical Practice
The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of their choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
| Standard 9 | Exceeds Standard | Target/Meets Standard | Progressing Towards Standard | Does Not Meet Standard | Not Observed |
|---|---|---|---|---|---|
|
The candidate upholds ethical and professional standards with integrity, confidentiality, and diplomacy, demonstrating reliability, timeliness, appropriate appearance, respectful communication, initiative, and professional composure. (InTASC 9o) |
Models professionalism; consistently reliable; demonstrates initiative, diplomacy, and composure; upholds and promotes ethical practice across contexts. |
Demonstrates professional behavior; reliable and timely; maintains appropriate appearance; uses respectful communication; upholds confidentiality and integrity. |
Shows basic professionalism; generally reliable; applies ethical practices inconsistently; professionalism varies by context. |
Demonstrates inconsistent professionalism; reliability concerns; limited attention to ethics, confidentiality, or respectful conduct. |
Insufficient evidence observed to assess this element during the evaluation period. |
|
The candidate sees self as a learner and seeks opportunities to draw upon professional sources for reflection and improvement (InTASC 9n) |
Demonstrates continuous learning; strategically uses professional sources to guide deep reflection and refine practice. |
Views self as a learner; regularly seeks professional sources; uses them to reflect and improve practice. |
Acknowledges need for growth; engages with professional sources occasionally; reflection is general. |
Views practice as fixed; rarely seeks professional sources; reflection is minimal. |
Insufficient evidence observed to assess this element during the evaluation period. |
Overall Rating of Performance
Meets Program Standards
If the candidate receives a score of “Progressing,” “Meets” or “Exceeds” in all elements (except those checked “Not Observed”)
Does Not Meet Program Standards
If the candidate receives a “Does Not Meet” for any element (Candidate please refer to the Teacher Education Handbook/Special Education Program Handbook for disposition assessment policy)
Overall Rating of Performance
- Meets Program Standards
- Does Not Meet Program Standards