Level 2 Disposition Evaluation
Instructions
This instrument is designed to assess teacher candidates’ dispositions (professional attitudes, values, and beliefs demonstrated through verbal and nonverbal behaviors).
Candidate Name:
Program Areas (Select One):
- Early Childhood
- Elementary Education
- Middle School
- Secondary
- MEd Special Education
Date:
Course Number and Title:
Reason for Review:
- General scheduled review
- Specific concerns
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.
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 (4) | Target/Meets Standard (3) | Progressing Toward Standard (2) | Does Not Meet Standard (1) | Not Observed |
|---|---|---|---|---|---|
|
Communication: Oral InTASC 3f |
Demonstrates active listening skills that build on the thoughts and ideas of others, eliciting perspectives of other stakeholders. |
Communication clearly communicates thoughts and ideas in an expressive manner; uses correct grammar and syntax; engages in thoughtful and responsive listening. |
Communication is usually coherent and expressive (thoughts are generally understood by others but may need rephrasing, some variety in intonation); uses mostly correct grammar; slang is limited; listens to others but may occasionally interrupt. |
Communication is not coherent or expressive (thoughts and ideas are not easily understood by others); uses monotone; uses inappropriate grammar or syntax; uses excessive slang; does not listen to others (talks over classmates; ignores comments of others). |
This behavior was not observed during the evaluation period. |
|
Communication: Written InTASC 3a |
Communication fosters collaboration with other stakeholders through clear, coherent, and accurate communication; uses correct grammar and syntax; and describes and supports differing perspectives of all stakeholders. |
Communication clearly communicates thoughts and ideas in a coherent and accurate manner; uses correct grammar and syntax; engages in thoughtful and responsive listening. |
Communication is usually coherent and accurate (thoughts are generally understood by others but may need rephrasing or editing; uses mostly correct grammar; slang is limited; communication inconsistently fosters positive and supportive learning environments. |
Communication is incoherent or inaccurate (thoughts and ideas are not easily understood by others); uses inappropriate grammar or syntax; uses excessive slang; communication does not foster positive and supportive learning environments. |
This behavior was not observed during the evaluation period. |
Standard 9: Professional Learning and Ethical Practice
The teacher engages in ongoing professional learning and uses evidence to continually evaluate their 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 (4) | Target/Meets Standard (3) | Progressing Toward Standard (2) | Does Not Meet Standard (1) | Not Observed |
|---|---|---|---|---|---|
|
Attendance and Engagement in candidate learning experiences InTASC 9a |
Attends all classes apart from excused absences approved by the instructor; actively participates and may lead discussions as indicated in the course syllabus; all assignments are completed on time and according to the expectations in the syllabus. |
Attends almost all classes (95% of time); consistently notifies instructor ahead of planned absence; consistently participates in course expectations indicated in the course syllabus; all assignments are completed according to the expectations in the syllabus. |
Attends regularly (85% - 90% of time); usually notifies instructor when missing class or unable to participate in online learning opportunities; and regularly logs into Bb to participate in course expectations as indicated in the course expectations. |
Completes assignments infrequently (<85% of the time); does not log into Blackboard regularly; unexcused late work. |
This behavior was not observed during the evaluation period. |
|
Timeliness InTASC 9b |
Consistently arrives prior to designated time and remains for full class periods; consistent timely engagement with course materials in accordance with the syllabus. |
Usually arrives on time; timely engagement with materials most of the time; remains for the entire class. |
Inconsistent in timely arrival and engagement with online course materials; sometimes leaves early. |
Frequently late for class or in engagement with online course materials; frequently leaves early. |
This behavior was not observed during the evaluation period. |
|
Ethical Practice/Professional Conduct InTASC 9f |
Ethical and professional in all interactions and actions; demonstrates exemplary collaboration and engagement with all stakeholders. |
Is aware of and meets professional standards for conduct, follows rules and policies, and makes ethical decisions. |
Ethical in most interactions (may avoid responding if results will be negative, does not always accurately represent information); may need to be reminded of standards of professional conduct or policies. |
Knowingly violates ethical codes of conduct (i.e., dishonest) or professional conduct (i.e., UND Student Code of Life, Teacher Education policies, course policies). |
This behavior was not observed during the evaluation period. |
|
Reflective Practice: Commitment to Self-Reflection and Learning InTASC 9c |
Consistently engages in self-reflection on their work on assignments, class activities, and lessons; Identifies areas for growth; actively solicits feedback and consistently refines thinking based upon that feedback; commits time and energy to the continuing process of learning about many things. |
Engages in self-reflection on quality of their work on assignments, class activities and lessons; accepts constructive feedback and responds appropriately; engages in the continuing process of learning about many things, especially about learning to teach. |
Initiates self-reflection on quality of work on assignments, class activities and lessons; somewhat receptive to constructive feedback; asks questions to improve; shows interest in the continuing process of learning about many new things, especially about learning to teach. |
Self-Reflection is not evident in the quality of work on assignments, class activities, and lessons; difficulty engaging with constructive feedback; inquiry process is not evident. |
This behavior was not observed during the evaluation period. |
Standard 10: Leadership and Collaboration
The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.
| Standard 10 | Exceeds Standard (4) | Target/Meets Standard (3) | Progressing Toward Standard (2) | Does Not Meet Standard (1) | Not Observed |
|---|---|---|---|---|---|
|
Attitudes and behaviors when relating to others InTASC 10a |
Exhibits a high level of respect that is caring, cordial, and collegial when communicating or interacting with instructor and/or peers in both online and/or virtual interactions such as video calls and email correspondence; actively listens to and collaborates with instructor and/or peers; provides a model of positive attitude and behaviors for others; seeks out and incorporates constructive feedback. |
Exhibits consistent levels of respect when communicating and interacting with instructor and/or peers in either face to face/in person or online interactions such as video calls and email correspondence; maintains a professional relationship with instructor and/or peers; demonstrates an ability and willingness to listen to and collaborate with instructor and peers; aware of the effect of attitude and behavior towards others; willingly accepts constructive feedback. |
Exhibits inconsistent levels of respect when communicating and interacting with instructor and/or peers in either face to face/in person or online interactions such as video calls and email correspondence; willing to listen to and collaborate with instructor and/or peers most of the time; not always aware of the effect of attitude and behavior towards others; inconsistent in acceptance of constructive feedback. |
Exhibits little respect when communicating or interacting with instructor and/or peers in person or in an online interaction such as video calls and email correspondence; displays a critical or negative attitude (inappropriate body language such as scowling, rolling eyes, etc.); and/or displays inappropriate behavior (uses cellphone or computer for purposes unrelated to class, engages in side conversations, talks over others, etc.); unaware of effect of attitude and behavior towards others; relates with others in a negative, demeaning, or sarcastic manner; unwilling to listen to and collaborate when working with instructor and/or peers; unwilling to accept constructive feedback. |
This behavior was not observed during the evaluation period. |
|
Engagement InTASC 10c |
Inquisitive; makes suggestions; takes leadership role in completing activities; assignments demonstrate going beyond the assigned task in making connections to other coursework; brings/references all needed/assigned materials as well as supplemental information. |
Is enthusiastic and energetic; actively participates in all activities; appears prepared (assignments appear to have been completed fully; brings/references all needed/assigned materials). |
Inconsistently exhibits energy and enthusiasm; participates but only as requested; appears somewhat prepared (assignments, such as readings, appear to have been completed but only in a limited fashion; brings some but not all materials). |
Exhibits little energy or enthusiasm; seldom participates in activities; appears unprepared (assignments, such as readings, do not appear to have been completed; does not bring needed materials). |
This behavior was not observed during the evaluation period. |
Rating of Performance
Acceptable
If the candidate receives a score of “Progressing”, “Meets” or “Exceeds” in all elements (except those checked “Not Observed”)
Unacceptable
If the candidate receives a “Does Not Meet” in more than one category (Candidate please refer to the Field handbook/Special Education Program Handbook for disposition assessment policy).