Level 3 Disposition Evaluation

The teacher respects learners’ differing strengths and needs and is committed to using this information to further each learner’s development.

(Component 1h)

Developmental milestones are used as frameworks to support learners' cognitive, social, emotional, behavioral, and physical needs; learning opportunities demonstrate exceptional understanding of the developmental level/age group.

Respects student differences and uses knowledge of developmental milestones to support learning; learning opportunities demonstrate thorough understanding of the developmental level/age group.

Recognizes some student differences and begins to use knowledge of developmental milestones to support learning; learning opportunities demonstrate basic understanding of the developmental level/age group.

Appears unaware of student differences and does not use knowledge of developmental milestones to support learning; learning opportunities demonstrate limited understanding of the developmental level/age group.

This behavior was not observed during the evaluation period.

The teacher candidate takes responsibility for using learners' strengths as a basis for growth and their weaknesses as opportunities for learning.

(Component 2i)

Consistently and effectively uses knowledge of students’ strengths and weaknesses to design and implement developmentally appropriate and challenging learning experiences for all learners.

Uses knowledge of students’ strengths and weaknesses to design and implement developmentally appropriate and challenging learning experiences for most learners.

Attempts to use knowledge of students’ strengths and weaknesses in designing learning experiences for students.

Unaware/indifferent to students' strengths and weaknesses when designing learning experiences for students.

This behavior was not observed during the evaluation period.

The teacher candidate believes that all learners can achieve at high levels and persists in helping each learner reach their full potential.

(Component 2l)

Expectations for learning and achievement are conveyed to learners and interactions; learning goals and activities are developed for most; expects that all students can learn; focus is clearly on the learner, including student choice, assessment of individual students’ knowledge and understanding, and lesson elements that meet every student’s needs and interests.

Expectations for learning and achievement are conveyed to learners and interactions; learning goals and activities are developed for most; expects that all students can learn; focus is on the learner and the content, including a variety of lesson elements to engage various learners.

Expectations for learning and achievement are conveyed to learners and interactions; learning goals and activities are developed for some; expects that most, but not all students can learn; begins to focus on the learner rather than exclusively on content.

Expectations for learning and achievement are limited or not conveyed; does not expect that all students can learn; focuses on content, not learner.

This behavior was not observed during the evaluation period.

The teacher candidate seeks to foster respectful communication among all members of the learning community through thoughtful and responsive listening and observations to establish a positive learning environment.

(Components 3a)

Consistently communicates and interacts effectively and professionally with field experience students, teachers, and staff as well as university faculty, and/or supervisors; establishes a positive rapport.

Demonstrates an ability to communicate and interact effectively and professionally with field experience students, teachers, and staff as well as university faculty, and/or supervisors; maintains cordial relationships with colleagues.

Communicates and interacts appropriately with field experience students, teachers, and staff as well as university faculty, and/or supervisors; shows an appropriate level of respect.

Exhibits little respect when communicating or interacting with field experience students, teachers, and staff as well as university faculty, and/or supervisors; relates with others in a negative, demeaning, or sarcastic manner.

This behavior was not observed during the evaluation period.

The teacher candidate takes responsibility for aligning instruction and assessment with learning goals.

(Component 6r)

Is intentional when aligning instruction with assessment and learning goals for each individual learner.

Is intentional when aligning instruction with assessment and learning goals for most learners.

Makes minimal effort to align instruction with assessment and learning goals.

Does not align instruction with assessment and learning goals.

This behavior was not observed during the evaluation period.

The teacher candidate provides timely and effective feedback to learners on their progress.

(Component 6s)

Shows a commitment to provide timely feedback to learners on their progress; feedback provided allows students to learn from their mistakes and leads to independence on the part of the learner.

Provides feedback in a timely manner most of the time; feedback provided allows students to learn from their mistakes.

Provides feedback in a timely manner on occasion; feedback may allow students to learn from their mistakes.

Does not provide timely feedback to learners on their progress; feedback provided does not allow students to learn from their mistakes.

This behavior was not observed during the evaluation period.

The teacher candidate respects learners' diverse strengths and needs and is committed to using this information to plan effective instruction.

(Component 7n)

Respects learners' diverse strengths and needs and utilizes this information to plan effective and responsive instruction that meets the needs of each individual child.

Respects learners' diverse strengths and needs and utilizes this information to plan effective and responsive instruction.

Respects learners' diverse strengths and needs and begins to utilize this information to plan instruction.

May or may not be aware of learners’ diverse strengths and needs and does not utilize this information to plan instruction.

This behavior was not observed during the evaluation period.

The teacher candidate values planning as a collegial activity that takes into consideration the input of learners, colleagues, families, and the larger community.

(Component 7o)

Develops positive relationships with colleagues at school, university peers, and the larger community; utilizes input from learners when planning; actively seeks feedback to modify and enhance planning and instruction; shows initiative and leadership in planning as evidenced by incorporating new ideas gleaned from interactions with other professionals and/or sources.

Develops positive working relationships with colleagues at school and university peers; considers input from learners and planning; utilizes constructive feedback to modify planning and instruction; contributes and is an active participant when planning.

Values working relationships with colleagues at school and university peers; begins to consider input from learners when planning; begins to utilize constructive feedback to modify planning and instruction. Makes occasional contributions when planning.

Unaware/indifferent to the value of working relationships with colleagues at school and university peers; does not consider input from learners when planning; does not utilize constructive feedback to modify planning and instruction; makes no contributions when planning.

This behavior was not observed during the evaluation period.

The teacher candidate is committed to exploring how the use of new and emerging technologies can support and promote student learning.

(Component 8r)

Fosters technology use to convey and explore content at a deeper level and purposefully enriches teaching and learning experiences for students; engages students in self-directed, interactive use of technology to support and demonstrate their learning.

Implements consistent use of technology to promote effective teaching and learning; engages students in the interactive use of technology to support and demonstrate their learning.

Begins to use technology to promote effective teaching and learning; attempts to engage students in the interactive use of technology to support learning.

Little to no use of technology to promote learning; little to no engagement of students in the interactive use of technology to support learning.

This behavior was not observed during the evaluation period.

The teacher candidate values flexibility and reciprocity (give and take) in the teaching process as necessary for adapting instruction to learner responses, ideas, and needs.

(Component 8s)

Recognizes that flexibility is necessary in teaching, alters, adjusts, or revises a lesson as needed while teaching, and anticipates student misconceptions or possible changes that will enhance the lesson prior to teaching; continuously adjusts and/or reteaches lessons using data from formative assessments and/or classroom observations; provides opportunities for questions, additional support or enrichment and utilizes supplemental materials.

Recognizes that flexibility is necessary in teaching and makes appropriate changes during the lesson when a lesson needs to be altered, adjusted, or revised; adjusts and/or reteaches lessons using data from formative assessments and/or classroom observations; provides opportunities for questions, additional support, or enrichment.

Begins to recognize that flexibility is necessary in teaching and may make changes for future lessons when a lesson needs to be altered, adjusted, or revised; considers adjusting or re-teaching lessons using date from formative assessments and/or classroom observations; provides limited opportunities for questions, additional support, or enrichment.

Does not recognize that flexibility is necessary in teaching and does not make any changes when a lesson needs to be altered, adjusted, or revised; does not use date from formative assessments and classroom observations to adjust or reteach lessons; does not provide opportunities for questions, additional support, or enrichment.

This behavior was not observed during the evaluation period.

The teacher candidate demonstrates that content knowledge is not a fixed body of facts but is complex, culturally situated, and ever-evolving. As a demonstration of this belief, they keep abreast of new ideas and understandings in the field*.

*Could include, but is not limited to, the following: attending staff/professional development or other meetings at the field experience school; spending time outside of field experience hours and regular coursework assignments finding additional materials for classroom activities, lessons, and students; participating in conferences or events at the field experience school; reading professional literature in the field; blogging or reading blogs on professional topics, participating in professional development to recognize and address potential areas of bias.

(Components 9a)

Independently seeks out learning activities to support learning about their content area(s) and cultural contexts; actively addresses biases in the field experience classroom and school.

Engages in the continual learning process of learning about their content area(s) and cultural contexts and addressing biases in the field experience classroom and school.

Shows interest in the continuing process of learning about their content area(s), cultural contexts, and addressing bias in the field experience classroom and school yet is not consistent in this practice.

Shows no interest in the continuing process of learning about their content area(s) and cultural contexts of the field experience classroom and school; acts in a manner that could perpetuate bias.

This behavior was not observed during the evaluation period.

The teacher candidate respects and upholds ethical behavior and professional standards*; is honest and forthright; maintains confidentiality; demonstrates diplomacy*.

*To include but is not limited to the following: reliable attendance, timeliness, professional dress/appearance, positive and proactive attitude, calm and confident composure and initiative, non-judgmental language, strong integrity.

(Component 9o)

Is highly successful in respecting and upholding ethical behavior and in abiding by professional standards that yields effective practice (i.e., arrives prior to and remains until task is completed, is dependable and attends activities beyond expectations, consistently dresses professionally and appropriately to the classroom and school environment and is well-groomed; self-assured and is consistently positive and professional; enthusiastic about participating; respects and upholds ethical professional standards).

Is successful in respecting and upholding ethical behavior and in abiding by professional standards with minimal exception (i.e., attends regularly and is seldom absent, arrives on time, dresses appropriately for classroom and is well-groomed, shows enthusiasm and energy in classroom, respects professional standards).

Inconsistently displays respect and/or upholds ethical behavior and/or abides by professional standards. Significant improvement is necessary in one or more of these areas (i.e., periodically late and/or periodically does not attend as scheduled, dresses appropriately or is well-groomed only occasionally, shows emerging self-confidence or can be critical or negative at times, limited enthusiasm, emerging respect for professional standards).

Does not display respect and/or uphold ethical behavior and/or abide by professional standards. Significant improvement is necessary in several of these areas (i.e., is frequently late or leaves early or does not attend as scheduled, is not dependable, dresses unprofessionally or is poorly groomed, shows little self-confidence or has a critical or negative attitude, little enthusiasm, shows little respect for professional standards).

This behavior was not observed during the evaluation period.

The teacher candidate takes initiative to grow and develop with colleagues through interactions that enhance practice and support student learning.

(Component 10r)

Intentionally seeks out opportunities to learn and participates actively in interactions (e.g., grade level meetings, faculty meetings, professional learning communities (PLCs) and other professional development opportunities) that arise to enhance practice and support student learning; solicits constructive feedback from multiple sources (the classroom teacher, supervisor, other teachers in the building, principal, etc.) and consistently works to refine his or her practice.

Uses opportunities as they arise to learn and participates in multiple interactions (e.g., grade level meetings, faculty meetings, professional learning communities (PLCs) and other professional development opportunities) that arise to enhance practice and support student learning; open and receptive to constructive feedback designed to improve teaching practice but does not independently seek feedback to improve teaching practice.

Participates in some interactions (e.g., grade level meetings, faculty meetings, professional learning communities (PLCs) or professional development opportunities) that arise to enhance practice and support student learning; somewhat receptive to constructive feedback designed to improve teaching practice but does not independently seek feedback to improve teaching practice.

Shows little to no interest in participating in professional interactions (e.g., grade-level meetings, faculty meetings, professional learning communities (PLCs), and other professional development opportunities) that arise to improve teaching practice and support student learning; rejects or ignores constructive feedback designed to improve teaching practice.

This behavior was not observed during the evaluation period.