Level 4 Disposition Evaluation

1.1 The teacher candidate respects learners’ differing strengths and needs and is committed to using this information to further each learner’s development. (CAEP 1.1, InTASC 1.1)

Does Not Meet

• 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

Progressing Toward Expectations

• 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

Fulfills Expectations

• Respects student differences and uses knowledge of developmental milestones to support learning
• Learning opportunities demonstrate general understanding of the developmental level/age group

Exceeds Expectations

• Developmental milestones are used as frameworks to support learners’ cognitive, social, emotional, and physical needs
• Learning opportunities demonstrate comprehensive understanding of the developmental level/age group

Not Observed

1.2 The teacher candidate takes responsibility for using learners’ strengths as a basis for growth and their weaknesses as opportunities for learning (CAEP 1.1, InTASC 1.1)

Does Not Meet

Unaware/indifferent of students’ strengths and weaknesses when designing learning experiences for students

Progressing Toward Expectations

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

Fulfills Expectations

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

Exceeds Expectations

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

Not Observed

2.1 The teacher candidate believes that all learners can achieve at high levels and persists in helping each learner reach his/her full potential. (CAEP 1.1, InTASC 2.1)

Does Not Meet Expectations

• Expectations for learning and achievement are limited or not conveyed
• Does not expect that all students can learn
• Focuses on content, not learners

Progressing Toward Expectations

• 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 learners rather than exclusively on content

Fulfills Expectations

• 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 learners and the content but candidate is starting to transition to learners

Exceeds Expectations

• 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 learners

Not Observed

2.2 The teacher candidate respects learners as individuals with differing personal and family backgrounds and various skills, languages, dialects, abilities, perspectives, talents and interests. (CAEP 1.1, InTASC 2.2)

Does Not Meet

Provides limited or no accommodation in planning and/or is unresponsive to learners

Progressing Toward Expectations

Provides multiple accommodations and attends learners’ differences (developmental, cultural, social, physical, special needs) with support from cooperating teacher

Fulfills Expectations

Provides multiple accommodations and attends to learners’ differences (developmental, cultural, social, physical, special needs) independently

Exceeds Expectations

Provides multiple accommodations and attends to learners’ differences (developmental, cultural, social, physical, special needs) in a manner that fosters respect among learners and embraces learner differences

Not Observed

3.1 The teacher candidate values the role of learners in promoting each other’s learning and recognizes the importance of peer relationships in establishing a climate of learning. (CAEP 1.1, InTASC 3.1)

Does Not Meet

• Does not cultivate an environment where students collaborate and learn from each other
• Does not foster peer relationships

Progressing Toward Expectations

• Attempts to cultivate an environment where students collaborate and learn from each other, but is not always successful
• Is aware of the importance of peer relationships, but struggles to implement an environment of collaborative learning

Fulfills Expectations

• Appreciates and nurtures positive peer relationships in order to create an environment of collaborative learning
• Fosters positive peer relationships in which learners feel valued and learn to value each other

Exceeds Expectations

Establishes and sustains a climate of collaborative learning where learners stimulate each other’s growth

Not Observed

3.2 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. (CAEP 1.1, InTASC 3.2)

Does Not Meet

Exhibits little respect when communicating or interacting with students, faculty, and/or staff; relates with others in a negative demeaning, or sarcastic manner

Progressing Toward Expectations

Communicates and interacts appropriately with students, faculty, and/or staff: shows appropriate level of respect

Fulfills Expectations

Demonstrates an ability to communicate and interact effectively and professionally with students, faculty, and staff; maintains cordial relationships with colleagues

Exceeds Expectations

Consistently communicates and interacts effectively and professionally with students, faculty, and staff; establishes a positive rapport

Not Observed

4.1 The teacher candidate believes that content knowledge is not a fixed body of facts but is complex, culturally situated, and ever evolving. As a demonstration of this belief, s/he keeps abreast of new ideas and understandings in the field*. (*could include but is not limited to the following: attending staff/professional development, participating in conferences, reading professional literature in the field, blogging on professional topics) (CAEP 1.1, InTASC 4.1)

Does Not Meet

Shows no interest in the continuing process of learning about his/her content area(s)

Progressing Toward Expectations

Shows interest in the continuing process of learning about his/her content area(s), yet is not consistent in this practice

Fulfills Expectations

Routinely engages in the continuing process of learning about his/her content area(s) as expected by others

Exceeds Expectations

Consistently commits time and energy to the continuing process of learning about his/her content area(s) independently

Not Observed

4.2 The teacher candidate appreciates multiple perspectives within the discipline and facilitates learners’ critical analysis of these perspectives. (CAEP 1.1, InTASC 4.2)

Does Not Meet

• Does not encourage students to discuss their perspectives on content
• Little to no evidence of encouraging critical analysis of others’ perspectives

Progressing Toward Expectations

• Occasionally encourages students to discuss content from various perspectives
• Begins to encourage self-reflection and/or critical analysis of others’ perspectives

Fulfills Expectations

• Consistently encourages multiple perspectives from students in discussing content
• Encourages self-reflection and critical analysis of others’ perspectives

Exceeds Expectations

• Encourages and affirms perspectives and contributions of all students to deepen learning of content
• Facilitates critical thought about these perspectives

Not Observed

4.3 The teacher candidate is committed to work toward each learner’s mastery of disciplinary content and skills. (CAEP 1.1, InTASC 4.3)

Does Not Meet

Appears unaware of what students need to master the content

Progressing Toward Expectations

Becoming aware of what students needs to master the content, and begins to recognize the need for adjusting instruction/materials

Fulfills Expectations

Aware of and monitors his/her students and responds to their needs for mastery of the content in a timely manner

Exceeds Expectations

• Aware of and monitors his/her students, and demonstrates when and how to adjust instruction/materials that ensures students’ mastery of the content

Not Observed

5.1 The teacher candidate uses critical thinking, creativity, and collaborative problem solving as the means by which students use disciplinary knowledge to address relevant local and global issues. (CAEP 1.1, InTASC 5.1)

Does Not Meet

Provides limited or no opportunities for students to use critical thinking, creativity, and/or collaborative problem solving to apply disciplinary knowledge to relevant local and global issues

Progressing Toward Expectations

Provides some opportunities for students to use critical thinking, creativity, and/or collaborative problem solving to apply disciplinary knowledge to relevant local and global issues

Fulfills Expectations

Frequently provides opportunities for students to use critical thinking, creativity, and/or collaborative problem solving to apply disciplinary knowledge to relevant local and global issues

Exceeds Expectations

Consistently provides opportunities for students to use critical thinking, creativity, and/or collaborative problem solving to apply disciplinary knowledge to relevant local and global issues.

Not Observed

5.2 The teacher candidate values knowledge across content areas and how such interdisciplinary knowledge enhances student learning. (CAEP 1.1, InTASC 5.2)

Does Not Meet

• Does not show understanding of the connections between content areas
• He/she is not effective in transferring interdisciplinary knowledge so the students make connections

Progressing Toward Expectations

• Shows some understanding of interdisciplinary connections
• He/she makes efforts to transfer this knowledge so students make connections

Fulfills Expectations

• Shows clear understanding of interdisciplinary connections
• Plans to incorporate activities that allow students to make connections between disciplines

Exceeds Expectations

• Is fluent in making ongoing interdisciplinary connections
• Plans and creates flexible opportunities for students to make their own connections between disciplines

Not Observed

6.1 The teacher candidate takes responsibility for aligning instruction and assessment with learning goals. (CAEP 1.1, InTASC 6.1)

Does Not Meet

Does not align instruction with assessment and learning goals

Progressing Toward Expectations

Makes minimal effort to align instruction with assessment and learning goals

Fulfills Expectations

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

Exceeds Expectations

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

Not Observed

6.2 The teacher candidate provides timely and effective feedback to learners on their progress. (CAEP 1.1, InTASC 6.2)

Does Not Meet

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

Progressing Toward Expectations

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

Fulfills Expectations

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

Exceeds Expectations

• 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 learners

Not Observed

6.3 The teacher candidate uses a purposeful, intentional and varied assessment process* to support, verify, and document learning in a unit of study. (*Assessments may include but are not limited to: MAP score data, recorded observations, project-based assessments, anecdotal records, running records, Rti data, unit tests, pre-tests, exit slips, etc.) (CAEP 1.1, InTASC 6.3)

Does Not Meet

Does not use a purposeful, intentional and varied assessment process to support, verify, and document learning

Progressing Toward Expectations

Inconsistently uses a purposeful, intentional and varied assessment process to support, verify, and document learning

Fulfills Expectations

Frequently, uses a purposeful, intentional and varied assessment process to support, verify, and document learning

Exceeds Expectations

• Consistently, uses a purposeful, intentional and varied assessment process to support, verify, document

Not Observed

7.1 The teacher candidate respects learners’ diverse strengths and needs and is committed to using this information to plan effective instruction. (CAEP 1.1, InTASC 7.1)

Does Not Meet

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

Progressing Toward Expectations

Respects learners’ diverse strengths and needs, and begins to utilize this information to plan instruction

Fulfills Expectations

Respects learners’ diverse strengths and needs, and utilizes this information to plan effective instruction

Exceeds Expectations

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

Not Observed

7.2 The teacher candidate values planning as a collegial activity. (CAEP 1.1, InTASC 7.2)

Does Not Meet

• Unaware/indifferent to the value of working relationships with colleagues
• Does not consider input from learners when planning
• Does not utilize constructive feedback to modify planning and instruction
• Makes no contributions when planning

Progressing Toward Expectations

• Values working relationships with colleagues
• Begins to consider input from learners when planning
• Begins to utilize constructive feedback to modify planning and instruction
• Makes occasional contributions when planning

Fulfills Expectations

• Develops positive working relationships with colleagues
• Considers input from learners when planning
• Utilizes constructive feedback to modify planning and instruction
• Contributes and is an active participant when planning

Exceeds Expectations

• Develops positive working relationships with colleagues 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

Not Observed

7.3 The teacher candidate takes professional responsibility to use short – and long-term planning as a means of assuring student learning and is open to adjustment and revision based on learners’ needs and changing circumstances. (CAEP 1.1, InTASC 7.3)

Does Not Meet

• Does not select a variety of instructional strategies to measure, assess (formative/summative assessments), and support short- and long-term goals
• Does not plan lessons that can be adjusted based on changing circumstances and learners’ needs

Progressing Toward Expectations

• Selects a limited variety of instructional strategies to measure, assess (formative/summative assessments), and support short- and long-term goals
• Begins to plan lessons that can be adjusted based on changing circumstances and learners’ needs

Fulfills Expectations

• Selects a variety of instructional strategies to measure, assess (formative/summative assessments), and support short- and long-term goals
• Plans lessons that can be adjusted based on changing circumstances and learners’ needs

Exceeds Expectations

• Selects a vast array of instructional strategies that will measure, assess (formative/summative assessments), and support short- and long-term goals
• Intentionally plans lessons that can be easily adjusted as necessary based on changing circumstances and learners’ needs

Not Observed

8.1 The teacher candidate is committed to exploring how the use of new and emerging technologies can support and promote student learning. (CAEP 1.5, InTASC 8.1)

Does Not Meet

• Little to no use of technology to promote learning
• Little to no engagement of students in the interactive use of technology to support learning

Progressing Toward Expectations

• Begins to use technology to promote effective learning
• Attempts to engage students in the interactive use of technology to support learning

Fulfills Expectations

• Implements consistent use of technology to promote effective learning
• Engages students in the interactive use of technology to support learning

Exceeds Expectations

• Fosters technology use to convey and explore content at a deeper level and purposefully enriches learning
• Engages students in self-directed, interactive use of technology to support learning

Not Observed

8.2 The teacher candidate values flexibility and reciprocity (give and take) in the teaching process as necessary for adapting instruction to learners’ responses, ideas, and needs. (CAEP 1.1, InTASC 8.2)

Does Not Meet

• 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 data from formative assessments and or classroom observations to adjust or reteach lessons
• Does not provide opportunities for questions, additional support or enrichment

Progressing Toward Expectations

• Begins to recognize that flexibility is necessary in teaching and may make changes when a lesson needs to be altered, adjusted or revised
• Considers adjusting or re-teaching lessons using data from formative assessments and or classroom observations
• Provides limited opportunities for questions, additional support or enrichment

Fulfills Expectations

• Recognizes that flexibility is necessary in teaching and makes appropriate changes 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

Exceeds Expectations

• Recognizes that flexibility is necessary in teaching, alters, adjusts or revises a lesson as needed, and anticipates changes that will enhance the lesson
• 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

Not Observed

9.1 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). (CAEP 1.4, InTASC 9.1)

Does Not Meet

• 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 poorly groomed, shows little self-confidence or has critical or negative attitude, little enthusiasm, shows little respect for professional standards)

Progressing Toward Expectations

• May display respect and/or uphold ethical behavior and/or abide 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)

Fulfills Expectations

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

Exceeds Expectations

• 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 is well-groomed, self-assured and is consistently positive and professional, enthusiastic about participating, respects and upholds ethical professional standards)

Not Observed

10.1 The teacher candidate actively shares responsibility for supporting the mission of his/her school as one of advocacy for learners and accountability for their success. (CAEP 1.4, InTASC 10.1)

Does Not Meet

• Shows little interest in learning about the mission of the school
• Does not participate with others in decision-making conversations that advocate for learners and their success

Progressing Toward Expectations

• Shows some interest in learning about the mission of the school
• Participates with the classroom teacher in decision-making conversations that advocate for learners and their success within the classroom

Fulfills Expectations

• Independently seeks out information about the mission of the school
• Participates with teachers in conversations that advocate for learners and their success within the grade-level

Exceeds Expectations

• Can articulate and demonstrates enthusiasm for the mission of the school
• Participates with a variety of colleagues in collaborative decision-making to advocate for learners and their success school-wide

Not Observed

10.2 The teacher candidate takes initiative to grow and develop with colleagues through interactions that enhance practice and support student learning. (CAEP 1.1, InTASC 10.2)

Does Not Meet

• Shows little to no interest in participating in professional interactions (e.g. as 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

Progressing Toward Expectations

• 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

Fulfills Expectations

• Appreciates opportunities 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
• Solicits and acts on constructive feedback from the cooperating teacher and supervisor that is designed to improve teaching practice

Exceeds Expectations

• 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 as a result

Not Observed