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Department of Teacher Education

Teacher Education

Graduate Dispositions Rubric

Disposition

 

Below Expectations

 

Meets Expectations

 

Exemplary

 

Displays maturity when seeking solutions to problems and implementing suggestions

(Professionalism)

 

Enlists participation of inappropriate personnel to seek solutions on his/her behalf; Fails to identify the appropriate personnel with whom to address the problem; Focuses on blaming others rather than seeking solutions; Does not demonstrate discretion when discussing problems; Is not receptive to constructive comments and shows no sign of implementing change. If unable to resolve problems independently, enlists the help of faculty or staff to identify the appropriate personnel to assist him/her; Follows through with that person to seek a resolution; Uses discretion in discussing the problem; Focuses on solutions rather than assigning blame; Is receptive to constructive comments and implements changes. Seeks solutions independently and/or identifies the faculty or staff member who can assist; Addresses the problem with the appropriate person and is prepared with any necessary documentation; Uses discretion by discussing the problem with only the appropriate person(s); Focuses on solutions rather than assigning blame, accepting personal responsibility for problems when appropriate; Is receptive to constructive comments, implements changes, and seeks feedback from others.
 

Demonstrates professional responsibility in carrying out his/her assigned duties

(Professionalism)

 

Does not maintain confidentiality of records, professional correspondence, or conversations; Participates in gossip about P-12 students, faculty, or school personnel; Seldom displays a thorough preparation of academic materials; Does not consistently abide by deadlines for assignments; Has exhibited behaviors of dishonesty. Maintains confidentiality of P-12 student records, professional correspondence, and conversations; Refrains from gossiping; Consistently displays a thorough preparation of academic materials; Consistently abides by deadlines for assignments; Consistently demonstrates behaviors of honesty and integrity. Maintains confidentiality of P-12 student records, professional correspondence, and conversations, and does not tolerate gossiping or abuse of confidentiality of others; Always displays a thorough preparation of academic materials and goes beyond required criteria; Always abides by deadlines for assignments; Always demonstrates behaviors that exemplify honesty and integrity, documenting these thoroughly.
 

Demonstrates acceptable professional appearance and maintains appropriate cleanliness

(Professionalism)

 

Appearance, attire and/or cleanliness are often inappropriate. Appearance, attire, and cleanliness are appropriate. Is a role model of professionalism through personal appearance, attire, and cleanliness.
 

Reflects sound judgment and appropriate self-control, especially in relating to and self-guarding students

(Professionalism, Teaching)

 

Uses objectionable language; Reveals inappropriate sensitive and personal information about himself/herself in the classroom setting; Is unable to control his/her emotions and temper; May use put-downs. Uses no objectionable language; Reveals general personal information; Models appropriate emotional and behavioral responses; Never loses his/her temper. Always models language that is exemplary and deals individually with P-12 students who exhibit inappropriate language; Maintains a warm, but professional attitude with students; Guides the behavior of students in a caring and gentle way. Models appropriate emotional and behavioral responses in difficult situations.
 

Interacts appropriately and positively with others, while appreciating and valuing human diversity

(Professionalism, Teaching)

 

Interactions with peers, colleagues, or authority figures are at times negative, demeaning, sarcastic, combative, or inappropriate. At times treats others rudely and with disrespect. Words or actions are insulting and show contempt for others. Communicates an inability or unwillingness to work with some students, parents or other school or university personnel. Interactions with peers, colleagues, or authority figures are appropriate and positive. Treats others with courtesy and respect. Words and actions are polite and professional. Works harmoniously and effectively with diverse individuals. Interactions with peers, colleagues, or authority figures are appropriate, positive, and respectful of differing opinions. Treats other with courtesy, respect, and open-mindedness. Listens to and shows interest in the ideas and opinions of others. Seeks opportunities to include or show appreciation for those who may be excluded. Demonstrates concern for students by engaging in service activities benefiting the profession and the community (e.g., mentoring, tutoring).
 

Demonstrates the belief that all students can learn

(Professionalism, Teaching)

 

Does not set and convey high standards for all students; displays inequitable treatment of learners; does not persist in helping all learners achieve success. Sets and conveys high standards for all students and persists in helping those students achieve success; displays equitable treatment of learners. Always sets and conveys high standards for all students and persists in helping those students achieve success; displays equitable treatment of learners.
 

Displays enthusiasm for the discipline(s) he or she teaches and understands the importance of developing relevant connections to everyday life

(Professionalism, Teaching)

 

Demonstrates no enthusiasm for teaching and there is little attempt to place discipline content in the context of everyday life. Demonstrates enthusiasm for teaching and attempts to make discipline content relevant to student's everyday life. Exudes enthusiasm and consistently develops and integrates dynamic, skills based and student centered instruction that allows students to apply knowledge in the context of everyday life.
 

Demonstrates interest and involvement in professional organizations

(Professionalism, Scholarship)

 

Teacher is not a member of any professional organizations and shows little interest or benefit in attaining membership. Teacher is a member of a professional organization and participates in the organization to some degree. Teacher is highly active in professional organizations and views professional organizations as a valuable medium through which ideas and information can be freely and consistently shared.
 

Demonstrate a belief in the value of using research-based strategies in teaching

(Professionalism, Teaching, and Scholarship)

 

Does not demonstrate a belief in the importance of research-based strategies in education or does not demonstrate the use of these strategies in planning, teaching, and assessment Demonstrates a belief in the importance of research-based strategies in education and as a result demonstrates knowledge of strategies and uses these strategies in planning, teaching, and assessment. Demonstrates a belief in the importance of research-based strategies in education and as a result demonstrates expert knowledge of strategies and consistently uses these strategies in planning, teaching, and assessment.
 

Engages in reflection and self assessment and demonstrates a commitment to life long learning

(Professionalism, Teaching, and Scholarship)

 

Does not reflect upon or revise teaching practices. Teacher does not seek out or participate in continuing education or staff development activities. Reflects upon and revises teaching practices. Teacher seeks out and participates in some continuing education and staff development activities. Reflects upon and revises teaching practices and expertly applies revised practices in the classroom. Teacher consistently seeks out and participates in various continuing education and staff development activities that directly develop the teacher's expertise in teaching.