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Candidate Dispositions Assessment Process
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Not met
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Proficient
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Exceeds Expectations
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| The Candidate Dispositions Assessment Process, listed below, reflect professional attitudes, values and behaviors that are characteristic of caring, collaborative and competent teachers. Candidates must have acceptable evaluations by their university and school-based supervisors in order to be recommended for licensure. | 1-2 | 3-4 | 5-6 |
| Proficient | | |
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- Ethical behavior
The candidate
- ●protects the rights of all students and their families to confidentiality, freedom from harassment and physical and verbal abuse;
- ●behaves in an impartial and prudent manner, avoiding conflicts of interest; and
- honest and trustworthy in the performance of professional duties.
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- Responsible
The candidate
- ●puts in sufficient time and effort to complete required tasks to high standards,
- ●troubleshoots problems and find solutions,
- prompt and reliable, and
- well prepared.
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- Personal and Professional Conduct
The candidate
- ●demonstrates a high standard of personal character and conduct;
- ●communicates in a respectful and open manner with students, instructors, colleagues, families and other stakeholders;
- ●continuously seeks to establish and maintain fair, impartial and appropriate professional relationships with all students and their families;
- ●serves as a role model for students, parents and the community; and
- ●uses all technology, including social networking, appropriately.
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- Inclusive and affirming of diversity
The candidate
- ●demonstrates appreciation and affirmation of multiple perspectives and that one’s perspective is mediated by one’s race/ethnicity, social class, gender, as well as other identities, personal characteristics, and experiences;
- sensitive to power differentials;
- ●values and uses as a resource the diversity within the school;
- responsive to diversity;
- ●welcomes students and families; and
- ●treats people equitably and with respect.
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- Collaborative
The candidate
- ●has positive relationships with colleagues,
- ●values the contributions of colleagues,
- ●actively participates in collegial activities,
- ●shares successful practices,
- ●contributes to group endeavors, and
- ●involves learners, families, and the community in appropriate aspects of the instructional programs.
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- Reflective learner
The candidate
- ●demonstrates curiosity about learning and professional development;
- ●asks questions and questions assumptions;
- ●reflects on personal attitudes, professional beliefs, professional practice, and student outcomes;
- ●engages in behaviors that demonstrate the motivation to improve; and
- ●participates in a variety of avenues for professional growth.
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- Receptive to feedback
The candidate
- ●listens to constructive criticism from supervisors, colleagues and other stakeholders;
- ●seeks out the perspectives of others on issues relating to professional practice;
- receptive and responsive to constructive feedback;
- ●engages in critical thinking about the feedback; and
- ●makes necessary adjustments after critically assessing the information.
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- Self-efficacious
The candidate
- ●demonstrates confidence in his/her ability to make decisions, and to organize and execute actions needed to complete professional tasks;
- self-reliant but is willing to seek support and resources when appropriate; and
- ●believes that the collaborative actions of the candidate and his/her colleagues positively impact all learners.
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- Engaged and committed to teaching as a profession
The candidate
- ●articulates and demonstrates high interest in, respect for and commitment to teaching;
- ●seeks ways to improve the profession; and
- an advocate on behalf of learners and their families.
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