SOUTHWESTERN OKLAHOMA STATE UNIVERSITY DEPARTMENT OF EDUCATION Teacher Candidate Disposition Rubric Please make sure you have a stable internet connection when completing this questionnaire. The purpose of this rubric is to assess the teacher candidate’s professional and personal dispositions. This rubric is aligned to the Interstate Teacher Assessment and Support Consortium (InTASC) 2011 Standards and has been designed to document the developmental progression of candidate dispositions throughout our teacher education program. Dispositions are assessed at multiple points in the candidate’s professional preparation program (at program entry, admission into the teacher education program, program completion, and throughout course and classroom experiences). Directions: For each criterion, please indicate the performance level that represents the consistent and observable performance of the teacher candidate during your interactions. Choose “Not Observed” only if that standard is not appropriate to your observation opportunities. Your feedback is critical in supporting the success of the teacher candidate’s development toward becoming a professional educator. Please be as honest and accurate as possible on each performance expectation. Thank you. Teacher Candidate School Name/District Course (to be completed by Faculty) Evaluator Evaluator's Role School/Community Partner SWOSU Faculty Member Semester/Year Please use the following performance level: 4=Early Career Effective; Post-graduate (appropriate performance level for those with experience who have developed advanced skill sets as evidenced by observable student behaviors and outcomes) 3=Preservice Effective; Pre-teacher Candidacy semester (appropriate performance level for those completing the teacher education program – professional semester) 2=Preservice Emerging; Post-admission; Continuing (appropriate level for those candidates who have been admitted into the Department of Education) 1=Novice; Pre-admission; Foundations of Education semester (appropriate level for those candidates beginning their teacher preparation) 0=Not Observed; No Evidence (candidate did have the opportunity to provide evidence for the standard) CATEGORY I:  THE LEARNER AND LEARNING InTASC Standard 1: Learner Development 0=Not Observed 1=Novice The teacher candidate identifies how learning opportunities support students’ intellectual, social, and physical development as well as diverse cultural needs. 2=Preservice Emerging The teacher candidate demonstrates how learning opportunities support students’ intellectual, social, and physical development as well as diverse cultural needs. 3=Preservice Effective The teacher candidate consistently implements learning opportunities that support students’ intellectual, social, and physical development as well as diverse cultural needs. 4=Early Career Effective The teacher candidate consistently implements learning opportunities that support students’ intellectual, social, and physical development as well as diverse cultural needs at all times. InTASC Standard 2: Learning Differences 0=Not Observed 1=Novice The teacher candidate identifies accommodations and modifications in instruction that address diverse cultural needs and learning styles. 2=Preservice Emerging The teacher candidate demonstrates the ability to use accommodations and modifications in instruction that address diverse cultural needs and learning styles. 3=Preservice Effective The teacher candidate consistently adjusts instruction through accommodations and modifications that address diverse cultural needs and learning styles. 4=Early Career Effective The teacher candidate personalizes instruction for all students through accommodations and modifications to address diverse cultural needs and learning styles. InTASC Standard 3: Learning Environments 0=Not Observed 1=Novice The teacher candidate identifies best practices to create learning environments that encourage positive social interactions, self-motivation, and active engagement in learning. 2=Preservice Emerging The teacher candidate demonstrates the ability to use best practices to create learning environments that encourage positive social interactions, self- motivation, and active engagement in learning. 3=Preservice Effective The teacher candidate consistently uses best practices to create learning environments that encourage positive social interactions, self- motivation, and active engagement in learning. 4=Early Career Effective The teacher candidate consistently reinforces and uses best practices to create learning environments that encourage positive social interactions, self- motivation, and active engagement in learning at all times. 16%