Self-Assessment Teaching Dispositions

7. Self-Assess yourself using the Disposition Rubric. Provide evidence for each category.

Name of Evaluator:_Self__

The Rubric:

The rubric delineates the six dispositions – social justice and equity, collaboration, critical thinking, professional ethics, reflective teaching and learning, and life-long learning. Descriptors are provided for each of the six dispositional elements. For each dispositional element, there are three levels of performance - unacceptable, initial target, and advanced target. The description for the three levels of performance offers measurable behaviors and examples, but does not list every possible behavior. Candidates need not demonstrate all behaviors in a level in order to be rated at that level. 

PROFESSIONAL DISPOSITIONS RUBRIC

The School of Education of California State University San Marcos fosters the development of the following professional dispositions among our candidates. Candidates increasingly reflect these dispositions in their work with students, families, and communities.

Dispositional Element	Unacceptable 1       2	Initial Target 3       4	Advanced Target 5		Evidence / Reflection	score
1.  Social Justice and Equity   Candidates appreciate the languages, communities, and experiences learners bring to the classroom. Candidates advocate for and support marginalized communities and individuals.	Behaves in a manner that is discriminatory, intolerant, or close- minded. Resists working with some groups or individuals, makes derogatory remarks, or rejects views based on factors such as gender, exceptionalities, race, culture, religion, or socioeconomic background.         Selects materials, designs activities, or interacts in ways that promotes stereotypes or demeans others. Does not take appropriate initiative to understand and identify student needs and/or provide learning experiences that meet the needs of all students. Fails to provide extra assistance or alternative learning experiences when needed. Repeatedly excludes some students from learning experiences. Gives preferential treatment to some students.	Consistently models respect for all learners. Behaves in ways that reflect concern and equitable effort on behalf of all. Written work and other expressions reflect understanding of diversity (race, gender, culture, exceptionalities). Selects materials, designs activities, and interacts in ways that demonstrate appreciation of diversity (e.g., includes models from diverse backgrounds/settings in learning experiences and provides opportunities for students to hear, consider, discuss different viewpoints). Interacts with students in ways that consider individual differences and life experiences. Takes care to provide appropriate experiences for all students. Consistently advocates for inclusion and consideration of diverse perspectives.	Consistently models respect for all learners. Behaves in ways that reflect concern and equitable effort on behalf of all. Written work and other expressions reflect understanding of diversity (race, gender, culture, exceptionalities). Selects materials, designs activities, and interacts in ways that demonstrate appreciation of diversity (e.g., includes models from diverse backgrounds/settings in learning experiences and provides opportunities for students to hear, consider, discuss different viewpoints). Interacts in ways that consider individual differences and life experiences. Takes care to provide appropriate experiences for all students.   Works to influence others’ provision of services for those beyond those in his/her immediate setting. Seeks forums or leads efforts to advocate for inclusion and consideration of diverse perspectives.		I strive to make the content accessible to all, including those with different cultures, backgrounds, languages, and students with special needs. I do this by presenting the material in different ways (orally, handouts, labs, and activities). I also circulate frequently to assist students and small groups individually. I also make myself available to students outside of class for extra assistance. Students also frequently work in groups for peer-learning opportunities. Working in groups also teaches students to work cooperatively despite diverse cultural backgrounds.		4
2.Collaboration   Candidates practice the skills of collaboration in their professional interactions with students, colleagues, parents/guardians/caregivers and those in the wider community.	Interacts with others (students, parents, colleagues) in ways that does not communicate respect. For example, uses destructive criticism, derogatory remarks, threats, physical coercion, or other inappropriate language or behavior. Does not reasonably allow others to express ideas. Discourages or undermines the work of others.	Consistently interacts with others (students, parents, colleagues) in ways that communicate respect such as being courteous, demonstrating consistency and impartiality, and providing opportunities for others to express or demonstrate their needs and viewpoints. Values and builds relationships. Encourages and supports participation and success for all.	Consistently interacts with others (students, parents, colleagues) in ways that communicate respect such as being courteous, demonstrating consistency and impartiality, and providing opportunities for others to express or demonstrate their needs and viewpoints. Values and builds relationships. Encourages and supports participation and success for all.   Advocates for the expression of diverse perspectives. Seeks forums and leads efforts to assist others in developing understanding and skills in being supportive of others (e.g., students, parents, colleagues).		I attend pep rallies and football games to support my students. I smile and wave to them in the hallways and ask them how they’re doing at the beginning of each class. If I know a student is involved with a team sport, like water polo, or football, I wish them good luck before games and congratulate them after games they win. Students are frequently asked to share answers to the class in a supportive environment. Students must respect each other, and I never allow them to laugh at someone’s answer. I also circulate frequently to assist students and small groups individually. I also make myself available to students outside of class for extra assistance. Students also frequently work in groups for peer-learning opportunities. Working in groups also teaches students to work cooperatively despite diverse cultural backgrounds.			4
3.Critical Thinking   Candidates analyze various professional contexts, resulting in more informed decision-making about professional practice.	Does not gather, analyze or use data to make informed decisions. Behaves in ways that reflect a belief that others should provide what is needed. Does not ask appropriate questions or take initiative to work toward achieving goals or solving dilemmas.	Analyzes professional contexts, by a) seeking information from a variety of sources to analyze student needs and b) planning and implementing appropriate decisions about professional practice. Seeks a variety of perspectives in exploring issues. Asks questions and takes action to achieve goals or solve dilemmas. Anticipates needs and assists others in obtaining or managing resources.	Analyzes professional contexts, by a) seeking information from a variety of sources to analyze student needs and b) planning and implementing appropriate decisions about professional practice. Seeks a variety of perspectives in exploring issues. Asks questions and takes action to achieve goals or solve dilemmas. Anticipates needs and assists others in obtaining or managing resources.   Provides leadership in solving dilemmas involving the procurement or distribution of resources. Actively seeks or leads opportunities to select or create appropriate new forums to advocate for students or the profession.	I constantly consult with other, veteran teachers, colleagues and professors to gather advice and resources for different ideas and ways to teach biology. I keep a blog on my  teaching resources (www.drrichardsbiology.blogspot.com), which I update frequently. I read many sources of science news to stay current with my field, including Discover, National Geographic, New York Times Science, Science Daily, NPR Science News, and Scientific American. In addition to staying current in my field, I constantly assess my students’ progress to check to see if my teaching strategies are working. I survey my students and ask them for feedback periodically to explore alternative teaching strategies. I modify teaching strategies, as needed, and employ different ideas according to individual student needs.				4
4. Professional Ethics   Candidates make and act on well-reasoned, principled judgments.	Fails to consistently honor the needs and best interests of students, the work setting (school, district, university) or profession. Demonstrates a pattern of unprofessional behavior such as absence, tardiness, failure to complete tasks, inappropriate dress or personal behavior, violation of confidentiality, academic dishonesty (e.g., plagiarism, cheating), or imposition of personal religious or political views upon others.	Consistently honors the needs and best interests of students, the work setting (school, district, university), and the profession. Makes well-reasoned, principled judgments regarding professional behaviors such as promptness, task completion, maintaining confidentiality, academic honesty, and appropriate separation of personal and professional domains.	Consistently honors the needs and best interests of students, the work setting (school, district, university), and the profession. Makes well-reasoned, principled judgments regarding professional behaviors such as promptness, task completion, maintaining confidentiality, academic honesty, and appropriate separation of personal and professional domains.   Actively seeks or leads forums to advocate for professional conditions and resources that will improve learning outcomes for students or the profession.	I consult with my master teacher whenever I have any question about how to handle a potentially sensitive situation, such as suspected drug abuse, or when to call a parent. We follow the school rules, according to the handbook. I am always on time. I shadow my master teacher’s schedule. I complete every assignment and task my master teacher advises me to. I maintain confidentiality when other teachers share information about my site that is sensitive because I respect their advice and guidance.				4
5.Reflective Teaching and Learning   Candidates critically review their professional practice and the impact it has on student success.	Does not critically evaluate own professional practice or performance (e.g., interactions, written work, formal and informal assessments) and the impact on student success. Fails to see the need for positive change. Does not provide substantive suggestions for positive self-improvement. Rejects suggestions from others directly or by failing to act. Offers excuses and/or assigns blame for negative results to students, parents, colleagues, supervisors, or others.	Demonstrates understanding of the relevant teaching/learning standards. Consistently evaluates own professional practice and performance (e.g., interactions, written work, formal and informal assessments) and the impact on student success. Generates ideas for potential improvements or revisions and applies them to future professional practice and performance. Is open-minded and positive when receiving feedback from others, and acts upon suggestions.	Demonstrates understanding of the relevant teaching/learning standards. Consistently evaluates own professional practice and performance (e.g., interactions, written work, formal and informal assessments) and the impact on student success. Generates ideas for potential improvements or revisions and applies them to future professional practice and performance. Is open-minded and positive when receiving feedback from others, and acts upon suggestions.   Actively seeks further information and perspectives from others to evaluate own performance and demonstrates in depth analysis and synthesis of viewpoints. Applies relevant teaching/learning standards in their work.	I journal reflections of my lesson after teaching each one. I ask my master teacher for feedback following each lesson. I e-mail every lesson plan to my university supervisor, and he gives me feedback. I respond positively to his feedback and incorporate his suggestions into future plans. I modify lesson plans and written work following feedback from my professors, advisor, or master teacher. I also monitor and modify each class period, sometimes making changes between 5th and 6th period, as needed. I’ve learned, as a teacher, I must be flexible and willing to constantly adapt and try new things. Some plans work, and others don’t. I’m constantly assessing and modifying.				4
6.Life-Long Learning   Candidates recognize the need for and are committed to actively seeking new knowledge, skills and experiences.	Does not consistently demonstrate intellectual engagement with material or others (e.g., peers, instructors, students). Verbal and written contributions do not demonstrate familiarity with required material. Fails to ask questions or make thoughtful references to concepts of study. Fails to meet professional standards in written work and participation. Argues point of view in terms of personal experience or hearsay rather than understanding of theory, research, or data-based evidence.	Demonstrates intellectual engagement with material and others (e.g., peers, instructors, students). Seeks and takes advantage of learning opportunities to stay professionally current, acquire new knowledge, skills, and experiences. Is familiar with relevant professional organizations, current research, and interdisciplinary practices. Makes connections between concepts, experiences, and content. Seeks and uses contemporary theory, research, and data-based evidence to inform instruction.	Demonstrates intellectual engagement with material and others (e.g., peers, instructors, students). Seeks and takes advantage of learning opportunities to stay professionally current, acquire new knowledge, skills, and experiences. Is familiar with relevant professional organizations, current research, and interdisciplinary practices. Makes connections between concepts, experiences, and content. Seeks and uses contemporary theory, research, and data-based evidence to inform instruction.   Seeks further information and engages others in intellectual discussions. Creates learning opportunities for self and others. Is actively involved in professional groups and associations, or other professional decision-making bodies. Analyzes, synthesizes and evaluates material in order to provide professional development for others.	I have a Ph.D. in Cell & Molecular Biology, and I love keeping current with the field of biomedical research. One of the reasons I love being a teacher is that I can continue being in a school, an environment that fosters lifelong learning. I continue to scan the literature to keep current with my field. I constantly communicate with my professors to glean valuable information from them. I take copious notes to capture anything I might be able to use as a teacher, including resources, PLN contacts, websites, summer internships, and grant-writing opportunities. I belong to NABT (National Association for Biology Teachers), NSTA (National Science Teachers Association), ISTE, Education Week, Classroom 2.0, to name a few. I also work with other students several times a week to collaborate on assignments.