Boise State University College of Education Evaluation of Candidate Professional Dispositions
Name of Candidate: Student Number:
Semester: Course:
Evaluator: Agency/Institution:
Position: Date:
Using the rubric and your professional judgment, select the description that best matches the candidate's dispositions.
The Reflective Practitioner at Boise State University values:
1. Subject Matter: Not Observed
Unsatisfactory
The candidate…
presents no central concepts of the discipline to the students
implements none of the central tools of inquiry in presentations
develops no central disciplinary structures of the areas taught
incorporates no learning experiences rendering critical thinking and reflection to make the content meaningful to students.
Meets Expectations
uses some central concepts of the discipline in its presentation to the students
occasionally includes the use of the central tools of inquiry in the classroom
integrates the central disciplinary structures of the area taught in some classroom
experiences periodically incorporates learning experiences that foster the critical thinking and reflection which make the discipline meaningful to the students.
Exceeds Expectations
actively integrates and elaborates the central concepts of the discipline in the classroom
proactively implements the tools of inquiry in all classroom learning experiences
explicitly integrates the central disciplinary structures into student learning experiences
consistently encourages and fosters critical thinking and reflection to make the discipline meaningful to the students
2. Human Development: Not Observed
fails to acknowledge development beyond a single domain
fails to recognize that an individual student’s development differs from that of the age group as a whole
fails to consider typical developmental characteristics of an age group in planning instruction for the group.
acknowledges that an individual’s development across multiple domains may vary
considers an individual student’s development in one domain in planning instruction for the student
considers typical developmental characteristics of an age group in planning
recognizes that individuals in a group vary in development within a domain and plans instruction for the group to account for such variation.
The candidate...
considers an individual student’s development in multiple domains and the impact each has on learning as a whole
recognizes that individuals in a group vary in development across domains and plans instruction for the group to account for such variation.
3. Individual Needs: Not Observed
disclaims personal responsibility for modifying instruction to meet the unique learning needs of individual students in the classroom
reluctant to work collaboratively with others to support learning of individual students with unique learning needs.
acknowledges personal responsibility for modifying instruction to meet the learning of all students in the classroom
willingly works in collaboration with others to support learning of all students in the classroom.
acknowledges both personal responsibility for own students as well as shared responsibility for learning of all students in the building
seeks out opportunities to work collaboratively with others to support learning of all students in the classroom
willingly works in collaboration with others to improve learning of all students in the building.
4. Multiple Instructional Strategies: Not Observed
employs a single instructional strategy employs an instructional strategy intended primarily to promote only knowledge acquisition
does not alter instructional strategy in order to respond to student responses, ideas, and needs.
uses several instructional strategies incorporates instructional strategies designed to develop students’ critical and creative thinking, problem solving, and performance capabilities
occasionally varies instructional strategies in response to student responses, ideas, and needs.
consistently uses instructional strategies designed to aid development of students’ critical and creative thinking, problem solving, and performance capabilities
consistently adapts and modifies instruction to flexibly respond to student responses, ideas, and needs.
5. Classroom Motivation and Management: Not Observed
utilizes an authoritarian approach to classroom management that is inappropriate to the classroom and the school
utilizes only external motivation strategies, ignoring the value of intrinsic motivation to students’ lifelong growth and learning
fails to honor the continuous development of individual students’ abilities and fails to consider how different strategies encourage self-motivation
recognizes the importance of leadership, participation, and a democratic process appropriate to the classroom and school
recognizes the value of intrinsic motivation to students’ lifelong growth and learning
is committed to the continuous development of individual students’ abilities and considers how different strategies encourage self-motivation
actively encourages participation and a democratic process appropriate to the classroom and school
frequently and explicitly fosters intrinsic motivation to enhance students’ lifelong growth and learning
acknowledges the continuous development of individual students’ abilities and utilizes different strategies to encourage self-motivation
6. Instructional Planning: Not Observed
rarely engages in long-term and short-term planning
does not adjust and revise plans based on student needs and input and changing circumstances
plans only as an individual with no input or discussion with others.
has short term plans for all lessons and an outline of long term plans
occasionally adjusts or revises plans, typically based on changing circumstances
sometimes seeks ideas or comments on plans.
consistently engages in long-term and short-term planning
adjusts and revises plans based on student needs and input and changing circumstances
collaborates with others in both short and long term planning.
7. Assessment of Student Learning: Not Observed
rarely engages in assessment activities or employs a single assessment strategy
uses assessment and the communication of results in ways that discourage student growth and learning
violates ethical principles related to assessment (e.g., confidentiality, labeling, and use of assessment results).
frequently uses assessment as part of the instructional process
utilizes several different assessment strategies to monitor student learning
generally uses assessment strategies and communicates results in ways that do not limit student learning opportunities
acknowledges the ethical issues related to assessment (e.g., confidentiality, labeling, and use of assessment results).
consistently uses assessment as an essential component of the instructional process
consistently uses different assessment strategies for monitoring and promoting student learning
uses assessment strategies and communicates results to promote student growth, rather than limit student learning opportunities
consistently responds to the ethical issues related to assessment (e.g., confidentiality, labeling, and use of assessment results).
8. Professional Commitment and Responsibility: Not Observed
accepts ideas when directed with little consideration or thought
rarely reflects or assesses
generally works alone
rarely seeks or develops practices to address individual student needs
engages in or encourages others to engage in inappropriate practices
learns about discipline taught or learning only when required
he candidate…
occasionally demonstrates critical thinking and self-directed learning
sometimes uses refection and assessment to inform learning
often works with other education professionals
generally seeks, develops and refines practices that address individual student needs
generally models and supports appropriate practices
frequently learns about the discipline(s) taught or the process of learning
consistently demonstrates critical thinking and self-directed learning
uses refection and assessment to inform learning
regularly works with other education professionals
consistently seeks, develops and refines practices that address individual student needs
models and supports appropriate practices
consistently engages in learning about the discipline(s) taught and the process of learning itself
COMMENTS:
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Candidate Acknowledgement: My signature below acknowledges I have read this evaluation and not necessarily that I agree with it.
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