"Criteria for Disposition Achievement Levels"
Puncochar – October 20, 2004 Criteria for Disposition Achievement Levels Scoring Based on the State Board of Education Entry-Level Standards for Michigan Teachers 0 – Pre-preparation No awareness or exposure 1 – Awareness Ability to describe, not yet applied 2 – Basic Minimal achievement, appropriate to situations 3 – Proficient Consistent, appropriate application, solid performance 4 – Advanced Super performance, consistently applied at all appropriate times Dispositions 1-Awareness 2-Basic 3-Proficient 4-Advanced End of End of End of Student M.A., M.Ed., Pre-Methods Methods Teaching Ph.D., Ed.D. 1. Is committed to Understands that Plans for active Makes Leads and helping all students people learn in engagement of knowledge and encourages others learn. many different all students. learning in seeking effective ways. Shows a opportunities approaches to Understands the willingness to available to all support students importance of accept students. who have difficulty advocating for all responsibility for Creates learning. Leads students. helping all responsive and and encourages students supportive others to challenge succeed. learning every student to environments their maximum that nourish and potential. promote each Empowers student’s students and staff learning and from various development. cultural and ethnic Uses a variety groups. of teaching styles that are consistent with the wide range of learning styles within various cultural and ethnic groups. Persists in seeking and using effective strategies for students who have difficulty learning. Advocates for all students. 2. Is responsive to issues Refrains from Seeks to Uses Engages others to related to differing stereotyping and understand information critically analyze, worldviews (e.g., religion generalizing. cultural beliefs, about cultural adapt, and and culture) and various Refrains from values, and beliefs, values, supplement forms of oppression labeling groups. traditions of and traditions of curriculum for (e.g., racism, sexism, Refrains from families, families, family, community, homophobia, disability, generalizing communities, communities, and cultural and other kinds of about and cultural and cultural relevance. Works discrimination), and their characteristics of contexts. contexts as a with others implications for practice. families, Uses foundation for systematically to communities, and professional teaching, e.g., create, develop, cultures. language to teaching with and maintain a Puncochar – October 20, 2004 Discusses how discuss and about school climate that implicit cultural characteristics American Indian reflects and assumptions, of families, worldviews. respects the ever- frames of communities, Participates in changing family, references, and cultures. examining community, and perspectives, and curricula for cultural contexts in biases within the cultural which students dominant culture sensitivity and live. and/or a modifies discipline curricula as influence the needed. ways knowledge is constructed within the culture and/or discipline. 3. Has awareness of and Uses professional Recognizes Incorporates Engages others to shows respect for language to talents and knowledge of critically analyze, diverse and individual describe strengths in individual adapt, and needs. individual individuals. students, supplement differences. Recognizes families, and curriculum for Refrains from favoritism and communities, equity and respect ascribing disrespectful and cultural for individual characteristics of behavior. context in daily differences. an individual to Articulates the life in the Engages others to an entire group. importance of learning advocate for the Refrains from the individuality environments. individual student. labeling of each student. Demonstrates individuals. Recognizes an equity in daily Refrains from individual as a interactions. applying unique member Actively seeks generalizations to of the information individuals. individual’s about beliefs, reference values, group. traditions, and social and academic abilities of individuals. Uses multiple forms of instruction and assessment. Participates in examining curricula for equity and respect for individual differences, and modifies curricula as needed. 4. Is willing to engage in Communicates in Demonstrates Promotes Initiates communication clearly, ways that qualities of cooperation and relationships accurately, and demonstrate warmth, respect in and among and appropriately (e.g., in respect for the empathy, and out of the between dialogue, writing, and feelings, ideas, humor in classroom. colleagues. discussion). and contributions interactions with Makes Facilitates full Puncochar – October 20, 2004 of others. peers and continued participation of Contributes to instructors. attempts to everyone. class discussions Praises and understand Encourages others by being supports others. situations from to develop prepared and Communicates others’ points of interpersonal sharing ideas. in ways that view. Resolves relationships that Demonstrates demonstrate conflict and enrich personal abilities to respect for the confrontation by reflective practice. engage in feelings, ideas, identifying and reciprocal and planning to dialogue during contributions of avoid sources of discussions (e.g., others. classroom giving and taking Demonstrates a conflict. the lead). Works willingness to Demonstrates collaboratively accept and and encourages and cooperative receive democratic with peers. constructive interaction in Describes how feedback from the learning positive human instructors, environments. interaction peers, and Encourages influences students. open dialogue teaching in the practices. classroom. Responds non- judgmentally. 5. Deals respectfully with Participates Seeks to work Models Initiates and leads peers, faculty, and actively with cooperatively. openness, others in shared content, responds classmates Balances active listening, problem solving. appropriately to and/or coworkers personal and reflection in Promotes others to feedback, takes in a respectful initiative with professional use true responsibility for actions, and productive recognition to conversations. collaboration. and is flexible. manner. other’s Establishes and Assumes fair contributions fosters share of during group respectful, responsibility work. Develops productive within the group. respectful and relationships productive with working professionals, relationships in agencies, cooperative community endeavors. members, and caregivers while maintaining confidentiality. Promotes others to cooperate. 6. Demonstrates Reads and Seeks out Stays current in Initiates creativity, imagination, completes differing points the evolving conversations and the ability to think assignments of view. nature of the about the new and metaphorically. adequately. Investigates profession. emerging Seeks new current ideas Engages in professional issues experiences that and concepts discussions and practices. broaden relevant to the about ideas. Identifies and knowledge. teaching Brings a sense initiates avenues Attends profession. of wonder to for professional intellectual events Connects ideas work. Engages development. on and off and knowledge in research- Produces and Puncochar – October 20, 2004 campus. Asks between and based disseminates questions among courses. pedagogies. meaningful grounded in Participates in Demonstrates contributions to the research about professional willingness to professional the current nature activities in try new ideas in knowledge base. of the profession. addition to school and regular classroom coursework. settings. 7. Exhibits a realistic Begins to Seeks to Teaches from Supports others to appraisal of self and the examine self as a understand the an evolving engage in profession in reflections. bearer of culture, implications of personal dialogues about cultural cultural beliefs, understanding the expectations expectations, and values, and of self, for self, others, and biases. traditions of self philosophy, and the profession. Demonstrates a on families, practice. Engages other to willingness to communities, Incorporates understand the learn. and cultural knowledge of implications of contexts. Plans self in planning, cultural beliefs, to teach from an creating, and values, and evolving expanding the traditions of self on personal learning students, families, understanding environments. communities, and of self, Teaches about cultures. philosophy, and the implications practice. Seeks of cultural to understand beliefs, values, the cultural and traditions of beliefs, values, self on families, and traditions of communities, self and others and cultural within family, contexts. community, and cultural contexts. 8. Displays Asks questions Develops Uses problem Assists others in professionalism (e.g., derived from problem solving, using problem dress, attendance, personal solving, leadership, and solving, leadership, meeting responsibilities), reflection and leadership, and experimental and experimental enthusiasm, confidence, scholarly experimental orientations in orientation in dedication, and has a readings. Uses orientations in discovering and discovering and willingness to go the language of discovering and applying new applying new extra mile. inquiry and applying new classroom classroom discovery. classroom pedagogies, pedagogies, Accepts divergent pedagogies, knowledge, and knowledge, and viewpoints as knowledge, and technologies. technologies. opportunities for technologies. Applies a Guides others to personal and Thinks reciprocal understand the professional systematically relationship relationship development. about the between theory between theories Demonstrates relationships and practice in and practices. punctual and between theory daily life. Facilitates others reliable and practice. Continually in the development attendance. Joins and reflects on of professional Completes attends personal philosophies. assignments on professional philosophical Guides others to time. Connects research and evolution, and refine and deepen theory with teaching refines and their educational observed organizational deepens philosophies and Puncochar – October 20, 2004 classroom meetings and practice. practices. practices. conferences. Participates in Contributes to the Reflects upon professional profession through and then revises research and scholarly work evolving personal teaching submitted to and professional organizational professional philosophy. meetings and research and Describes the conferences. teaching importance of organizations and attending conferences. professional research and teaching organizational meetings and conferences. 9. Has high expectations, Articulates and Uses language Actively seeks Supports others to takes risks, and understands that that indicates to promote high engage in contributes to a climate teachers’ positive expectations for dialogues about of mutual respect. expectations expectations for each student’s and examinations influence student the growth of all maximum of expectations learning. students. potential and levels of risk- learning and taking, including development. students, Uses a variety communities, and of teaching educational strategies that programs and contribute and organizations. promote the respect for all learners. 10. Supports social Adheres to the Upholds the Takes individual Assumes justice and opposes statements laws and ethical initiative to leadership roles in inequity. governing codes promote ethical promoting ethical academic governing the and responsible professional integrity as profession. professional practice. Engages published in Meets practice. others to examine educational professional Examines critically the laws organizations’ responsibilities interaction of and ethical codes handbooks. in a timely and staff and governing the Understands that positive students across profession with an laws and codes of manner. class, religious, eye toward ethics guide the Develops gender, ethnic, improving equity teaching processes for and racial lines. and justice within profession. improving the profession. Reflects on fairness. Empowers social issues of fairness. justice within school culture and social structure by addressing educational and social issues, such as disproportionality in achievement. Seeks to empower students, staff, and hiring from diverse Puncochar – October 20, 2004 groups. References Kroeger, S. D., & Bauer, A. M. (2004). Exploring diversity. New Jersey: Pearson Merrill Prentice- Hall. Maylone, N. (February 2002). Identifying Desirable Pre-Service Teacher Dispositions: An th Intractable Problem? Paper presented at the 54 Annual Meeting of the American Association of Colleges for Teacher Education, New York, NY. Workshop Table 13: School of Education Dispositions