490 SP2017

Professional Dispositions: Reflections

Professional Dispositions: Reflections

(Student teacher completes, then reviews with his/her mentor teacher and university supervisor prior to submitting to course instructor)

Only typed copies will be accepted. Only copies with evidence will be accepted (give specific examples).

Student Teachers Name: Chayne Garma School/Grade level _Campbell High School/ 9th

Mid-Term: __X__ Mentor Teachers Signature: ______________________

University Supervisors Signature: _________________
Date: _______________________

Final: _____ Mentor Teachers Signature: ______________________

(Please use bold type-this will distinguish midterm from final entries) University Supervisors Signature: _________________
Date: _______________________

Disposition Evidence
1. Professionalism: The teacher candidate understands the importance of being Met Approaching Not Met
punctual and prepared; is timely, having planned appropriately; displays a Comments: Lesson plans could be more thought out. More planning and
character of integrity, and is ready with poise and confidence to interact with expectations of how long the lessons will take with students could be more
peers/colleagues, students, parents, administrators, course instructor, and planned out.
university supervisor.
2. Reflective: The teacher candidate continually evaluates the effects of his/her Met Approaching Not Met
choices and actions on others. Comments: Evaluates after each period to improve lesson and uses feedback
effectively in future lessons.

3. Sensitivity: The teacher candidate models cultural and linguistic sensitivity Met Approaching Not Met
by using appropriate oral and written language when communicating with Comments: Sensitive to those who do not have adequate technology for some
diverse groups. The teacher candidate seeks out additional resources that foster assignments. Willing to accommodate and communicate with those who do not
his/her development in working with diverse groups. have those technologies.
4. Willingness: The teacher candidate exhibits flexibility, often consults with Met Approaching Not Met
others regarding the education and well-being of his/her students and displays an Comments: Changes lesson plans in order to meet students learning styles.
openness to learn in order to advance his/her understanding. Often will do small group work since that is the way most students like to work
according to student inventory sheets.

1
 490 SP2017
Professional Dispositions: Reflections

5. Communication: The teacher candidate takes the initiative to communicate Met Approaching Not Met
with mentor teacher, course instructor and university supervisor on potential Comments: Does email all three persons of contact when not being able to enter
problem areas; including health related issues that impede his/her progress. the classroom due to illnesses.

6. Responsive: The teacher candidate responds appropriately to feedback and Met Approaching Not Met
responds well to constructive criticism. The teacher candidate is able to apply Comments: Uses feedback effectively and tries to implement feedback into
feedback that lead to new perspectives. lessons and classroom management.

7. Skillful: The teacher candidate uses good judgment when interacting with
peers/colleagues, students, parents, mentor teachers, course instructor and
university supervisor. The teacher candidate uses relevant and appropriate data
to make decisions related to assessing student learning.
8. Responsible: The teacher candidate exhibits a deep commitment to
peers/colleagues, students and the school community. The teacher candidate is
self-disciplined and understands his/her role in influencing student growth.
Met Approaching Not Met
Comments: Uses information collected from students (student interest
inventory, different assignments that show results) to gain a better perspective
into students learning habits. Needs to use knowledge gained in seminar and
from observations more towards student learning.
Met Approaching Not Met
Comments: Understands that as a teacher, I am responsible for the students
growth and continues to create lessons to further their knowledge in school and
to have them acquire skills needed to succeed in future endeavors.

9. Lifelong learner: The teacher candidate works toward improving one's
pedagogical and content knowledge, skills and professional dispositions that
contribute to his/her growth over time. The candidate models appropriate
behaviors, values critical thinking and self-directed learning as habits of mind.
Met Approaching Not Met
Comments: For the first few weeks, I seemed like I had gotten a hang of
teaching. However, after the first observation, I learned there were some things
I need to improve upon and refine. Continuing to gain knowledge to be a better
teacher will not be done in one semester it will take a life-long dedication to
adapt to new techniques and strategies and continue to help students growth.

10. Respectful: The teacher candidate dresses in the attire of a professional Met Approaching Not Met
educator that conveys trustworthiness, competence, and enthusiasm. Comments:
Always dresses appropriately in school. Shows willingness to learn more about
the teaching profession.

2
 490 SP2017
Professional Dispositions: Reflections

Additional comments:

Areas of strengths: Good core of teaching, confident in front of the classroom, content knowledge in lessons is good, good volume when speaking.

Areas of improvement: Lesson planning needs to be more thought out, needs work on being proactive when it comes distracting behaviors, needs
to be more consistent in behavioral management procedures.