Section 1: Interactions with people from CSU (e.g.

, faculty, staff, peers) 

Timeliness & Punctuality Indicators
Rarely Demonstrated/Concern-All academic work was either submitted late, or if on time, was
nominally completed and therefore didn't evidence a solid first attempt revision. Email requests for
information were seldom or never responded to within 24 hours.
Developing-All academic work was submitted in a timely manner and/or evidenced a solid first-
attempt or revision. Email requests for information were responded to within 24 hours
Strongly Demonstrated-All academic work was submitted in a timely manner at a high level of
achievement with minimal instructor assistance. Email requests for information were responded to
within 24 hours.
Written Communication Indicators
Rarely Demonstrated/Concern-Correspondence was consistently unprofessional, even after
feedback was provided as a reminder.
Developing- All correspondence to instructors was professional; that is, text maintained a relatively
formal tone/word choice and almost never included errors in punctuation and usage.
Strongly Demonstrated-All correspondence to instructors was professional; that is, text maintained a
relatively formal tone/word choice and never included errors in punctuation and usage.
 
Collegial Interactions Indicators
Rarely Demonstrated/Concern-During class/group discussions, comments were often disrespectful,
or distractions were frequently observed (e.g., texting, checking email, or engaged in side
conversations). Distractions may have been disruptive to others. Or, candidate was not engaged
with colleagues or unsupportive of colleagues.
Developing-The majority of comments in class/group discussions (whole class, small group, or 1-on-
1) were respectful, demonstrating sensitivity for the feelings and thoughts of others. Full attention
was evident in all discussions. Candidate was an engaged and supportive colleague.
Strongly Demonstrated-All comments in class/group discussions (whole class, small group, or 1-on-
1) were respectful, demonstrating sensitivity for the feelings and thoughts of others. Full attention
was evident in all discussions. Candidate was an engaged and supportive colleague.
 
Responsibility for Professional Growth Indicators
Rarely Demonstrated/Concern-Candidate failed to demonstrate one or more of the aspects in the
“Strongly Demonstrated” box.
Developing- Candidate initiated critically reflective practice on occasion by inquiring and asking
thoughtful questions, seeing knowledge and making connections in an attempt to enhance his/her
own professional learning. Candidate remains open to continuous learning. Candidate also engages
in collaboration with others in ways that demonstrates an ability to be open to other perspectives and
offers suggestions in order to enhance colleague’s learning.
Strongly Demonstrated-Candidate initiated critically reflective practice very frequently by inquiring
and asking thoughtful questions, seeing knowledge and making connections in an attempt to
enhance his/her own professional learning. Candidate remains open to continuous learning.
Candidate also engages in collaboration with others in ways that demonstrates an ability to be open
to other perspectives and offers suggestions in order to enhance colleague’s learning.
 
Section 2: Interactions with People at Practicum Sites (e.g., K-12 Students, Mentor
Teachers, Administrators, etc.)
Timeliness and Punctuality Indicators

Rarely Demonstrated/Concern-Candidate was absent/late for scheduled teaching time or late for
observations on more than one occasion. Or, candidate failed to communicate in a timely or
appropriate manner if an emergency arose.
 Developing- Candidate arrived late to the school for observation on one occasion, but arrived on
time for all teaching lessons. Candidate communicated in a timely and appropriate manner if an
emergency arose.
Strongly Demonstrated-Candidate arrived to school on time for all observations. Candidate arrived
at the school with ample time to make preparations for teaching lesson(s). Candidate
communicated in a timely and appropriate manner if an emergency arose.
 
Written Communication Indicators
Rarely Demonstrated/Concern-Correspondence with mentor teachers was consistently
unprofessional, even after feedback was provided as a reminder.
Developing-Occasionally correspondence with a mentor teacher was either too casual in tone/word
choice or contained multiple errors in punctuation & usage.
Strongly Demonstrated-All correspondence with mentor teachers, communication for K-12
students or families (e.g., on board, on handouts, on tests, on notes home) was professional; that
is, text maintained a relatively formal tone/word choice and almost never included errors in
punctuation & usage.
 
Dress Indicators

Rarely Demonstrated/Concern-Candidate did not dress neatly or appropriately or did not pay
attention to safety and modesty. Or, candidate was not receptive/responsive to feedback about
inappropriate or distracting dress.
Developing- Candidate dressed neatly and appropriately for most school visits. On one occasion,
inadequate attention was paid to neatness, safety, modesty, and/or dress was distracting to
students’ learning.
Strongly Demonstrated-Candidate dressed neatly and appropriately for all school visits. Attention
was paid to safety and modesty; thus, candidate’s dress did not distract from students’ learning.

 
 
Collegial Interactions Indicators

Rarely Demonstrated/Concern-Communications between the candidate’s mentor teacher and/or

administrators were often disrespectful or inappropriate. On more than one occasion, candidate
was not proactive or was unresponsive in essential communication with mentor.
Developing- Communications between the candidate’s mentor teacher and/or administrators were
mostly respectful and appropriate, but occasionally candidate was disrespectful or inappropriate, or
candidate was not proactive in essential communication and/or problem solving with mentor.
Strongly Demonstrated-Communications between the candidate and mentor teacher and/or
administrators were always respectful and appropriate. Candidate was proactive and responsive in
essential communication and/or problem solving when an issue arose.

 
Respect for Students Indicators
Rarely Demonstrated/Concern-The candidate was often disrespectful to the students and/or failed
to attend to the dignity of all students and/or acted in a way that demonstrate a lack of commitment
to fairness, and/or was discriminatory.
Developing-Candidate’s interactions were mostly respectful, non-discriminatory, and candidate
consistently demonstrated a commitment to fairness, but candidate may have unintentionally
 demonstrated inappropriate or disrespectful attitude toward students, or failed to act in a way that
preserved the dignity of all students and staff members.
Strongly Demonstrated-Candidate’s interactions with students were always respectful, non-
discriminatory, were conducted in ways that preserved the dignity of all students, and
demonstrated a commitment to fairness.
 
 
Responsibility for Student Learning Indicators

Rarely Demonstrated/Concern-Candidate failed to demonstrate one or more of the aspects in the

“Strongly Demonstrated” box.
Developing-Candidate demonstrated all aspects listed in the “Strongly Demonstrated” box, but
some were less consistent or not exhibited in some situations, and therefore in need of additional
attention and work.
Strongly Demonstrated-Candidate operates with a positive view of the meaningful inclusion and
genuine potential of all people, assumes responsibility for the learning of his/her students, and
continually persists to meet the needs of all students. Candidate has high expectations for all
learners.

Section 3: Workplace Habits

Work Ethic Indicators

Rarely Demonstrated/Concern-Candidate infrequently demonstrates drive, determination, and a

commitment to hard work. Or. Candidate rarely shows steady effort and/or a desire to produce high
quality work.
Developing-Candidate inconsistently demonstrates all aspects listed in “Strongly Demonstrated”
description of work ethic.
Strongly Demonstrated-Candidate consistently demonstrates drive, initiative, determination, and a
commitment to hard work. Candidate shows steady effort and a desire to produce a high quality
product or performance.

 
Perseverance Indicators

Rarely Demonstrated/Concern-Candidate rarely demonstrates the ability to bear difficulties calmly

and without complaint. Or, candidate seldom treats setbacks as opportunities to learn. Or,
candidate has a tendency to give up when things don’t go as planned or when there is uncertainty
about a task or situation.
Developing-Candidate inconsistently demonstrates all aspects listed in “Strongly Demonstrate”
description of perseverance.
Strongly Demonstrated-Candidate treats setbacks as opportunities to learn. Candidate does not
give up when things don’t go as planned or when there is uncertainty about a task or situation;
instead, candidate tries again.
 
Responsibility for Actions Indicators
Rarely Demonstrated/Concern-On more than one occasion, candidate failed to take full
responsibility for actions, and/or inappropriately blamed others.
Developing-Candidate mostly accepts responsibility for actions, but on one occasion may fail to
take full responsibility and/or inappropriately blames others.
Strongly Demonstrated-Candidate consistently accepts responsibility for the outcomes of his/her
actions.
 
Organization and Planning Indicators
Rarely Demonstrated/Concern-Candidate does not have systems to track and manage multiple
deadlines or larger tasks and thus misses essential due dates or submits inadequate work at a
deadline. Candidate often appears to be approaching next step in process at last minute and
without sufficient research or planning. Candidate seldom or never anticipates potential “work-
arounds” for problems or contingencies that may arise.
Developing-Candidate demonstrates all aspects listed in the “Strongly Demonstrate” box, but some
were less consistent or not exhibited in some situations, and therefore in need of additional
attention and work.
Strongly Demonstrated-Candidate has developed effective systems to track and manage multiple
deadlines and thus meets all due dates. Candidate breaks down larger tasks into smaller ones and
manages time/effort to ensure task completion. Candidate plans ahead and researches options for
next steps in program (e.g., student teaching, job search, volunteer work). Candidate anticipates
and generates potential “work-arounds” for problems or contingencies that may arise.
 
Social Media and Technology Savvy Indicators
Rarely Demonstrated/Concern-Candidate does not consistently manage social media presence
and communication in a professional manner, and/or is reluctant to learn new technology, and/or
struggles when trouble-shooting technology breakdowns, and/or to imagine educational potential
of technology.
Developing-Candidate manages social media presence and communication in a professional
manner. Candidate is comfortable learning new technologies, but struggles when trouble-shooting
technology breakdowns, and often considers the educational potential of new technology.
Strongly Demonstrated-Candidate manages social media presence and communication in a
professional manner. Candidate is comfortable learning new technologies, trouble-shooting
technology breakdowns, and often considers the educational potential of new technology.
 
Workplace Policies and Code of Conduct Indicators
Rarely Demonstrated/Concern-Does not follow CSU Student Code of Conduct, and/or policies
governing ethical, moral, and legal practices of K-12 teachers, and/or does not follow district and
school policies related to discipline, crisis management and emergency and evacuation
procedures in a way that is potentially harmful for students.
Developing-Follows CSU Student Code of Conduct, and/or policies governing ethical, moral, and
legal practices of K-12 teachers. Lacks awareness of and/or does not follow district and school
policies related to discipline, crisis management and emergency and evacuation procedures, but
does not inadvertently place students in harm’s way.
Strongly Demonstrated-Follows CSU Student Code of Conduct, and/or policies governing ethical,
moral, and legal practices of K-12 teachers. Ensures he/she knows district and school policies
related to discipline, crisis management and emergency and evacuation procedures and
purposefully takes precautions to avoid placing students in harm’s way.
 
 
 
 
 
 
 
 
Professional Progress Report: Professional Dispositions; CSU Center for Educator
Preparation
  
Professional Behaviors
The teacher candidate displays consistent:
•Excellence in attendance
•Excellence in punctuality
•Positive attitudes towards each and every learner
•Personal and professional appearance appropriate to site expectations
•Affirming behaviors toward students from diverse backgrounds
•Belief that he/she can make a difference to students and the profession
•Understanding of how learners help to create knowledge
•Belief in the importance of a community of learners
•Knowledge about the lives of his/her students
•Willingness to learn about and respond to the needs of each and every learner
 
Attendance as per course expectations
Advanced
Proficient
Developing
Basic
Not Observed
 
Punctuality as per course expectations
Advanced
Proficient
Developing
Basic
Not Observed
 
Dresses to convey professionalism appropriate to site
Advanced
Proficient
Developing
Basic
Not Observed
 
Demonstrates critical thinking and reflective practice
Advanced
Proficient
Developing
Basic
Not Observed
 
Understands and uses professional language in all public settings
Advanced
Proficient
Developing
Basic
Not Observed
 
Initiative and Dependability
The teacher candidate consistently:
•Questions when necessary
•Helps others
•Uses proactive rather than reactive behaviors
•Does not wait for others to act on his/her behalf
•Looks for alternatives when appropriate
•Sees opportunities and moves into the situation
•Seeks options when problems arise
•Seeks own resources
•Accepts personal responsibility for situations; does not use excuses
•Is adaptable and flexible
•Goes above and beyond what is not explicitly requested
•Actively participates
•Asks self what is needed for personal success
•Is prompt and prepared; calls if late or absent
•Responds with honesty
•Knows expectations and acts accordingly
•Completes assignments thoroughly
•Follows through on promises and responsibilities
•Supports peers/colleagues
•Prepares quality work
•Communicates fully and effectively for situations
•Takes care of actions that result from advising sessions
 
Demonstrates creativity and resourcefulness 
Advanced
Proficient
Developing
Basic
Not Observed
 
Seeks opportunities to further own learning
Advanced
Proficient
Developing
Basic
Not Observed
 
Works effectively with limited supervision
Advanced
Proficient
Developing
Basic
Not Observed
 
Identifies problems and is able to prioritize, propose solutions, options and
resources
Advanced
Proficient
Developing
Basic
Not Observed
 
Self-starter: advocates for self and is personally responsible and responsive
Advanced
 Proficient
Developing
Basic
Not Observed
 
Completes responsibilities with quality and without excuses or prompting
Advanced
Proficient
Developing
Basic
Not Observed
 
Tact and Judgement
The teacher candidate consistently:
•Is sensitive to others’ feelings
•Is respectful in discussions
•Displays good manners
•Thinks before he/she speaks or acts
•Uses positive word choices
•Uses constructive comments
•Exhibits good judgment
•Exhibits an open-mind
•Does not allow others to poison a group
•Displays only appropriate dress
•Uses positive tone of voice and body language to communicate thoughts
 
Demonstrates sensitivity to others' feelings and opinions while articulating own
opinions, feelings and needs
Advanced
Proficient
Developing
Basic
Not Observed
 
Approaches situations with an open mind
Advanced
Proficient
Developing
Basic
Not Observed
 
Appropriately uses verbal and nonverbal language and cues to remain positive
and respectful
Advanced
Proficient
Developing
Basic
Not Observed
 
Perceives what to do or say in order to maintain professional relations with
others
 Advanced
Proficient
Developing
Basic
Not Observed
 
Ethical Behavior and Integrity
The teacher candidate consistently:
•Honors confidentiality
•Displays honesty in words and actions
•Knows right and wrong
•Admits mistakes and accepts responsibility
•Displays strong understanding of democracy and citizenship
•Considers all sides of an issues
•Is genuine and authentic in words and actions
•Does not lie
•Displays a responsible attitude
•Is respectful and able to be respected
•Is trustworthy
•Will not resort to plagiarism
 
Consistently honest and worthy of trust
Advanced
Proficient
Developing
Basic
Not Observed
 
Honors confidentiality
Advanced
Proficient
Developing
Basic
Not Observed
 
Assesses information critically-fact from opinion, right from wrong- and
responds honestly and respectfully
Advanced
Proficient
Developing
Basic
Not Observed

Consistently models professional standards of conduct

Advanced
Proficient
Developing
Basic
Not Observed
 
Collegiality and Responsiveness
The teacher candidate consistently:
•Works and plays well with others
•Takes responsibility for own actions
•Learns from others and shares willingly
•Is willing to work to improve
•Seeks advice/feedback and is appreciative
•Listens actively and reflectively with an open mind
•Is respectful
•Is willing to compromise
•Reaches out and is positive with peers and teachers
•Participates effectively
•Handles ambiguity well and is tolerant
•Smiles, is friendly and open
•Compromises and negotiates
•Is authentic and genuine
•Is willing to try suggestions
•Accepts constructive criticism
•Is willing to engage in constructive confrontation
Is collaborative: willing to share resources, seek advice and work toward
common goals

Advanced
Proficient
Developing
Basic
Not Observed
 
Demonstrates ability to compromise and negotiate

Advanced
Proficient
Developing
Basic
Not Observed
 
Is respectful of all and works effectively in teams

Advanced
Proficient
Developing
Basic
Not Observed
 
Is open to constructive criticism

Advanced
Proficient
Developing
 Basic
Not Observed
 
Keeps and open mind: is receptive and reflective concerning perceptions of
others

Advanced
Proficient
Developing
Basic
Not Observed
 
Proactively addresses feedback through an adjustment in performance

Advanced
Proficient
Developing
Basic
Not Observed

 
 
Effective Communicator
The teacher candidate consistently:
•Uses professional oral language
•Uses professional written language
•Uses respectful language
•Uses effective eye contact and body language
•Is an active and reflective listener
•Responds calmly in all situations
•Is articulate, speaks clearly and kindly
•Thinks before speaking
•Is succinct and effective with written and oral assignments and communications
•Adapts messages to audience and purpose
•Takes risks
•Checks on audience understanding
Professional oral expression: expressive, articulate, respectful, effective for
purpose, appropriate to situation

Advanced
Proficient
Developing
Basic
Not Observed
 
Professional written expression: organized, clear ,effective for purpose,
appropriate to situation, free of grammatical errors and misspellings
 Advanced
Proficient
Developing
Basic
Not Observed
 
Demonstrates an understanding of audience and purpose, body language and
eye contact during communication situations

Advanced
Proficient
Developing
Basic
Not Observed
 
Actively listens and provides effective feedback

Advanced
Proficient
Developing
Basic
Not Observed
 
Uses electronic media in a professional manner

Advanced
Proficient
Developing
Basic
Not Observed

Desire to Improve Own Performance

The teacher candidate consistently:
•Asks for help and seeks ways to grow
•Seeks feedback from many sources
•Is aware of the importance of reflection
•Asks for help to improve
•Looks for additional information
•Identifies ways to improve
•Takes risks to try new ideas
•Is committed to face diversity with care and concern
•Understands his/her part in the process of growth
•Has the ability to accept criticism without taking it personally
•Shows progress in skill acquisition
•Is open to the ideas of others and is reflective
•Enjoys taking guidance from others
•Effectively implements suggestions in practice
•Works to project new learning into future practice
 
Demonstrates a responsibility for own professional performance

Advanced
Proficient
Developing
Basic
Not Observed
 
Actively pursues new and better ways of teaching

Advanced
Proficient
Developing
Basic
Not Observed
 
Expresses sincere interest in personal and professional growth

Advanced
Proficient
Developing
Basic
Not Observed
 
Cultural Responsiveness
The teacher candidate consistently:
•Looks at student differences as personal opportunities to grow and develop
•Shares the belief that students learn differently and those differences are strengths rather than obstacles
•Demonstrates the desire and ability to plan curriculum using the knowledge of students and their lives
•Asks students for help in understanding differences
•Is aware that family and community impact student motivation and learning
•Understands and admits to personal biases
•Shows an understanding of personal communication, teaching and learning styles
•Demonstrates the desire and ability to create a community that is safe and nurturing to all students
•Shows a concern for issues of equity and social justice
•Talks and writes competently about the place of public education within a democracy
•Engages students in discussions concerning culture, equity, democracy and learning
•Provides multiple ways of assessing students
Demonstrates the belief that all students can learn and are welcome in the
classroom
Advanced
Proficient
Developing
Basic
Not Observed
 
Demonstrates commitment to culturally responsive teaching
Advanced
 Proficient
Developing
Basic
Not Observed
 
Demonstrates the desire and ability to plan, assess, and implement instruction
to address, engage and nurture the learning of every student in his or her care
Advanced
Proficient
Developing
Basic
Not Observed
 
Demonstrates a commitment to the growth and development of each student by
taking into account issues of class, gender, race, ethnicity, sexual orientation,
language and special needs
Advanced
Proficient
Developing
Basic
Not Observed
 
Demonstrates an understanding of how families and communities impact
student learning
Advanced
Proficient
Developing
Basic
Not Observed
 
Commitment to Profession
The teacher candidate is consistently:
•Committed to being an excellent teacher and is able and willing to work toward that purpose
•Willing to go beyond the day
•Seeking opportunities to work with children
•Committed to teaching as his/her primary profession
•Demonstrating a desire to learn
•Looking for information beyond text
•Demonstrating that he/she values and understands the many facets of the profession
•Demonstrating the love of students over academic material
•Culturally responsive; desiring to reach and teach all
•Striving for improvement
•Aware that it is not possible to know everything
•Caring of young people and working to keep abreast of information concerning their development
•A lifelong learner
•Aware and accepting of his/her public responsibilities as a professional
•Engaged in appropriate discussions and new inquiry with professional colleagues
•Aware of the diversity, exceptionality and individuality in his/her classroom
•Eager, enthusiastic and motivated
•Striving to learn and engage in inquiry
•Aware of the importance of being a member of the professional and larger community
Demonstrates a deep commitment to life-long learning
Advanced
Proficient
Developing
Basic
Not Observed
 
Expresses passion and enthusiasm for teaching
Advanced
Proficient
Developing
Basic
Not Observed
 
Models commitment to justice, equity and equality both personally and
professionally
Advanced
Proficient
Developing
Basic
Not Observed
 
Models democratic ideals personally and professionally
Advanced
Proficient
Developing
Basic
Not Observed
 
Demonstrates awareness of program policies and professional practices
Advanced
Proficient
Developing
Basic
Not Observed