UNC TEACHER CANDIDATE DISPOSITIONS RUBRIC
Name: ________Jayden Muro________
Completed by: ____________Jayden Muro___________
Unsatisfactory (1)
E Teacher candidate:
• is late or absent three or more
times.
n • fails to contact instructor or
cooperating teacher when
g absent and/or gives no or
suspicious reason for absence.
a makes arrangements well in
g • does not participate, is not
e engaged in learning and/or
teaching, seems lackadaisical or
negative.
m • is unprofessional (e.g., reads
e newspaper, text messages, uses
cell phone, has side
conversations).
n • dresses unprofessionally for
t the situation (i.e. sloppy,
cleavage showing, wrinkled,
under-dressed).
© Brewer, Lawrence, Peterson, Powers and Smith
Date: _____March 20, 2021________
Developing (2)
Teacher candidate:
• is late or absent twice.
• gives short notice to instructor or • notifies instructor or cooperating
cooperating teacher or provides a
reason after the absence.
• is respectful but does not
necessarily engage or participate
in learning and/or teaching.
• is professional in behavior most
of the time.
• dress is questionable in terms of
appropriateness.
Proficient (3)
Teacher candidate:
• is late or absence only once
teacher in advance and makes
arrangements (i.e. sub plans,
assignments emailed).
• is actively engaged and participates
in the classroom with learners
and/or colleagues.
• is professional in behavior.
• dresses appropriately for the
situation.
Advanced (4)
Teacher candidate:
• is always present and on time.
• only misses class for a true
emergency, provides
documentation for absences (jury
summons, doctor note, etc.), and
advance when possible (e.g., sub
plans, assignments emailed).
• initiates active engagement and
participation in the classroom
with learners and/or colleagues.
• is unfailingly professional in
behavior and builds professional
relationships.
• dresses professionally and
appropriately for the situation.

Unsatisfactory (1)
• demonstrates negative
interactions with learners,
colleagues, and/or instructors
(e.g., unprofessional
comments, peculiar demeanor
with others).
E Teacher candidate:
• pays little attention to quality;
sloppy or multiple errors (work
ff is not proofed).
• lacks initiative; shows little
o interest in learning or
improving skills.
rt • is uncertain and lacks
confidence when interacting
with learners, peers, and/or
colleagues in a large group
situations.
• does not seek out new
resources when preparing
materials or assignments, lacks
organizational skills.
• is apathetic about
fo commitments and does not
meet due dates.
rt • does not meet timelines for
task completion – work is
consistently late or missing.
© Brewer, Lawrence, Peterson, Powers and Smith
UNC TEACHER CANDIDATE DISPOSITIONS RUBRIC
Developing (2)
• usually interacts positively and
appropriately with all learners,
colleagues, and/or instructors.
Teacher candidate:
• generally completes adequate
work with some revisions
needed.
• at times, demonstrates initiative
suitable to the context.
• inconsistently conveys
confidence when interacting with
learners, peers, and/or colleagues
in a large group situations.
• prepares and organizes materials.
• inconsistently follows through • demonstrates reliability by
with commitments and due dates.
• follows most timelines and due
dates for tasks.
Proficient (3)
• always interacts positively and
appropriately with all learners,
colleagues and/or instructors.
Teacher candidate:
• completes work of high quality –
does what is expected .
• demonstrates initiative suitable to • demonstrates high level of
the context most of the time.
• conveys confidence when
interacting with learners, peers,
and/or colleagues in a large
group situations.
• is somewhat creative when
preparing & organizing materials.
following through with most
commitments and due dates.
• follows timelines and due dates.
Advanced (4)
• interacts appropriately and builds
positive relationships with learners,
colleagues and/or instructors.
Teacher candidate:
• completes exceptionally high
quality work; goes beyond
expectations.
initiative suitable to the context.
• conveys a high level of
confidence when interacting with
learners, peers, and/or colleagues
in small and/or large group
situations.
• seeks resources and is creative in
preparing and organizing
materials.
• demonstrates a high level of
reliability by following through
with due dates and commitments.
• follows all timelines and due dates
– has many tasks completed prior
to date needed.

Unsatisfactory (1)
• is resistive to feedback and
reflections are very surface
level.
• displays limited or no ability to
motivate and engage all
learners; creates static learning
environments that have
minimally or do not address
the needs of all learners.
I
Teacher candidate:
• displays little to no evidence of
attempt to learn course
ni content.
ti • cannot articulate personal goals • has personal goals to complete
requirements satisfactorily.
at
iv
• Unaware of professional
organizations or publications;
demonstrates little interest in
e growing professionally; shows
little or no interest in
professional activities,
publications or events.
• appears unaware of rules,
restrictions & policies;
occasionally disregards them
even with reminders.
© Brewer, Lawrence, Peterson, Powers and Smith
UNC TEACHER CANDIDATE DISPOSITIONS RUBRIC
Developing (2)
• needs reminders to use feedback
in order to improve skills; some
reflection is evident.
• attempts to motivate and engage
all learners; creates learning
environments to adequately meet
the needs of all learners.
Teacher candidate:
• fulfills minimum requirements.
• aware of professional
organizations and publications;
occasionally participates in
professional activities and
understands the importance of
professional growth.
• aware of rules, restrictions, and
policies; usually follows them
without being reminded.
Proficient (3)
• uses feedback constructively and
routinely reflects on work to
improve skills.
• motivates and engages all learners • creates flexible and engaging
in learning by creating flexible
learning environments to meet
the needs of all learners including to motivate all learners including
those from diverse backgrounds
and with exceptional learning
needs.
Teacher candidate:
• strives to exceed basic
requirements of class or field
placement.
• willingly accepts and occasionally
exceeds goals set by others (e.g.
cooperating teacher, instructor).
• uses or references professional
organizations and publications;
belongs to professional
organizations; participates in
professional events when
available; values professional
growth.
• knows rules, restrictions and
policies and dependably follows
them.
Advanced (4)
• seeks feedback and uses it
constructively; reflects on
teaching and assignments.
learning environments with
innovative materials and strategies
those from diverse backgrounds
and with exceptional learning
needs.
Teacher candidate:
• puts forth great effort of own
initiative, without the regard of
grades.
• asks questions when material,
concepts, or expectations are not
clear; sets individual goals and
evaluates own learning.
• actively involved with professional
organizations and publications;
seeks opportunities to be involved
in professional activities; takes
leadership roles in professional
organizations when available;
makes professional growth a high
priority
• dependably follows rules,
restrictions, and policies and
encourages others to do the same.

Unsatisfactory (1)
• wants exceptions to be made
for him/her, or tries to get
around established rules of
behavior, dress, etc; thinks
rules were made for others;
blames others for mistakes or
errors.
F
Teacher candidate:
• shares learner information with • attempts to maintain
individuals not in a “need to
ai know” position.
r • has little regard for others or
their ideas.
n • demonstrates a limited lack of
e respect when speaking with
learners, families, peers and
ss colleagues; uses poor or
negative judgment during
interactions.
a interactions.
n
© Brewer, Lawrence, Peterson, Powers and Smith
UNC TEACHER CANDIDATE DISPOSITIONS RUBRIC
Developing (2)
• does not habitually attempt to
circumvent policies in patterns of
behavior, dress, language, etc.;
periodically needs reminders to
take responsibility for own
actions.
Teacher candidate:
confidentiality of information
and records.
• accepts ideas of others.
• attempts to communicate
respectfully and effectively with
learners, families, peers and
colleagues; minimal use of
positive statements and good
judgment and discretion during
Proficient (3)
• accepts responsibility for
behavior and dress, language,
emotions, etc.
Teacher candidate:
• maintains confidentiality of all
learner records and information.
• incorporates ideas of others and
credits others for their work.
• communicates respectfully and
• communicates respectfully and
effectively when speaking with
learners, families, peers and
colleagues including those from
diverse backgrounds and with
exceptional learning needs;
demonstrates good judgment and
discretion during interactions.
Advanced (4)
• exemplary patterns of behavior
and dress; takes responsibility for
errors and seeks ways to improve.
Teacher candidate:
• maintains confidentiality of all
learner records and information;
advocates for the maintenance of
confidentiality with others.
• encourages the use of ideas from
all; willingly acknowledges others’
ideas.
positively when speaking with
learners, families, peers &
colleagues including those from
diverse backgrounds and with
exceptional learning needs; uses
exceptional judgment during
interactions.

Unsatisfactory (1)
n • uses minimal or no effective
communication strategies
d when presenting and/or
teaching.
e • demonstrates favoritism to
some peers, colleagues, or
q learners.
ui • is concerned with self not
ty others, rarely listens to others,
is unprofessional in addressing
issues, pattern of dishonesty or
deceitful behavior.
• may sacrifice truth for personal • strives to be trustworthy and
advantage, exhibits
questionable integrity.
Adapted from the UNC Sport and Exercise Program Dispositions Rubric.
© Brewer, Lawrence, Peterson, Powers and Smith
UNC TEACHER CANDIDATE DISPOSITIONS RUBRIC
Developing (2)
• attempts to utilize a variety of
communication strategies to
present peers to or teach all
learners.
• presumes that most learners can
learn and be successful.
• relates adequately with others,
uses discretion in keeping
confidences, attempts to address
issues in a professional manner, is
truthful and honest in dealing
with others.
keep his/her word, exhibits
personal integrity.
Proficient (3)
• uses a variety of effective
communication strategies to
present to peers or teach all
learners.
• expects all learners to learn and
be successful, including those
from diverse backgrounds and
with exceptional learning needs.
• maintains confidentiality of
• creates a safe learning
conversations where appropriate,
communicates issues directly with
individuals involved and those
within a professional hierarchy;
respects differences of opinion.
• demonstrates strong personal
character; is a good role model
of personal integrity.
Advanced (4)
• uses and promotes various
effective communication
strategies to present to peers or
teach all learners.
• expects and promotes
opportunities for all learners to be
successful, including those from
diverse backgrounds and with
exceptional learning needs.
environment where concerns are
addressed and resolved following
a professional hierarchy. Respects
others with differing opinions and
discusses issues in a professional
manner.
• demonstrates impeccable
character and is held in high
regard as a role model by others.
 UNC TEACHER CANDIDATE DISPOSITIONS RUBRIC

Engagement:
In this row I had a box that was highlighted as developing and this was because there has been a couple times I had been absence to
class, but in most cases I knew prior to the class and was able to communicate and explain why I had to be gone. I know there has been once
or twice where I felt as if I needed a mental day and so that was why I did not show up, therefore I think I can be better about
communicating that to my teacher and not being afraid to explain that is why I am absent. This is why I marked it as a developing stage for
myself. The rest of the boxes are all marked pretty high because I think I tend to be rather engaged in class and though I may not be the one
to start a conversation, I do like to be apart of them and share what is on my mind.

Initiative:
In this row I had two boxes that were marked in the developing stage and this is because the first one I felt as if I try my best in order
to motivate and engage everyone in class or wherever I am, but sometimes I think that I do not do it correctly, so I would say that I am in the
developing stage and that I am working on ways to get myself to the advanced range. I want to be able to engage and motivate everyone that
I’m around and I will do this by watching how others do it and then work with it myself in order to get my own way going.
Another box I had marked in the developing stage was being more aware of professional organizations and participating in them. I
know of a couple so I am not completely out of the loop, but I would like to discover more and be more engaged with them in order for me
to grow my knowledge and have these as resources while I grow. Ways I can do this are researching organizations around us and becoming
more familiar with what is being offered from them.

Fairness:
In the last couple of rows I had one that was marked in the developing stage and this was because I know that most learners can learn
and be successful, but I have yet to make sure everyone is getting the proper treatment in order to make sure that happens. In order for me to
improve this I think that I really just have to keep growing as a teacher candidate and watch how others are able to do it, getting ideas and
see how others are doing it will help me explore new ways and how I eventually want to do it. I marked this as developing because I am still
learning on ways to be best at this and to make sure everyone is included along the way.

© Brewer, Lawrence, Peterson, Powers and Smith