526 Candidate Dispositions

Candidate Dispositions Rubric Name: ____________________________ Campus ______________

Unit Level DispositionsAzusa Pacific University School of Education has articulated the following as our unit disposition in keeping with our unit conceptual Framework of Ethical, Responsive and Informed Practitioners. Our candidates reflect National Council on the Accreditation of Teacher Education (NCATE) definition of dispositions. The instrument below reflects the agreed upon indicators of the dispositions of Ethical, Responsive and Informed Practitioners who operate on the foundational basis of fairness and the belief that all people can learn.

InstrumentDirections:

Please complete the Candidate Dispositions Rubric, aligned to ethical, responsive, and informed educator dispositions, as evidenced in your graduate work.Candidate Dispositions

NCATE defines dispositions as “professional attitudes, values and beliefs demonstrated through both verbal and non-verbal behaviors as educators interact with students, families, colleagues and communities. These positive behaviors support student learning and development. The two professional dispositions that NCATE expects institutions to assess are fairness and the belief that all students can learn.” (NCATE 2008)

1

Not Displayed/

Not Acceptable

2

Sometimes Displayed/

Approaches Acceptable

3

Usually Displayed/Acceptable

4

Always Displayed/

Target

N/A

Cannot Assess

Ethical educators who are able to understand and articulate the integration of a Christian worldview in their professional communities of practice display:Personal integrity

Collaborative, cooperative and respectful behaviors

Fairness in educational settings by meeting the educational needs of all students in a caring, non-discriminatory and equitable mannerSensitivity to cultural and individual differences

Personal and professional maturity

Personal integrity

Comments regarding your strengths/areas for improvement (Ethical):

Responsive educators who practice reflective critical thinking in their engagements with diverse communities of learners display:

Responsiveness to the expectations and standards of the professional communityResponsiveness to conditions that promote learning, health and personal safety in the P-12 school and community

Effective communication within the educational community

Commitment to fair academic practices that ensure all students can learn

Responsiveness to the impact of discrimination based on race, class, gender, disability/exceptionality, sexual orientation and language on students and their learningEffective time management

Appearance and dressing appropriate for one’s professional setting

Comments regarding your strengths/areas for improvement (Responsive):

Informed and collaborative scholarly educators who are dedicated to professional growth and lifelong learning display:

Commitment to adapting and applying the best research-based ideas to improve clinical practice

Understanding of current and emerging trends in their field of practice

Knowledge of standards and expectations of their discipline through relevant activities and projects in the program

Ability to apply and communicate current research effectively in courseworkAbility to synthesize and apply course content, projects, clinical practice and professional work

Azusa Pacific University, School of Education, Unit Level Candidate Dispositions Rubric - 2013

Candidate Dispositions Rubric Name: ____________________________ Campus ______________

Comments regarding candidate strengths/areas for improvement (Informed):

Summative Score for Candidate Dispositions:Additional Comments:

Azusa Pacific University, School of Education, Unit Level Candidate Dispositions Rubric - 2013

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