Professional Dispositions Assessment Form
Current Status:

Intern Name:
Intern Email:
Today's Date:
12/18/2014 9:25:41 AM
Evaluator's Name:
Evaluator's Email:

This form is used for admission to student teaching (ELED 495 & SEED 495), program exit (Student Teaching), Graduate Student Teaching, and/or to document specific behaviors. Please complete and submit this form.

Form Purpose: (Please Select One)
Evaluator Type:

Please rate the candidate using the following scale:
4 = consistently; 3 = most of the time; 2 = occasionally; 1 = rarely; 0 = never; N/O = not observed

Professional Conduct (SD Code of Ethics for Teachers)
1. The teacher candidate is present, punctual, and prepared for class:
2. The teacher candidate completes assigned tasks that demonstrate high personal standards and best effort:
3. The teacher candidate models professional attire and personal hygiene:
4. The teacher candidate models educated language and behavior (InTASC 5):
5. The teacher candidate recognizes her/his professional responsibility by being actively engaged in class (InTASC 9):
6. The teacher candidate complies with university/SOE/school building/district policies and/or procedures:
7. The teacher candidate maintains professional relationships with students (InTASC 10):
8. The teacher candidate maintains confidentiality of professional information acquired about students, peers, and professional members of the university & P-12 schools (InTASC 10):
Competent Professionals
Demonstrate broad content knowledge.
1. The teacher candidate knows subject matter is not a fixed body of facts but is continuously evolving (InTASC 4):
Apply research-based instructional practices.
2. The teacher candidate is committed to continuous learning and engages in professional discourse about subject matter knowledge and students' learning of the discipline (InTASC 4):
Reflect and think critically to impact student learning.
3. The teacher candidate knows plans must always be open to adjustment and revision based on classroom circumstances, student needs, and student ideas (InTASC 7):
4. The teacher candidate values the development of students' critical thinking, independent problem solving, and performance capabilities (InTASC 5 & 9):
5. The teacher candidate is committed to the continuous development of individual students' abilities and considers how motivational strategies encourage development for each student (InTASC 1 & 8):
6. The teacher candidate is committed to using assessment and evaluation to identify student strengths and promote student growth (InTASC 6):
Confident Professionals
Positively impact student learning.
1. The teacher candidate shows respect for the individual learner and/or diverse talents of all learners (InTASC 2):
2. The teacher candidate uses students' strengths as a basis for growth and their errors as an opportunity for learning (InTASC 2):
3. The teacher candidate recognizes the importance of peer relationships in establishing a climate of learning (InTASC 3):
4. The teacher candidate uses language to foster self-expression and identity development (InTASC 6):
Positively impact student behavior.
5. The teacher candidate values the role of students in promoting each other’s learning (InTASC 3):
6. The teacher candidate values and encourages many modes of communication in the classroom (InTASC 8):
Positively impact student motivation.
7. The teacher candidate displays a positive, enthusiastic attitude toward the discipline(s) taught (InTASC 4):
8. The teacher candidate is committed to reflection and continuous refining practices (InTASC 9):
Caring Professionals
Establish relationships in an environment of mutual respect and rapport as evidenced by students feeling valued and safe.
1. The teacher candidate appreciates and values human diversity, shows respect for others’ varied talents and perspectives (InTASC 1 & 2):
2. The teacher candidate believes all children can learn and persists in helping others achieve success (InTASC 2):
3. The teacher candidate respects others as individuals with differing personal and family backgrounds and various skills, talents, and interests (InTASC 2 & 3):
4. The teacher candidate takes responsibility for establishing a positive classroom climate by making students feel valued and helps them to value each other (InTASC 3):
5. The teacher candidate is concerned about all aspects of a child’s well-being (cognitive, emotional, social, and physical), and is alert to signs of difficulties (InTASC 1):
6. The teacher candidate is willing to work with other professionals to improve the overall learning environment for students (InTASC 10):
Recommendation for:
Evaluator's Recommendation:
Ratings of "Yes with Reservations" or "No" need specific reasons.
Evaluator's Comments:

Please check that the correct name is selected for Intern Name. If the form is not submitting, scroll up to see if there are any "unanswered" questions marked in RED. All questions MUST be answered before form can be submitted.