Gallaudet University Department of Education Disposition Assessment Revised:9/8/17 Key: Not Observed: The specific criterion was not demonstrated/observed within the observation time-period (i visit, class) Not Met: The candidate does not demonstrate the behavior described in the criterion when the opportunity and expectation were present or the opposite to the desired behavior is abserved, Emerging : The candidate's behavior shows increasing ability to demonstrate the behaviors described in the criterion, Meets Expectations: The candidate demonstrates the behavior as described. . lesson, supervision Dispositions “The Candidate demonstrates: 1. Commitment to Professionalism and Fhical Behavior Ret Obaned | __ NON] Een: Mes stations ‘a, Demonstrates punctual and reliable attendance in university classes, meetings, and field experiences. ’. Mects required deadlines. - Demonstrates diligence in completing required work <. Exhibits appropriate appearance and behavior in all setinas; oA hhonats school and university's dress code and policies. «e. Demonstrates integrity, honesty, and trustworthiness x interactions Follows codes of ethics related to he teaching profession” g. Accepts feedback from others, including peers, instructor, University Supervisor, and school-based instructors ’s Demonstrates effort to change or improve their behavior wr | _andor practi i. Accepts responsibility for own actions { Demonstrates appropriate use of language in interactions (eg. emails, papers, in class discussions, conversations in v public space) 2 Commitment to professional collaboration Net Obsenvad | Now Pnesging | Meee Expectations «Relates well with students, peers, Faculty, sta, Family, conmuniyy an oterpeltsioul ae B, Makes equitable and appropriate contributions, shares information with and assists group members, and supports i ‘group decisions, Balances personal iiliative wih recognition of others contributions in group work. L eas J. Collaborates with others 3. Values clear communication im both ASL and English Nor Obed | NINE Tae |, ', Models equal access to communication ata times b.Engages in open, respectful, and equitable conversations (i " The program follows Association of American Educators’ recommendations for Code of Ethics hips:/ww aseteachersorgiindex phpabout- uslate-code-of-ethies 48,‘umn taking, avoiding interruptions, atention getting strategies, eye contact) Recognizes need for adjusting register to fit audience. «d, Recognizes need to adjust environment for all earners (Le. adjust lighting, noise reduction, amplification, reducing visual distractions) ~, Demonstrates respect forall languages and communication modalities. £ Demonstrates motivation for continued leaming of ASL and English ‘F Respeets and Values Diversity Nor Ohsened Nowe Ee Expectations ‘a. Inieracts with others in supportive ways to address identity, ‘capacity. and bias B, Actively attends to and appropriately responds to differing, views, stereotypes. and getieralizations ‘& Models positive attitude and respect towards every individual Participates i opportunities o enrich own experiences and knowledge about diversity. ‘. Creates,selects, and applies learning materials and resources that reflect the rich diversity of human beings. F Reflects and works on addressing microaggressions in self and others. SY NAN 5. Passionate and reflective about teaching and learning Nor omened ore Feng Mes Expectations ‘2. Demonstrates enthusiasm for leaching and learniny ’b. Seoks out and uses information and resources to enhance knowledge about teaching and learning. ~. Takes initiative and advocates for ideas that enhance teaching and learning & Demonstrates problem solving and critical thinking through questioning and reflection. ‘. Demonstrates curiosity and willing to experiment with new ideas and techniques. F Demonstrates self-evaluation and reflective skills © determine strengths and areas that need improvement. + Make attempts to pursue professional development ‘opportunities (ie., membership in professional organizations, attend workshops and webinars, attend educational conference) Jf 6. Desire to Communicate with Family and Community Members to make them Partners in Education Woronened Naver oy eee Expectations ‘a, Attempts communication with families and community ‘members through variety ways e.g. face-to-face ‘communication, sending notes or newsletters, electronic ‘communication (texting, emailing) 4 Bb. Describes ways to involve families and community members from different cultures and backgrounds in school-related activities and programs. “A commen oration that sally and fen wxconscowsy or uni ‘racial minority bchvior or speech hai haraterizel by such comments or ations” (Merriam-Webster, 2017) 49 ronally express prejudiced atitade toward a member of a marginalized group (such as 24 for| ck gity OF EWU, eeeory a Strengths: umanstratusg Ue Unto Coir sC Sh wetla Stu dunes pees Wier urtuactons Pt, % Areas of Improvement: fowwhy ave wen wi Students (wonders) KURU tO parents pur pws Plans for Improvement: Ge SU" wo sunt chass hui also UNDE MLUS Yiu OF Rud is hapeununs W ehidlnts GR a mort mace aprion( ty Kw A persona rel to F wou mu, SSNS to fir[relue to Hum. ‘Comments: AlbaM Tnes j2|o7 is Candidate Date Reviewer Date 50