key assessments computer science endorsement · 2. your philosophy of computer science teaching and...
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Key Assessments
Computer Science Endorsement
Content GPA (Content
Knowledge)
Professional Portfolio
(Clinical Practice)
Field Experience Evaluation
(Clinical Practice)
Dispositions Evaluation
(Dispositions)
Graduate and Employer
Surveys (Institutional
Assessment)
Portfolio Instructions and Rubric Graduate Performance
Assessment Instrument and
Rubric (GMAP)
Teacher Candidate
Performance Assessment and
Rubric (MAP)
Graduate Dispositions Evaluation
Instrument and Rubric Teacher Candidate
Dispositions Evaluation
Instrument and Rubric
Graduate and Employer Surveys
Content GPA (Content Knowledge)
Graduate Endorsement
Candidates' progress will be monitored each semester by their advisors. Candidates must earn a B or higher in
the foundational courses, CPSC 6105 and CPSC 6106. Those who do not earn a B or higher in these courses
may retake them; otherwise, they will not be able to continue in the program. In CPSC 5157G, CPSC 5135G,
and the EDUT courses, candidates must earn a C or higher. Those who do not earn a C or higher may retake the
courses; otherwise, they will not be able to continue in the program.
To exit the program, candidates must have a minimum 3.0 GPA calculated on all required graduate coursework
in the program. Grades of B or better are required in CPSC 6105 and CPSC 6106 and grades of C or better in all
other required coursework. Candidates may have no more than two (2) grades of "C" or below in required
graduate courses.
Undergraduate Endorsement
Candidates' progress will be monitored each semester by their advisors. Candidates must earn a C or higher in
all courses that are part of this program. Those who do not earn a C or higher in these courses may retake them;
otherwise, they will not be able to continue in the program.
To exit the program, candidates must have a minimum 2.5 GPA calculated on all undergraduate work attempted
and grades of C or better in all required program coursework.
Professional Portfolio (Clinical Practice)
The portfolio is used to assess candidates’ knowledge of the program objectives and standards. It contains a
collection of artifacts representing all program standards, and may include candidate's philosophy of
professional practice, work samples, lesson and/or unit plans, field experience logs, and evaluations. Candidates
provide written reflection statements under each artifact. The portfolio is initiated at the beginning of the
candidate’s program and artifacts are added throughout the entire program in specific courses. Students are
required to organize their portfolios according to program standards.
Candidates will be made aware of the portfolio requirements for the Computer Science Endorsement program
during advising sessions and in required courses.
Portfolio guidelines and rubric are attached.
Field Experience Evaluation (Clinical Practice)
Graduate Computer Science Endorsement
For candidates in advanced teacher preparation programs, NBPTS Core Propositions were used in the
development of the Graduate Model of Accomplished Practice (GMAP). The GMAP is an assessment
instrument and rubric used to assess the performance of candidates in P-12 classrooms. The GMAP will be used
to evaluate computer science endorsement candidates during their field experience in EDUT 5455.
GMAP Evaluation Instrument and Rubric attached.
Undergraduate Computer Science Endorsement
The Model of Appropriate Practice (MAP) was created for initial teacher candidates. The MAP is based on
Charlotte Danielson’s framework for teaching and puts into practice the principles of the COE Conceptual
Framework. It acknowledges that, with guidance of faculty, teacher candidates must undertake and manage the
process of developing an understanding about teaching and learning for themselves. Through their coursework
and field experiences, teacher candidates should gain competence in engaging students in constructing important
knowledge. The MAP specifies behavior that may result in such effective instruction. Faculty guidance of
candidates using the MAP will include the following:
Instructing Teacher Candidates. The MAP is infused into initial teacher education courses. It outlines
the skills beginning teachers should demonstrate, thus providing an instructional set of guidelines for
faculty. Instructors in EDUC 2130, methods courses, practica, and clinical practice use the four domains
of Planning and Preparation, the Classroom Environment, Instruction, and Professional Responsibilities
as organizing principles for their courses. Teacher candidates learn about the qualities of effective
teachers by exploring the content of these four domains. They also create products based on the
components of each domain.
Mentoring Teacher Candidates. Field experiences are part of teacher candidates’ programs beginning
in EDUC 2130. By specifying effective behaviors and dispositions, the MAP provides guidelines for
mentoring teacher candidates. In methods courses, practica, and clinical practice, teacher candidates
experience at least one full observation cycle (pre-observation conference, observation, post-observation
conference). This leads to identification by the teacher candidate, the university supervisor, and the
cooperating teacher of clearly-defined strengths and areas for improvement. The MAP stresses the use
of evidence from teacher candidates’ planning, teaching, and professional activities to support
suggestions for improvement.
Assessing Teacher Candidates. The MAP provides a structure for teacher candidates’ self assessment
as well as evaluation by faculty and cooperating teachers. Teacher candidates construct portfolios to
show their competence in the four domains of the MAP. In addition, cooperating teachers and faculty
from the College of Education and Health Professions (COEHP), the College of Letters and Sciences,
and the College of Arts collect and submit evidence on teacher candidates’ competence. Documents are
stored in individual candidate folders in the Office of COEHP Services and Field Experiences.
Academic advisors and faculty have access to these folders for use in advising and instructing
candidates. Group and individual evaluation reports are also available to faculty in the College of
Education online database. Program coordinators may develop individual remediation plans, as
necessary.
MAP Evaluation form and rubric attached.
Dispositions Evaluation (Dispositions)
Graduate Computer Science Endorsement
The Graduate Dispositions Evaluation Instrument is used during the field experience to assess candidates’
dispositions. Candidates’ dispositions will be assessed in the EDUT 5125/5455 methods and practicum courses
by university faculty and cooperating teachers. Acceptable ratings (3 or better on a scale of 1-5) on all
components of the instrument will be required for exit from the program. Program advisors will counsel with
any candidates who have unacceptable ratings on any component and develop remediation plans as needed.
Results of dispositions assessments will be shared with computer science program faculty and Program
Advisory Committee members for analysis. Data collected from these evaluations will used to make decisions
regarding candidate performance, program quality, and unit operations.
Graduate Dispositions Assessment and Rubric attached.
Undergraduate Computer Science Endorsement
The Teacher Candidate Disposition Evaluation is an instrument used in the assessment of candidates’
dispositions. A corresponding rubric is used as a guide to evaluate candidates’ dispositions. Candidates’
dispositions will be assessed in the EDUT 5125/5455 methods and practicum courses by university faculty and
cooperating teachers. Candidates demonstrate proficiency by obtaining overall ratings of 3 or better on all
dispositions. Acceptable ratings (3 or better on a scale of 1-5) on all components of the instrument will be
required for exit from the program. Program advisors will counsel with any candidates who have unacceptable
ratings on any component and develop remediation plans as needed.
Results of dispositions assessments will be shared with computer science program faculty and Program
Advisory Committee members for analysis. Data collected from these evaluations will used to make decisions
regarding candidate performance, program quality, and unit operations.
Teacher Candidate Disposition Evaluation instrument and rubric attached.
Graduate and Employer Surveys (Institutional Assessment)
Graduates of the Computer Science Endorsement program will be contacted and asked to complete a brief, web-
based survey designed to elicit candidates’ perceptions of their preparation at CSU. Employers of CSU
graduates will also be contacted and asked to complete a brief web-based survey for each CSU graduate whom
they supervise. The survey asks employers to rate candidates on job performance.
These surveys have been administered by the USG the past two years, and data was then distributed to the
appropriate institutions. The response rate has been very low, so the unit is considering administering its own
surveys. Attached are sample surveys that may be sent out by the College of Education and Health Professions.
Program coordinators, department chairs, faculty, and staff use data from the Graduate and Employer Surveys to
make decisions regarding candidate performance, program quality, and unit operations. Some of the data is
included in the annual program assessment reports submitted to the Office of the Vice President for Academic
Affairs.
Sample Graduate Survey and Employer Survey attached.
Professional Portfolio
Graduate Computer Science Endorsement
Instructions to Candidate:
The portfolio is used to assess your knowledge of the program objectives and standards. It contains a collection
of artifacts (teacher selected and student selected) representing all program standards. You will begin
developing your portfolio in your first course and continue adding artifacts throughout the endorsement
program. You are required to organize your portfolio according to the five overarching program standards (see
table below). The following must be included in your final portfolio to be submitted to your advisor at the end of
the endorsement program:
1. At least two work samples from each of the following courses: CPSC 6105, CPSC 6106, CPSC 5135,
CPSC 5157, and EDUT 5***
2. Your philosophy of computer science teaching and learning
3. Lesson and/or unit plans for computer science lessons you taught during your field experience
4. Field experience log
5. Field experience evaluations
6. Dispositions evaluations
For each artifact, include a written reflection statement listing the standards addressed by the artifact and
describing how the artifact demonstrates that you have acquired the necessary knowledge, skills, and/or
dispositions.
GAPSC Standard ISTE
Standard
Portfolio Artifact
1. Candidates demonstrate proficiency in programming that
requires the use of data abstraction to solve non-trivial
programming problems.
CS-I.A. Work sample from CPSC 6106
1a. Candidates perform laboratory-based activities that
demonstrate programming proficiency in a modern high-
level programming language.
CS-I.A Work sample from CPSC 6106
1b. Candidates demonstrate knowledge of and skill
regarding the syntax and semantics of a high level
programming language, its control structures, and its basic
data representations.
CS-I.A.1 Work sample from CPSC 6106
1c. Candidates demonstrate knowledge of and skill
regarding common data abstraction mechanisms.
CS-I.A.2 Work sample from CPSC 6106
1d. Candidates demonstrate knowledge of and skill
regarding program correctness issues and practices.
CS-I.A.3 Work sample from CPSC 6106
1e. Candidates design, implement, and test programs of
sufficient complexity to demonstrate knowledge and skills.
CS-I.A.4 Work sample from CPSC 6106
2. Candidates demonstrate knowledge of how computer
systems work individually and collectively.
CS-II. Work sample from CPSC 5157G
Work sample from CPSC 6105
2a. The program shall prepare candidates who effectively
use a variety of computing environments.
CS-II.1 Work sample from CPSC 6105
2b. The program shall prepare candidates who describe the
operation of a computer system—CPU and instruction
cycle, peripherals, operating system, network components,
and application—indicating their purposes and interactions
among them.
CS-II.2 Work sample from CPSC 5157G
Work sample from CPSC 6105
3. Candidates demonstrate an understanding of data and
information representation and organization at a variety of
levels—machine level representation (for program
correctness); data structures (for program implementation);
problem representation (for solution design); files and
databases (for general applications): and interactions among
systems and people (for overall system design and
effectiveness.
CS-III. Work sample from CPSC 5135G
Work sample from CPSC 6105
Work sample from CPSC 6106
3a. Candidates describe how data items are represented at
the machine level.
CS-III.1 Work sample from CPSC 6105
3b. Candidates identify and provide usage examples of the
various data structures and files provided by a
programming language.
CS-III.2 Work sample from CPSC 5135G
Work sample from CPSC 6106
3c. Candidates describe elements (people, hardware,
software, etc.) and their interactions within information
systems (database systems, the Web, etc.).
CS-III.3 Work sample from CPSC 6105
4. Candidates demonstrate skills and understanding relative
to social aspects of computing that are appropriate for
specialists and non-specialists.
CS-IV. Work sample from EDUT 5***
Philosophy of teaching and learning
4a. Candidates demonstrate an understanding of computing
and potential issues and skill at recognizing, researching,
and analyzing issues to reach defensible conclusions.
CS-IV.A.1
CS-IV.A.2
Work sample from EDUT 5125/5455
Philosophy of teaching and learning
4b. Candidates analyze a variety of social issues related to
the use of computers in society.
CS-IV.A.1 Work sample from EDUT 5125/5455
Philosophy of teaching and learning
4c. Candidates demonstrate an understanding of significant
historical events relative to computing.
CS-IV.A.3 Work sample from EDUT 5125/5455
4d. Candidates discuss enrichment activities for secondary
computer science students.
CS-IV.B Work sample from EDUT 5125/5455
5. Candidates demonstrate an understanding of the teaching
tasks and approaches and are able to apply and evaluate
them with respect to the students in their computer science
classes and apply methods and skills appropriate to the
management of the secondary computer science classroom.
CS-V.
CS-VII.
Philosophy of teaching and learning
Lesson and/or unit plans
Field experience log
Field experience evaluations
5a. Candidates identify resources, professional
organizations, strategies, activities, and manipulatives
appropriate to teaching secondary computer science.
CS-V.1 Lesson and/or unit plans
Field experience log
Field experience evaluations
5b. Candidates plan direct instruction involving
simultaneous use of computing facilities by students.
CS-V.1 Lesson and/or unit plans
Field experience log
Field experience evaluations
5c. Candidates plan instruction involving students
independently using computing facilities.
CS-VII.2 Lesson and/or unit plans
Field experience log
Field experience evaluations
Professional Portfolio
Undergraduate Computer Science Endorsement
Instructions to Candidate:
The portfolio is used to assess your knowledge of the program objectives and standards. It contains a collection
of artifacts (teacher selected and student selected) representing all program standards. You will begin
developing your portfolio in your first computer science course and continue adding artifacts throughout the
endorsement program. You are required to organize your portfolio according to the five overarching program
standards (see table below). The following must be included in your final portfolio to be submitted to your
advisor at the end of the endorsement program:
1. At least two work samples from each of the following courses: CPSC 1105, CPSC 1301/1301L, CPSC
1302, CPSC 2105, CPSC 2108, CPSC 2125, CPSC 5135, CPSC 5157, and EDUT 5***
2. Your philosophy of computer science teaching and learning
3. Lesson and/or unit plans for computer science lessons you taught during your field experience in a
computer science class
4. EDUT 5*** Field Experience Log
5. EDUT 5*** Field Experience Evaluations
6. EDUT 5*** Dispositions Evaluations
For each artifact, include a written reflection statement listing the standards addressed by the artifact and
describing how the artifact demonstrates that you have acquired the necessary knowledge, skills, and/or
dispositions.
GAPSC Standard ISTE
Standard
Portfolio Artifact
1. Candidates demonstrate proficiency in programming that
requires the use of data abstraction to solve non-trivial
programming problems.
CS-I.A. Work sample from CPSC
1301/1301L
Work sample from CPSC 1302
Work sample from CPSC 2108
1a. Candidates perform laboratory-based activities that
demonstrate programming proficiency in a modern high-
level programming language.
CS-I.A Work sample from CPSC
1301/1301L
Work sample from CPSC 1302
1b. Candidates demonstrate knowledge of and skill
regarding the syntax and semantics of a high level
programming language, its control structures, and its basic
data representations.
CS-I.A.1 Work sample from CPSC
1301/1301L
Work sample from CPSC 1302
1c. Candidates demonstrate knowledge of and skill
regarding common data abstraction mechanisms.
CS-I.A.2 Work sample from CPSC
1301/1301L
Work sample from CPSC 1302
Work sample from CPSC 2108
1d. Candidates demonstrate knowledge of and skill
regarding program correctness issues and practices.
CS-I.A.3 Work sample from CPSC
1301/1301L
Work sample from CPSC 1302
1e. Candidates design, implement, and test programs of
sufficient complexity to demonstrate knowledge and skills.
CS-I.A.4 Work sample from CPSC
1301/1301L
Work sample from CPSC 1302
2. Candidates demonstrate knowledge of how computer
systems work individually and collectively.
CS-II. Work sample from CPSC 2105
Work sample from CPSC 5157U
2a. The program shall prepare candidates who effectively
use a variety of computing environments.
CS-II.1 Work sample from CPSC 2105
2b. The program shall prepare candidates who describe the
operation of a computer system—CPU and instruction
cycle, peripherals, operating system, network components,
and application—indicating their purposes and interactions
among them.
CS-II.2 Work sample from CPSC 2105
Work sample from CPSC 5157U
3. Candidates demonstrate an understanding of data and
information representation and organization at a variety of
levels—machine level representation (for program
correctness); data structures (for program implementation);
problem representation (for solution design); files and
databases (for general applications): and interactions among
systems and people (for overall system design and
effectiveness.
CS-III. Work sample from CPSC 2105
Work sample from CPSC 2108
Work sample from CPSC 5135U
3a. Candidates describe how data items are represented at
the machine level.
CS-III.1 Work sample from CPSC 2105
3b. Candidates identify and provide usage examples of the
various data structures and files provided by a
programming language.
CS-III.2 Work sample from CPSC 2108
Work sample from CPSC 5135U
3c. Candidates describe elements (people, hardware,
software, etc.) and their interactions within information
systems (database systems, the Web, etc.).
CS-III.3 Work sample from CPSC 1105
Work sample from CPSC 2125
4. Candidates demonstrate skills and understanding relative
to social aspects of computing that are appropriate for
specialists and non-specialists.
CS-IV. Work sample from CPSC 1105
Work sample from EDUT 5125/5455
Philosophy of teaching and learning
4a. Candidates demonstrate an understanding of computing
and potential issues and skill at recognizing, researching,
and analyzing issues to reach defensible conclusions.
CS-IV.A.1
CS-IV.A.2
Work sample from EDUT 5125/5455
Philosophy of teaching and learning
4b. Candidates analyze a variety of social issues related to
the use of computers in society.
CS-IV.A.1 Work sample from EDUT 5125/5455
Philosophy of teaching and learning
4c. Candidates demonstrate an understanding of significant
historical events relative to computing.
CS-IV.A.3 Work sample from EDUT 5125/5455
4d. Candidates discuss enrichment activities for secondary
computer science students.
CS-IV.B Work sample from EDUT 5125/5455
5. Candidates demonstrate an understanding of the teaching
tasks and approaches and are able to apply and evaluate
them with respect to the students in their computer science
classes and apply methods and skills appropriate to the
management of the secondary computer science classroom.
CS-V.
CS-VII.
Philosophy of teaching and learning
Lesson and/or unit plans
Field experience log
Field experience evaluations
5a. Candidates identify resources, professional
organizations, strategies, activities, and manipulatives
appropriate to teaching secondary computer science.
CS-V.1 Lesson and/or unit plans
Field experience log
Field experience evaluations
5b. Candidates plan direct instruction involving
simultaneous use of computing facilities by students.
CS-V.1 Lesson and/or unit plans
Field experience log
Field experience evaluations
5c. Candidates plan instruction involving students
independently using computing facilities.
CS-VII.2 Lesson and/or unit plans
Field experience log
Field experience evaluations
Portfolio Rubric
Below Expectations Meets Expectations Exceeds Expectations
1. Candidates demonstrate proficiency
in programming that requires the use of
data abstraction to solve non-trivial
programming problems.
Artifacts demonstrate little or no
evidence of proficiency in
programming requiring the use of
data abstraction to solve non-
trivial programming problems.
Artifacts demonstrate adequate
knowledge and skills in programming
requiring the use of data abstraction to
solve non-trivial programming
problems.
Artifacts demonstrate a high level of
proficiency in programming requiring
the use of data abstraction to solve
non-trivial programming problems.
2. Candidates demonstrate knowledge
of how computer systems work
individually and collectively.
Artifacts demonstrate little or no
evidence of knowledge of how
computer systems work
individually and collectively.
Artifacts demonstrate adequate
knowledge of how computer systems
work individually and collectively.
Artifacts demonstrate a high level of
knowledge of how computer systems
work individually and collectively.
3. Candidates demonstrate an
understanding of data and information
representation and organization at a
variety of levels—machine level
representation (for program
correctness); data structures (for
program implementation); problem
representation (for solution design);
files and databases (for general
applications): and interactions among
systems and people (for overall system
design and effectiveness.
Artifacts demonstrate little or no
evidence of understanding of data
and information representation and
organization.
Artifacts demonstrate good
understanding of data and information
representation and organization at a
variety of levels.
Artifacts demonstrate a deep and
thorough understanding of data and
information representation and
organization at a variety of levels,
4. Candidates demonstrate skills and
understanding relative to social aspects
of computing that are appropriate for
specialists and non-specialists.
Artifacts demonstrate little or no
evidence of skills and
understanding relative to social
aspects of computing.
Artifacts demonstrate adequate skills
and understanding relative to social
aspects of computing.
Artifacts demonstrate excellent skills
and understanding relative to social
aspects of computing.
5. Candidates demonstrate an
understanding of the teaching tasks and
approaches and are able to apply and
evaluate them with respect to the
students in their computer science
classes and apply methods and skills
appropriate to the management of the
secondary computer science classroom.
Artifacts demonstrate little or no
evidence of understanding of and
ability to apply appropriate
teaching tasks and approaches.
Poor management skills and/or
inability to relate teaching
approaches to students.
Artifacts demonstrate understanding of
and ability to apply appropriate
teaching tasks and approaches. Good
management skills are evident and
candidate relates teaching approaches
to students.
Artifacts demonstrate a high level of
proficiency in understanding and
applying appropriate teaching tasks
and approaches. Classroom is well
managed and tasks and approaches are
designed to promote high levels of
student engagement and learning.
“To achieve excellence by guiding individuals as they develop the proficiency, expertise, and leadership consistent with their professional roles as teachers, counselors, and leaders.”
Columbus State University/College of Education
Observation Report of Graduate Student
Student: _________________________________ Major: _____________________________________ Grade:_____________ Date:__________________
School: __________________________________ Lesson Content: _______________________________ Evaluator: _________________________________
Directions: For each competency, circle the number that describes the level of the teacher’s performance. The following descriptors apply:
1 – Below Expectations 3 – Meets Expectations 5 – Exceeds Expectations NI – Not Indicated/Applicable
Proposition 1:
Commitment to students and learning
1 2 3 4 5 NI
Comments a. Recognizes individual differences in students and adjusts teaching 1 2 3 4 5 NI
b. Treats all students equitably 1 2 3 4 5 NI
c. Designs lesson to match student abilities and foster interest 1 2 3 4 5 NI
d. Provides evidence of teaching to develop multiple domains 1 2 3 4 5 NI
e. Understands how students develop and learn 1 2 3 4 5 NI
Proposition 2:
Knowledge of subjects and how to teach them
1 2 3 4 5 NI
a. Demonstrates depth of knowledge of subject matter 1 2 3 4 5 NI
b. Presents lesson & content so that students learn in a variety of ways 1 2 3 4 5 NI
c. Links content, when appropriate, to other disciplines 1 2 3 4 5 NI
Proposition 3:
Managing and monitoring student learning
1 2 3 4 5 NI
a. Clearly articulates goals for students 1 2 3 4 5 NI
b. Uses multiple methods/strategies to meet goals 1 2 3 4 5 NI
c. Motivates students to be engaged in learning 1 2 3 4 5 NI
d. Creates an effective learning environment 1 2 3 4 5 NI
e. Regularly assesses student progress 1 2 3 4 5 NI
Proposition 4:
Thinking systematically about practice
1 2 3 4 5 NI
a. Reflects on practice and makes difficult choices 1 2 3 4 5 NI
b. Seeks the advice of others to improve practice 1 2 3 4 5 NI
c. Uses research and scholarship to improve practice 1 2 3 4 5 NI
Proposition 5:
Membership in learning communities
1 2 3 4 5 NI
a. Collaborates with other professionals 1 2 3 4 5 NI
b. Collaborates with parents 1 2 3 4 5 NI
c. Uses community resources 1 2 3 4 5 NI
Additional Comments: 8/04
Columbus State University/College of Education
Rubric for Evaluating Graduate Students
On NBPTS Propositions
Proposition 1: Commitment to Students and Learning
Indicators Below Expectations Meets Expectations Exceeds Expectations
a. Recognizes individual
differences in students and
adjusts teaching
Demonstrates partial knowledge of
students’ backgrounds, approaches to
learning, skills, and interests, and
attempts to use this information in
planning for the class as a whole.
Demonstrates good knowledge of
students’ backgrounds, approaches to
learning, skills, and interests; uses
this knowledge to plan for groups of
students; modifies or extends the
lesson for individual students.
Demonstrates thorough knowledge
and understanding of students’
backgrounds, approaches to learning,
skills, and interests; adjusts the lesson
for individual students, resulting in
greater success/learning for all
students.
b. Treats all students
equitably
Most practices and teacher-student
interactions indicate that students are
treated equitably.
Most practices and teacher-student
interactions are appropriate and
respectful of the cultural and
developmental differences among
groups of students.
Practices and interactions
demonstrate genuine caring, fairness,
and respect for all students. There is
no perception of prejudice or
favoritism.
c. Designs lesson to match
student abilities and foster
interest
Most of the elements of the lesson are
suitable for students (including those
with special needs) and engage
students in meaningful learning.
All of the elements of the lesson are
suitable for students (including those
with special needs) and engage them
in meaningful learning.
Learning activities are highly relevant
to students. All materials and
resources engage students in
meaningful learning. There is
evidence of student participation in
selecting or adapting materials.
d. Provides evidence of
teaching to develop
multiple domains
Plans and teaches mainly to develop a
single domain
(ex. cognitive, physical) related to the
content field.
Plans and teaches to foster the
development of multiple domains,
including the social and emotional.
Plans and teaches to foster the
development of multiple domains and
skillfully uses unplanned
opportunities for this purpose.
e. Understands how
students
develop and learn.
At times uses knowledge of students’
cultural backgrounds or multiple
intelligences to nurture learning.
Uses knowledge of cultural
differences and multiple intelligences
to nurture learning.
Draws on knowledge of cultural and
individual differences to nurture
learning; helps to enlarge student
learning and thinking through an
array of strategies.
Proposition 2: Knowledge of Subjects and How to Teach Them
Indicators
Below Expectations Meets Expectations Exceeds Expectations
a. Demonstrates depth of
knowledge of subject
matter
Displays basic content knowledge in
area of expertise, but articulates few
connections with other parts of the
discipline or with other disciplines.
Displays solid content knowledge and
makes connections between the
content and other parts of the
discipline and other disciplines.
Displays extensive knowledge of the
subject matter and its application to
real-world settings.
b. Presents lesson and
content so that students
learn in a variety of ways
Presents the content clearly but with
little variety as to strategies,
grouping, and instructional materials;
may not anticipate student
misconceptions.
Instructional practices reflect current
research on best pedagogical practice
within the discipline, including the
presentation of content in a variety of
ways; anticipates student
misconceptions.
Displays best pedagogical practice
within the discipline and skillfully use
a variety of strategies, groupings and
materials to bring about student
learning; anticipates student
misconceptions.
c. Links content, when
appropriate, to other
disciplines
Articulates few connections with
other disciplines.
Makes connections, when
appropriate, with other disciplines.
Works with colleagues in other
disciplines to plan and implement
integrated lessons.
Proposition 3: Managing and Monitoring Student Learning
Indicators Below Expectations Meets Expectations Exceeds Expectations
a. Clearly articulates goals
for students
Learning objectives/goals are usually
communicated to students.
Learning objectives/goals are clearly
communicated to students with an
emphasis on their significance in the
lesson.
Learning objectives/goals are clearly
communicated to students with an
emphasis on their significance in the
lesson; candidate reinforces the goals at
times throughout the lesson so that
students clearly understand what they
are trying to achieve.
b. Uses multiple methods/
strategies to meet goals
Demonstrates a limited repertoire of
instructional strategies.
Uses a variety of approaches to meet
the needs of students with different
learning styles and for those who
need remediation or enrichment.
Effectively uses an extensive repertoire
of strategies to meet the needs of
students with different learning styles
and for those who need remediation or
enrichment.
c. Motivates students to be
engaged in learning
Uses some strategies to motivate
students to be engaged in learning
(e.g., links content to prior learning,
asks relevant questions, displays
enthusiasm for content).
Uses a variety of strategies to
motivate students to be engaged in
learning; activities and outcomes are
appropriately challenging.
Effectively uses a variety of
motivational strategies so that students
are engaged in learning that is
appropriately challenging; students are
actively involved in adapting activities
to enhance their knowledge.
d. Creates a disciplined
learning environment
Is sometimes effective in leading
discussions and organizing group
work to meet the goals of the lesson;
there may be some distractions and
interruptions to learning.
Effectively leads discussions and
organizes group work to meet goals;
there are few distractions and
interruptions to learning.
Facilitates individual and group
learning by providing scaffolding,
asking high-level questions, and
engaging students in true discussion.
Distractions and interruptions to
learning are rare.
e. Regularly assesses
student progress
Assessments are partially aligned
with instructional goals; may assess
in only one domain. Uses formative
and summative assessments. Uses
data to plan for future instruction to
the class as a whole.
Assessments are aligned with
instructional goals; assesses in
multiple domains. Uses formative
and summative assessments. Uses
data to plan future instruction for
individuals and groups of students.
Assessments are congruent with the
instructional goals, both in content and
process. Candidate uses data to plan
future instruction. Students understand
how they are meeting established goals
and participate in planning the next
steps.
Proposition 4: Thinking Systematically about Practice
Proposition 5: Membership in Learning Communities
Indicators Below Expectations Meets Expectations Exceeds Expectations
a. Collaborates with other
professionals
Collaborates with other professionals
in a limited way.
Regularly participates in collaborative
activities with other professionals.
Initiates collaborative activities such as
mentoring new teachers, conducting
school projects, co-authoring articles for
publication, and making joint
presentations.
b. Collaborates with
families
Communicates with families and
makes an effort to engage them in
the instructional program.
Communicates frequently with
families and successfully engages
them in the instructional program.
Communicates frequently with families
on both positive and negative aspects of
student progress. Responds to family
concerns with sensitivity. Successfully
engages families in the instructional
program.
c. Uses community
resources
Displays limited use of resources
available through the school, district,
community and professional
associations.
Uses a variety of resources available
through the school, district,
community, and professional
associations.
Skillfully employs school, district,
community, and professional resources
as needed to improve teaching and/or
provide student services.
Indicators Below Expectations Meets Expectations Exceeds Expectations
a. Reflects on practice and
makes difficult choices
Reflections on lessons are generally
accurate; makes global or vague
suggestions as to how to improve
them. Reflection on larger issues
related to teaching is limited.
Reflects accurately on lessons; makes
several specific, accurate suggestions
for improvement. Reflects on larger
issues related to teaching and makes
difficult choices.
Reflections on lessons are thoughtful
and accurate; cites many specific
examples for improving practice and
weighs the relative strengths of each.
Reflects on larger issues related to
teaching, seeks out relevant
information, and makes difficult
choices.
b. Seeks the advice of
others to improve practice
Accepts the advice of colleagues,
administrators and other
professionals to improve practice.
Strives to improve practice by seeking
out the advice of colleagues,
administrators, and other
professionals.
Strives to improve practice by seeking
out the advice of colleagues,
administrators, and other professionals;
systematically focuses on improving
aspects of teaching.
c. Uses research and
scholarship to improve
practice
Occasionally attends conferences,
reads research and other professional
literature, and applies the lessons
learned in limited ways.
Attends conferences, reads research
and other professional literature, and
applies the lessons learned to improve
practice.
Regularly attends conferences, reads
research and professional literature,
conducts action research, and applies
the lessons learned to practice.
Evidence supports that changes have led
to improved student learning.
15
COLUMBUS STATE UNIVERSITY
COLLEGE OF EDUCATION
MODEL OF APPROPRIATE PRACTICE (MAP)
Teacher Candidate __________________________School__________________________Grade: ___
Level __________________ Evaluator ___________________________________
Instructions: For each competency, circle the number that describes the teacher candidate’s level of
performance. Please refer to the Model of Appropriate Practice (MAP) for specific elements for each
level of performance. The following descriptors apply:
1 - Below Expectations 3 - Meets Expectations 5 - Exceeds Expectations
DOMAIN RATING
I: Planning and Preparation 1 2 3 4 5 NI
1a: Demonstrates knowledge of content and pedagogy 1 2 3 4 5 NI
1b: Demonstrates knowledge of students 1 2 3 4 5 NI
1c: Selects instructional goals 1 2 3 4 5 NI
1d: Demonstrates knowledge of resources 1 2 3 4 5 NI
1e: Designs coherent instruction 1 2 3 4 5 NI
1f: Assesses student learning 1 2 3 4 5 NI
II: The Classroom Environment 1 2 3 4 5 NI
2a: Creates an environment of respect and rapport 1 2 3 4 5 NI
2b: Establishes a culture for learning 1 2 3 4 5 NI
2c: Manages classroom procedures 1 2 3 4 5 NI
2d: Manages student behavior 1 2 3 4 5 NI
2e: Organizes physical space 1 2 3 4 5 NI
III: Instruction 1 2 3 4 5 NI
3a: Communicates clearly and accurately 1 2 3 4 5 NI
3b: Uses questions and discussion techniques to enhance student learning 1 2 3 4 5 NI
3c: Engages students in learning 1 2 3 4 5 NI
3d: Provides feedback to students 1 2 3 4 5 NI
3e: Demonstrates flexibility and responsiveness 1 2 3 4 5 NI
IV: Professional Responsibilities 1 2 3 4 5 NI
4a: Reflects on teaching 1 2 3 4 5 NI
4b: Maintains accurate records 1 2 3 4 5 NI
4c: Communicates with families 1 2 3 4 5 NI
4d: Contributes to school and district 1 2 3 4 5 NI
4e: Grows and develops professionally 1 2 3 4 5 NI
4f: Shows professionalism 1 2 3 4 5 NI
4g: Demonstrates professional ethics 1 2 3 4 5 NI
PROGRAM-SPECIFIC EXPECTATIONS 1 2 3 4 5 NI
1 2 3 4 5 NI
1 2 3 4 5 NI
1 2 3 4 5 NI
Is the teacher candidate making satisfactory progress? ____ Yes ____ No
16
17
COLUMBUS STATE UNIVERSITY
COLLEGE OF EDUCATION
MODEL OF APPROPRIATE PRACTICE (MAP)
DOMAIN 1: PLANNING AND PREPARATION
Component 1A: Demonstrating Knowledge of Content and Pedagogy
Component Below Expectations Meets Expectations Exceeds Expectations
Demonstrating
Knowledge of
Content and
Pedagogy
Teacher Candidate
displays little
understanding of the
subject or structure of
the discipline, or of
content-related
pedagogy.
Teacher Candidate’s
content and pedagogical
knowledge represents
basic understanding but
does not extend to
connections with other
disciplines or to
possible student
misconceptions.
Teacher Candidate
demonstrates solid
understanding of the
content and its
prerequisite
relationships and
connections with other
disciplines. Teacher
Candidate’s
instructional practices
reflect current
pedagogical knowledge.
Component Below Expectations Meets Expectations Exceeds Expectations
Knowledge of Content Teacher Candidate
makes significant
content errors or does
not correct content
errors students make.
Teacher Candidate
displays basic content
knowledge in area of
expertise, but cannot
articulate connections
with other parts of the
discipline or with other
disciplines.
Teacher Candidate
displays solid content
knowledge and makes
connections between the
content and other parts
of the discipline and
other disciplines.
Knowledge of
Prerequisite
Relationships
Teacher Candidate
displays little
understanding of
prerequisite knowledge
important for student
learning of the content.
Teacher Candidate
indicates some
awareness of
prerequisite learning,
although such
knowledge may be
limited.
Teacher Candidate’s
plans and practices
reflect understanding of
prerequisite
relationships among
topics and concepts.
Knowledge of Content-
Related Pedagogy
Teacher Candidate
displays little
understanding of
pedagogical issues
involved in student
learning of the content.
Teacher Candidate
displays basic
pedagogical knowledge
but does not anticipate
possible student
misconceptions.
Teacher Candidate’s
instructional practices
reflect current research
on best pedagogical
practice within the
discipline.
18
DOMAIN 1: PLANNING AND PREPARATION
Component 1B: Demonstrating Knowledge of Students
Component Below Expectations Meets Expectations Exceeds Expectations
Demonstrating
Knowledge of Students
Teacher Candidate
makes little or no
attempt to acquire
knowledge of students'
backgrounds,
approaches to learning,
skills, or interests, and
does not use such
information in planning.
Teacher Candidate
demonstrates partial
knowledge of students'
backgrounds,
approaches to learning,
skills, and interests, and
attempts to use this
information in planning
for the class as a whole.
Teacher Candidate
demonstrates thorough
knowledge of students'
backgrounds,
approaches to learning,
skills, and interests, and
uses this knowledge to
plan for groups of
students.
Element Below Expectations Meets Expectations Exceeds Expectations
Knowledge of
Characteristics of Age
Group
Teacher Candidate
displays minimal
knowledge of
developmental
characteristics of age
group.
Teacher Candidate
displays generally
accurate knowledge of
developmental
characteristics of age
group.
Teacher Candidate
displays thorough
understanding of typical
developmental
characteristics of age
group as well as
exceptions to general
patterns.
Knowledge of
Students’ Varied
Approaches to
Learning
Teacher Candidate is
unfamiliar with the
different approaches to
learning that students
exhibit, such as learning
styles, modalities, and
multiple intelligences.
Teacher Candidate
displays general
understanding of the
different approaches to
learning that students
exhibit, applying this
understanding in some
lessons.
Teacher Candidate
displays solid
understanding of the
different approaches to
learning that different
groups of students
exhibit, applying this
understanding in most
lessons.
Knowledge of
Students’ Skills and
Knowledge
Teacher Candidate
displays little
knowledge of students’
skills and knowledge
and does not indicate
such knowledge is
valuable.
Teacher Candidate
demonstrates the value
of understanding
students’ skills and
knowledge. Teacher
Candidate displays this
knowledge for the class
as a whole.
Teacher Candidate
displays knowledge of
students’ skills and
knowledge for groups of
students, including
those with special
needs, and demonstrates
the value of this
knowledge.
Knowledge of
Students’ Interests and
Cultural Heritage
Teacher Candidate
displays little
knowledge of students’
interests or cultural
heritage and does not
indicate that such
knowledge is valuable.
Teacher Candidate
demonstrates the value
of understanding
students’ interests or
cultural heritage.
Teacher Candidate
displays this knowledge
for the class as a whole.
Teacher Candidate
displays knowledge of
the interests or cultural
heritage of individuals
or groups of students
and demonstrates the
value of this knowledge.
19
DOMAIN 1: PLANNING AND PREPARATION
Component 1C: Selecting Instructional Goals
Component Below Expectations Meets Expectations Exceeds Expectations
Selecting Instructional
Goals
Teacher Candidate's
goals represent trivial
learning, are unsuitable
for students, or are
stated only as
instructional activities,
and they do not present
viable methods of
assessment.
Teacher Candidate's
goals are of moderate
value or suitability for
students in the class,
consisting of a
combination of goals
and activities, some of
which permit viable
methods of assessment.
Teacher Candidate's
goals represent valuable
learning and are suitable
for most students in the
class. They reflect
opportunities for
integration and permit
viable methods of
assessment.
Element Below Expectations Meets Expectations Exceeds Expectations
Value Goals are not valuable
or consistent with
curriculum, framework,
or standards (e.g.
QCCs), and represent
low expectations or no
conceptual
understanding for
students. Goals do not
reflect important
learning.
Goals are moderately
valuable and are
somewhat consistent
with curriculum,
framework, or standards
(e.g. QCCs), in either
their expectations or
conceptual
understanding for
students and in
importance of learning.
Goals are valuable and
are consistent with
curriculum, framework,
or standards (e.g.
QCCs), in their
expectations, conceptual
understanding, and
importance of learning.
Clarity Goals either are not
clear or are stated as
student activities. Goals
do not permit viable
methods of assessment.
Goals are moderately
clear or include a
combination of goals
and activities. Some
goals may not permit
viable methods of
assessment.
Goals are clear and
permit viable methods
of assessment.
Suitability for Diverse
Students
Goals are not suitable
for the class.
Most of the goals are
suitable for most
students in the class,
including those with
special needs.
All the goals are
suitable for most
students in the class,
including those with
special needs.
Balance Goals reflect only one
type of learning and one
discipline or strand.
Goals reflect several
types of learning but no
effort at coordination or
integration.
Goals reflect several
different types of
learning and
opportunities for
integration.
20
DOMAIN 1: PLANNING AND PREPARATION
Component 1D: Demonstrating Knowledge of Resources
Component Below Expectations Meets Expectations Exceeds Expectations
Demonstrating
Knowledge of
Resources
Teacher Candidate is
unaware of resources
available through the
school, district,
Columbus State
University, professional
organizations, the
Internet, or the
community, either for
teaching or for students
who need them.
Teacher Candidate
displays limited
knowledge and use of
resources available
through the school,
district, Columbus State
University, professional
organizations, the
Internet, or the
community, either for
teaching or for students
who need them.
Teacher Candidate is
fully aware of and
accesses resources
available through the
school, district,
Columbus State
University, professional
organizations, the
Internet, or the
community, either for
teaching or for students
who need them.
Element Below Expectations Meets Expectations Exceeds Expectations
Resources for
Teaching
Teacher Candidate does
not use resources
available through the
school, district,
Columbus State
University, professional
organizations, the
Internet, and the
community.
Teacher Candidate
displays limited use of
resources available
through the school,
district, Columbus State
University, professional
organizations, the
Internet, and the
community.
Teacher Candidate uses
a variety of resources
available through the
school, district,
Columbus State
University, professional
organizations, the
Internet, and the
community.
Resources for Students Teacher Candidate does
not use resources
available to assist
students who need them.
Teacher Candidate
displays limited
awareness of resources
for students available
through the school or
district and exhibits
understanding of the
referral process (e.g.
SST, 504).
Teacher Candidate uses
a variety of resources
for students available
through the school or
district and knows how
to gain access to them.
21
DOMAIN 1: PLANNING AND PREPARATION
Component 1E: Designing Coherent Instruction
Component Below Expectations Meets Expectations Exceeds Expectations
Designing Coherent
Instruction
The various elements of
the instructional design
do not support the stated
instructional goals or
engage students in
meaningful learning,
and the lesson or unit
has no defined structure.
Most of the elements of
the instructional design
support the stated
instructional goals and
engage students in
meaningful learning.
The lesson or unit has a
recognizable structure.
All of the elements of
the instructional design
support the stated
instructional goals.
Most students are
engaged in meaningful
learning. The lesson or
unit has a clearly
defined structure.
Element Below Expectations Meets Expectations Exceeds Expectations
Learning Activities Learning activities are
not suitable to students
or instructional goals.
They do not follow an
organized progression
and do not reflect recent
professional research.
Most of the learning
activities are suitable to
students or instructional
goals. Progression of
activities in the unit may
be uneven. Some
activities reflect recent
professional research.
All of the learning
activities are suitable to
most students and
instructional goals.
Progression of activities
in the unit is fairly even,
and most activities
reflect recent
professional research.
Instructional
Materials and
Resources
Materials and resources
do not support the
instructional goals or
engage students in
meaningful learning.
Most of the materials
and resources support
the instructional goals
and engage students
(including those with
special needs) in
meaningful learning.
All materials and
resources support the
instructional goals, and
engage students
(including those with
special needs) in
meaningful learning.
Instructional Groups Instructional groups do
not support the
instructional goals and
offer no variety.
Instructional groups
usually are consistent in
suitability to the
instructional goals but
may offer minimal
variety.
Instructional groups are
varied, as appropriate to
the different
instructional goals.
Lesson and Unit
Structure
The lesson or unit has
no clearly defined
structure, or the
structure is chaotic.
Time allocations are
unrealistic.
The lesson or unit has a
recognizable structure,
although the structure
may not be uniformly
maintained throughout.
Most time allocations
are reasonable.
The lesson or unit has a
clearly defined structure
that activities are
organized around. Time
allocations are
reasonable.
22
DOMAIN 1: PLANNING AND PREPARATION
1F: Assessing Student Learning
Component Below Expectations Meets Expectations Exceeds Expectations
Assessing Student
Learning
Teacher Candidate’s
approach to assessing
student learning
contains no clear criteria
or standards, and lacks
congruence with the
instructional goals.
Teacher has no plans to
use assessment results
in designing future
instruction.
Teacher Candidate’s
plan for student
assessment is partially
aligned with the
instructional goals.
Most criteria and
standards are clear and
understood by students.
Teacher Candidate uses
the assessment to plan
for future instruction to
the class as a whole.
Teacher Candidate’s
plan for student
assessment is aligned
with the instructional
goals with clear
assessment criteria and
standards that have been
communicated to
students. Teacher
Candidate uses the
assessment to plan for
groups of students or
individuals.
Element Below Expectations Meets Expectations Exceeds Expectations
Congruence with
Instructional Goals
Content and methods of
assessment lack
congruence with
instructional goals.
Most of the instructional
goals are appropriately
assessed.
All of the instructional
goals are appropriately
assessed.
Criteria and
Standards
The proposed approach
contains no clear criteria
or standards.
Assessment criteria and
standards have been
developed, but they may
not be clear or have not
been clearly
communicated to
students.
Assessment criteria and
standards are clear and
have been clearly
communicated to
students.
Use for Planning Teacher Candidate has
no plan to use
assessment results in
designing future
instruction.
Teacher Candidate uses
assessment results to
plan for the class as a
whole.
Teacher Candidate uses
assessment results to
plan for individuals and
groups of students.
23
DOMAIN 2: THE CLASSROOM ENVIRONMENT
Component 2A: Creating an Environment of Respect and Rapport
Component Below Expectations Meets Expectations Exceeds Expectations
Creating an
Environment of
Respect and Rapport
Classroom interactions,
between the teacher and
students and/or among
students, are negative or
inappropriate, and are
characterized by
sarcasm, put-downs, and
conflict.
Classroom interactions
are generally
appropriate and free
from conflict.
Classroom interactions
reflect general warmth
and caring and are
respectful of the cultural
and developmental
differences among
groups of students.
Element Below Expectations Meets Expectations Exceeds Expectations
Teacher Interaction
with Students
Teacher-student
interactions are
negative, demeaning,
sarcastic, or
inappropriate to the age
or culture of the
students. Students
exhibit disrespect for
teacher.
Most teacher-student
interactions are
appropriate and
respectful but may
reflect occasional
inconsistencies.
Teacher-student
interactions are
appropriate and
respectful of the cultural
and developmental
differences among
groups of students.
Student Interaction Student interactions are
characterized by
conflict, sarcasm, or
put-downs.
Students do not
demonstrate negative
behavior toward one
another.
Student interactions are
generally polite and
respectful.
24
DOMAIN 2: THE CLASSROOM ENVIRONMENT
Component 2B: Establishing a Culture for Learning
Component Below Expectations Meets Expectations Exceeds Expectations
Establishing a Culture
for Learning
The classroom does not
represent a culture for
learning and is
characterized by low
teacher commitment to
the subject, low
expectations for student
achievement, and little
pride in student work.
The classroom
environment represents
a culture for learning
with modest or
inconsistent student
commitment to the
subject, modest
expectations for student
work, and moderate
pride in student work.
The classroom
environment represents
a genuine culture for
learning with
commitment to the
subject on the part of
the teacher and students,
high expectations for
student achievement,
and general student
pride in their work.
Element Below Expectations Meets Expectations Exceeds Expectations
Importance of the
Content
Teacher Candidate
conveys a negative
attitude toward the
content, suggesting that
the content is not
important or is
mandated by others.
Teacher Candidate
communicates the
importance of the work
but with little
enthusiasm.
Teacher Candidate
conveys enthusiasm for
the subject.
Student Pride in Work Teacher Candidate does
not motivate students to
produce high quality
work.
Teacher Candidate
attempts to motivate
students to produce high
quality work but follows
through inconsistently.
Teacher Candidate
motivates most students
to produce high quality
work.
Expectations for
Learning and
Achievement
Instructional goals and
activities, interactions,
and the classroom
environment convey
low expectations for
student achievement.
Instructional goals and
activities, interactions,
and the classroom
environment convey
modest or inconsistent
expectations for student
achievement.
Instructional goals and
activities, interactions,
and the classroom
environment convey
high expectations for
student achievement.
25
DOMAIN 2: THE CLASSROOM ENVIRONMENT
Component 2C: Managing Classroom Procedures
Component Below Expectations Meets Expectations Exceeds Expectations
Managing Classroom
Procedures
Classroom routines and
procedures are either
nonexistent or
inefficient, resulting in
the loss of much
instructional time.
Classroom routines and
procedures have been
established but function
with inconsistent
efficiency.
Classroom routines and
procedures have been
established and function
smoothly, with little loss
of instructional time.
Element Below Expectations Meets Expectations Exceeds Expectations
Management of
Instructional Groups
Many groups are not
productively engaged in
learning.
Most groups are
productively engaged in
learning.
All students within
groups are productively
engaged in learning.
Management of
Transitions
Much time is lost during
transitions.
Transitions are usually
efficient, resulting in
limited loss of
instructional time.
Transitions occur
smoothly, resulting in
maximum use of
instructional time.
Management of
Materials and Supplies
Materials are handled
inefficiently resulting in
loss of instructional
time.
Routines for handling
materials and supplies
function moderately
well.
Routines for handling
materials and supplies
occur smoothly, with
almost no loss of
instructional time.
Performance of Non-
Instructional Duties
Considerable
instructional time is lost
in performing
noninstructional duties.
Routines for performing
noninstructional duties
are fairly efficient.
Efficient routines for
performing
noninstructional duties
are in place.
Supervision of
Volunteers and
Paraprofessionals
Volunteers and
paraprofessionals have
no clearly defined duties
or do nothing most of
the time.
Volunteers and
paraprofessionals are
productively engaged
during portions of class
time but require
frequent supervision.
Volunteers and
paraprofessionals are
productively and
independently engaged
during most of the class.
26
DOMAIN 2: THE CLASSROOM ENVIRONMENT
Component 2D: Managing Student Behavior
Component Below Expectations Meets Expectations Exceeds Expectations
Managing Student
Behavior
Student behavior is
poor, with no clear
expectations, no
monitoring of student
behavior, and
inappropriate response
to student misbehavior.
Teacher Candidate
makes an effort to
establish standards of
conduct for students,
monitor student
behavior, and respond to
student misbehavior, but
these efforts are not
always successful.
Teacher Candidate is
aware of student
behavior, has
established clear
standards of conduct,
and responds to student
misbehavior in ways
that are appropriate and
respectful of students.
Element Below Expectations Meets Expectations Exceeds Expectations
Expectations No standards of conduct
appear to have been
established, or students
are confused as to what
the standards are.
Standards of conduct
appear to have been
established for most
situations, and most
students seem to
understand them.
Standards of conduct
are clear to all students.
Monitoring of Student
Behavior
Student behavior is not
monitored, and Teacher
Candidate is unaware of
what students are doing.
Teacher Candidate is
generally aware of
student behavior but
may miss the activities
of some students.
Teacher Candidate is
alert to student behavior
at all times and uses
preventive strategies.
Response to Student
Misbehavior
Teacher Candidate does
not respond
appropriately to
misbehavior (the
response is inconsistent,
overly repressible, does
not respect the student's
dignity, or misbehavior
is ignored).
Teacher Candidate
responds to student
misbehavior with
uneven results or only
minor misbehavior
occurs.
Teacher Candidate’s
response to misbehavior
is appropriate,
successful, and
respectful of the
student's dignity.
27
DOMAIN 2: THE CLASSROOM ENVIRONMENT
Component 2E: Organizing Physical Space
Component Below Expectations Meets Expectations Exceeds Expectations
Organizing Physical
Space
Teacher Candidate
makes poor use of the
physical environment,
resulting in unsafe or
inaccessible conditions
for some students. There
is a serious mismatch
between use of
furniture/equipment and
the lesson activities.
Teacher Candidate’s
physical environment is
safe, and essential
learning is accessible to
all students. The use of
furniture/equipment
supports the learning
activities.
Teacher Candidate’s
physical environment is
safe, and learning is
accessible to all
students. Teacher
Candidate uses physical
resources well and
furniture/equipment are
a resource for learning.
Element Below Expectations Meets Expectations Exceeds Expectations
Learning
Environment
The learning
environment is unsafe,
and/or the
furniture/equipment is
not suited to the lesson
activities.
The learning
environment is safe, and
furniture/equipment is
adjusted for a lesson, or
if necessary, a lesson is
adjusted to the
furniture/equipment.
The learning
environment is safe, and
the furniture/equipment
arrangement is a
resource for learning
activities.
Accessibility to
Learning and Use of
Physical Resources
Teacher Candidate uses
physical resources
poorly, or learning is
not accessible to some
students.
Teacher Candidate uses
physical resources
adequately, and
essential learning is
accessible to most
students.
Teacher Candidate uses
physical resources
skillfully, and all
learning is accessible to
all students.
28
DOMAIN 3: INSTRUCTION
Component 3A: Communicating Clearly and Accurately
Component Below Expectations Meets Expectations Exceeds Expectations
Communicating
Clearly and
Accurately
Teacher Candidate’s
oral and written
communication contain
errors or are unclear or
inappropriate to
students.
Teacher Candidate’s
oral and written
communication contain
no errors but may not be
completely appropriate
or may require further
explanations to avoid
confusion.
Teacher Candidate
communicates clearly
and accurately to
students, both orally and
in writing.
Element Below Expectations Meets Expectations Exceeds Expectations
Communicating
Learning Objectives
Learning
objectives/goals are not
communicated to
students.
Learning
objectives/goals are
usually communicated
to students.
Learning objectives are
always clearly
communicated to
students with an
emphasis on their
significance in the
lesson.
Directions and
Procedures
Teacher Candidate’s
directions and
procedures are
confusing, inadequate,
or excessively detailed.
Teacher Candidate’s
directions and
procedures are clear to
most students and
contain an appropriate
level of detail. In
addition, Teacher
Candidate clarifies any
misunderstandings that
may have occurred.
Teacher Candidate’s
directions and
procedures are clear to
students and contain an
appropriate level of
detail. In addition,
Teacher Candidate
anticipates possible
student
misunderstandings.
Oral and Written
Language
Teacher Candidate’s
spoken language is
inaudible, or written
language is illegible.
Spoken or written
language may contain
many grammar and
syntax errors.
Vocabulary may be
inappropriate, vague, or
used incorrectly, leaving
students confused.
Teacher Candidate’s
spoken language is
audible, and written
language is legible.
Vocabulary is generally
correct but limited or
may not be appropriate
to all students’ ages or
backgrounds. Teacher
Candidate uses Standard
English appropriately
and consistently.
Teacher Candidate’s
spoken and written
language is clear and
correct. Vocabulary is
appropriate to students'
age and interest, and in
some cases, enriches the
lesson.
29
DOMAIN 3: INSTRUCTION
Component 3B: Using Questioning and Discussion Techniques
Component Below Expectations Meets Expectations Exceeds Expectations
Using Questioning and
Discussion Techniques
Teacher Candidate
makes poor use of
questioning and
discussion techniques,
with low-level
questions, little true
discussion, and limited
student participation.
Teacher Candidate’s use
of questioning and
discussion techniques is
uneven, with some high-
level questions, attempts
at true discussion, and
moderate student
participation.
Teacher Candidate’s use
of questioning and
discussion techniques
reflects high-level
questions, true
discussion, and full
participation by all
students.
Element Below Expectations Meets Expectations Exceeds Expectations
Quality of Questions Teacher Candidate's
questions are of poor
quality and are
ineffective in
accomplishing
instructional objectives
(vaguely worded, low-
level, yes/no response,
or does not ask
questions).
Teacher Candidate's
questions are usually
effective in
accomplishing
instructional objectives.
They may be a
combination of high and
low quality. Teacher
Candidate usually
provides adequate time
for response.
Most of Teacher
Candidate's questions
are of high quality and
are congruent with
lesson objectives.
Teacher Candidate
provides adequate time
for response. Questions
asked elicit a variety of
student responses.
Discussion Techniques Interaction between
Teacher Candidate and
students is
predominantly recitation
style, with Teacher
Candidate mediating all
questions and answers.
Few students participate
actively.
Teacher Candidate
attempts to engage
many students in a true
discussion. Teacher-
student and student-
student dialogues occur.
Classroom interaction
represents true
discussion, with
Teacher Candidate
acting as a facilitator.
Most students
participate actively.
Student Participation Only a few students
participate in the
discussion.
Teacher Candidate
attempts to engage all
students in the
discussion but with
limited success.
Teacher Candidate
successfully engages all
students in the
discussion.
30
DOMAIN 3: INSTRUCTION
Component 3C: Engaging Students in Learning
Component Below Expectations Meets Expectations Exceeds Expectations
Engaging Students in
Learning
Students are not
engaged in significant
learning as a result of
inappropriate activities
or materials, poor
presentation of content,
or lack or lesson
structure.
Students are usually
effectively engaged in
significant learning.
Students are effectively
engaged throughout the
lesson with appropriate
materials and activities,
instructive presentation
of content, and suitable
structure and pacing of
the lesson.
Element Below Expectations Meets Expectations Exceeds Expectations
Presentation of
Content
Presentation of content
is inappropriate and
unclear, or Teacher
Candidate uses poor
examples and analogies.
Some content is
presented skillfully with
good examples; other
portions are difficult to
follow.
Presentation of content
is appropriate and
skillful and links well
with students'
knowledge and
experience.
Activities and
Assignments
Activities and
assignments are
inappropriate for
students and do not
support the learning
objectives. Students are
not engaged.
Most activities and
assignments are
appropriate for students,
support the learning
objectives, and engage
students.
All activities and
assignments are
generally appropriate
for students and achieve
the learning objectives.
Almost all students are
engaged in them.
Grouping of Students Instructional groups are
inappropriate to the
students or to the
instructional goals.
Instructional groups are
usually appropriate to
the students and are
moderately successful in
advancing instructional
goals of a lesson.
Instructional groups are
productive and fully
appropriate to the
students and to the
instructional goals of a
lesson.
Instructional
Materials and
Resources
Instructional materials
and resources are
unsuitable to the
instructional goals or do
not engage students.
Instructional materials
and resources usually
are suitable to the
instructional goals and
usually engage students.
Instructional materials
and resources are
suitable to the
instructional goals and
engage students.
Structure and Pacing The lesson has no
clearly defined
structure, or the pacing
of the lesson is too slow
or rushed, or both.
The lesson usually has a
recognizable structure.
Pacing of the lesson is
generally appropriate.
The lesson has a clearly
defined structure around
which the activities are
organized. Pacing of the
lesson is appropriate for
most students.
31
DOMAIN 3: INSTRUCTION
Component 3D: Providing Feedback to Students
Component Below Expectations Meets Expectations Exceeds Expectations
Providing Feedback to
Students
Teacher Candidate’s
feedback to students is
of poor quality and is
not given in a timely
manner. The quantity
and frequency of
feedback do not
facilitate students’
improvement.
Teacher Candidate’s
feedback to students is
usually of high quality
and usually is timely.
Feedback is given
frequently and in
appropriate quantity.
Teacher Candidate’s
feedback to students is
timely, of consistently
high quality, and is
given frequently with
consideration of
individual student
improvement.
Element Below Expectations Meets Expectations Exceeds Expectations
Quality: Accurate,
Substantive,
Constructive, and
Specific
Feedback is either not
provided or is
ineffective.
Feedback is usually
consistent and is
effective.
Feedback is
consistently high
quality.
Timeliness
Feedback is not
provided in a timely
manner.
Feedback is usually
provided in a timely
manner.
Feedback is consistently
provided in a timely
manner.
Quantity/
Frequency
The quantity and
frequency of feedback is
limited, or no feedback
is given.
Feedback is given
frequently and in
appropriate quantity.
Feedback is given
frequently, in
appropriate quantity,
and with consideration
for individual student
needs.
32
DOMAIN 3: INSTRUCTION
Component 3E: Demonstrating Flexibility and Responsiveness
Component Below Expectations Meets Expectations Exceeds Expectations
Demonstrating
Flexibility and
Responsiveness
Teacher Candidate
adheres to the
instructional plan in
spite of evidence of
poor student
understanding or of
students’ lack of
interest, and fails to
respond to student
questions. Teacher
Candidate assumes no
responsibility for
students’ failure to
understand.
Teacher Candidate
demonstrates moderate
flexibility and
responsiveness to
students’ needs and
interests during the
lesson, and seeks to
ensure the success of all
students.
Teacher Candidate
seeks ways to ensure
successful learning for
all students, making
adjustments as needed
to instruction plan and
responding to student
interests and questions.
Element Below Expectations Meets Expectations Exceeds Expectations
Lesson Adjustment Teacher Candidate
adheres rigidly to an
instructional plan, even
when a change will
clearly improve student
learning outcomes.
Teacher Candidate
adjusts an instructional
plan with mixed results.
Teacher Candidate
makes an adjustment to
an instructional plan,
and the adjustment
improves student
learning.
Response to Students Teacher Candidate
ignores or brushes aside
students' questions or
interests.
Teacher Candidate
attempts to
accommodate students'
questions or interests,
taking advantage of
spontaneous
opportunities for
learning (i.e. teachable
moments).
Teacher Candidate
successfully
accommodates students'
questions or interests,
taking advantage of
spontaneous
opportunities for
learning.
Persistence When a student has
difficulty learning,
Teacher Candidate
either gives up or
blames the student or
the environment for the
student's lack of
success.
Teacher Candidate
accepts responsibility
for the success of all
students but
demonstrates a limited
repertoire of
instructional strategies.
Teacher Candidate
persists in seeking
approaches for students
who have difficulty
learning, utilizing an
extensive repertoire of
instructional strategies.
33
DOMAIN 4: PROFESSIONAL RESPONSIBILITIES
Component 4A: Reflecting on Teaching
Component Below Expectations Meets Expectations Exceeds Expectations
Reflecting on Teaching Teacher Candidate does
not reflect accurately on
the lesson or propose
ideas as to how it might
be improved.
Teacher Candidate’s
reflection on the lesson
is generally accurate,
and Teacher Candidate
makes global
suggestions as to how it
might be improved.
Teacher Candidate
reflects accurately on
the lesson, citing
general characteristics
and several specific
suggestions about how
it might be improved.
Element Below Expectations Meets Expectations Exceeds Expectations
Accuracy Teacher Candidate does
not know if a lesson was
effective or achieved its
goals, or profoundly
misjudges the success of
a lesson.
Teacher Candidate has a
generally accurate
impression of a lesson's
effectiveness and the
extent to which it
achieved instructional
goals. Teacher
Candidate can cite
general references to
support the judgment.
Teacher Candidate
makes an accurate
assessment of a lesson's
effectiveness and the
extent to which it
achieved its goals and
can cite several specific
examples to support the
judgment.
Use in Future
Teaching
Teacher Candidate has
no suggestions for how
a lesson may be
improved.
Teacher Candidate
makes general
suggestions about how a
lesson may be
improved, including at
least a few specific
examples.
Teacher Candidate
makes specific and
insightful suggestions of
how a lesson may be
improved.
34
DOMAIN 4: PROFESSIONAL RESPONSIBILITIES
Component 4B: Maintaining Accurate Records
Component Below Expectations Meets Expectations Exceeds Expectations
Maintaining Accurate
Records
Teacher Candidate has
no system or an
ineffective system of
maintaining records.
Teacher Candidate’s
system for maintaining
records is usually
effective.
Teacher Candidate’s
system for maintaining
records is efficient and
effective.
Element Below Expectations Meets Expectations Exceeds Expectations
Student Completion of
Assignments
Teacher Candidate has
no
system for maintaining
information on student
completion of
assignments or the
system is ineffective.
Teacher Candidate’s
system for maintaining
information on student
completion of
assignments is usually
effective.
Teacher Candidate’s
system for maintaining
information on student
completion of
assignments is effective.
Student Progress in
Learning
Teacher Candidate has
no system for
maintaining information
on student progress in
learning, or the system
is ineffective.
Teacher Candidate’s
system for maintaining
information on student
progress in learning is
usually effective.
Teacher Candidate’s
system for maintaining
information on student
progress in learning is
effective.
Noninstructional
Records
Teacher Candidate has
no system for
noninstructional records
or the system is
inefficient.
Teacher Candidate’s
system for maintaining
noninstructional records
is usually effective.
Teacher Candidate’s
system for maintaining
noninstructional
activities is effective.
35
DOMAIN 4: PROFESSIONAL RESPONSIBILITIES
Component 4C: Communicating with Families
Component Below Expectations Meets Expectations Exceeds Expectations
Communicating with
Families
Teacher Candidate
provides little or no
information to families
and makes no attempt to
engage them in the
instructional program.
Teacher Candidate
complies with school
procedures for
communicating with
families and makes an
effort to engage families
in the instructional
program.
Teacher Candidate
communicates
frequently with families
and successfully
engages them in the
instructional program.
Element Below Expectations Meets Expectations Exceeds Expectations
Information About the
Instructional Program
Teacher Candidate
provides little
information about the
instructional program to
families.
Teacher Candidate
participates in the
school's activities for
parent communication
but offers little
additional information.
Teacher Candidate
provides frequent
information to parents,
as appropriate, about the
instructional program.
Information About
Individual Students
Teacher Candidate
provides minimal
information to parents
and does not respond or
responds insensitively to
parent concerns about
students.
Teacher Candidate
adheres to the school's
required procedures for
communicating to
parents. Responses to
parent concerns are
minimal.
Teacher Candidate
communicates with
parents about students'
progress on a regular
basis and is available as
needed to respond to
parent concerns.
Engagement of
Families in the
Instructional Program
Teacher Candidate
makes no attempt to
engage families in the
instructional program,
or such attempts are
inappropriate.
Teacher Candidate
makes modest attempts
to engage families in the
instructional program.
Teacher Candidate’s
efforts to engage
families in the
instructional program
are frequent and
successful.
36
DOMAIN 4: PROFESSIONAL RESPONSIBILITIES
Component 4D: Contributing to the School
Component Below Expectations Meets Expectations Exceeds Expectations
Contributing to the
School
Teacher Candidate’s
relationships with
cooperating teacher,
university supervisor,
other teacher
candidates, and other
school/university
personnel are negative
or self-serving. Teacher
Candidate avoids
involvement in school
events.
Teacher Candidate’s
relations with
cooperating teacher,
university supervisor,
other teacher
candidates, and other
school/university
personnel are cordial.
Teacher Candidate
participates in school
events when specifically
requested.
Teacher Candidate
maintains positive
relationships with
cooperating teacher,
university supervisor,
other teacher
candidates, and other
school/university
personnel. Teacher
Candidate participates
actively in school
events.
Element Below Expectations Meets Expectations Exceeds Expectations
Relationship
with
Colleagues
Teacher Candidate’s
relationships with
cooperating teacher,
university supervisor, other
teacher candidates, and
other school/university
personnel are negative or
self-serving.
Teacher Candidate
maintains cordial
relationships with
cooperating teacher,
university supervisor, other
teacher candidates, and
other school/university
personnel to fulfill the
duties that the school
requires.
Support and cooperation
characterize relationships
with cooperating teacher,
university supervisor, other
teacher candidates, and
other school/university
personnel.
Service to
the School
Teacher Candidate avoids
becoming involved in
school events.
Teacher Candidate
participates in school events
when specifically asked.
Teacher Candidate
volunteers to participate in
school events.
37
DOMAIN 4: PROFESSIONAL RESPONSIBILITIES
Component 4E: Growing and Developing Professionally
Component Below Expectations Meets Expectations Exceeds Expectations
Growing and
Developing
Professionally
Teacher Candidate does
not engage in
professional
development activities
or act upon feedback in
order to improve
instructional skills, even
when improvement is
clearly needed.
Teacher Candidate
participates limitedly in
professional
development activities
and attempts to improve
based on feedback.
Teacher Candidate
seeks ways to improve
instructional skills
through professional
development and
feedback.
Element Below Expectations Meets Expectations Exceeds Expectations
Enhancement of
Content Knowledge
and Pedagogical Skill
Teacher Candidate
engages in no
professional
development activities
to enhance knowledge
or skill.
Teacher Candidate
participates in
professional
development activities
to a limited extent.
Teacher Candidate
seeks out opportunities
for professional
development to enhance
content knowledge and
pedagogical skill.
Response to Feedback Teacher Candidate
resists or does not
respond to feedback
from university
supervisor and/or
cooperating teacher.
Teacher Candidate
accepts feedback from
university supervisor
and/or cooperating
teacher and attempts to
improve the suggested
areas.
Teacher Candidate
seeks feedback from
university supervisor
and/or cooperating
teacher and makes
genuine and successful
efforts to follow
suggestions for
improvement.
38 DOMAIN 4: PROFESSIONAL RESPONSIBILITIES
Component 4F: Showing Professionalism
Component Below Expectations Meets Expectations Exceeds Expectations
Showing Professionalism Teacher Candidate displays
unprofessional behavior
with regard to appearance,
punctuality, and maintaining
confidentiality.
Teacher Candidate displays
professional behavior with
regard to appearance,
punctuality, and maintaining
confidentiality.
Teacher Candidate is a role
model of professionalism.
Element Below Expectations Meets Expectations Exceeds Expectations
Professional Dress Appearance and attire are
often inappropriate.
Appearance and attire are
appropriate.
Teacher Candidate is a role
model of professionalism
through personal appearance
and presentation.
Punctuality and Reliability Teacher Candidate does not
consistently adhere to
schedules or deadlines in
carrying out assigned or
assumed responsibilities.
Teacher Candidate is
frequently tardy or absent.
Teacher Candidate usually
adheres to schedules or
deadlines in carrying out
assigned or assumed
responsibilities. Teacher
Candidate is rarely tardy or
absent.
Teacher Candidate always
adheres to schedules or
deadlines in carrying out
assigned or assumed
responsibilities. Teacher
Candidate is always present
and on time, often arriving
early and staying late to
attend to teaching
responsibilities.
Confidentiality Teacher Candidate does not
maintain confidentiality of
records. Teacher Candidate
participates in gossip about
students, university
supervisor, other teacher
candidates, or school
personnel or does not
respect confidentiality of
professional correspondence
or conversations.
Teacher Candidate
maintains confidentiality of
student records and of
professional correspondence
and conversations.
Teacher Candidate
maintains confidentiality of
student records and of
professional correspondence
and conversations, and does
not tolerate abuses of such
confidentiality by others.
39
COLUMBUS STATE UNIVERSITY
College of Education
Graduate Disposition Evaluation
“To achieve excellence by guiding individuals as they become professionals…”
Student:________________________ Major:__________________ Instructor: _________________________________
Date: ___________ Course: __________________________________ #Absences: ______ # Tardies:_______
Is a conference needed? ___ Yes ___ No If yes, who should be involved: ____________________________
Instructions: For each competency, check the box that describes the graduate student’s level of performance relative to
their standing in the M.Ed. or Ed.S. programs. Please refer to the Rubric for the Evaluation of Dispositions for specific
elements for each level of performance.
DISPOSITION Below
Expectations
Meets
Expectations
Exemplary N/A
Displays maturity when seeking solutions to problems and
implementing suggestions (Professionalism)
Demonstrates professional responsibility in carrying out his/her
assigned duties (Professionalism)
Demonstrates acceptable professional appearance and maintains
appropriate cleanliness (Professionalism)
Reflects sound judgment and appropriate self-control, especially in
relating to and safe-guarding students (Professionalism, Teaching)
Interacts appropriately and positively with others, while
appreciating and valuing human diversity (Professionalism,
Teaching)
Demonstrates the belief that all students can learn
(Professionalism, Teaching)
Displays enthusiasm for the discipline(s) he or she teaches and
understands the importance of developing relevant connections to
everyday life
(Professionalism, Teaching)
Demonstrates interest and involvement in professional
organizations
(Professionalism, Scholarship)
Demonstrates a belief in the value of using research-based
strategies in teaching (Professionalism, Teaching, Scholarship)
Engages in reflection and self assessment and demonstrates a
commitment to lifelong learning (Professionalism, Teaching,
Scholarship)
Comments (Required for any dispositions rated “below expectations”):
______________________________________ _________ _____________________________________________
Instructor’s Signature Date Graduate Student’s Signature Date
(Signature acknowledges review of form, not necessarily concurrence)
40
Graduate Dispositions Rubric
Disposition Below Expectations Meets Expectations Exemplary
Displays maturity when
seeking solutions to
problems and implementing
suggestions
(Professionalism)
Enlists participation of
inappropriate personnel to
seek solutions on his/her
behalf; Fails to identify the
appropriate personnel with
whom to address the
problem; Focuses on
blaming others rather than
seeking solutions; Does
not demonstrate discretion
when discussing problems;
Is not receptive to
constructive comments
and shows no sign of
implementing change.
If unable to resolve
problems independently,
enlists the help of faculty
or staff to identify the
appropriate personnel to
assist him/her; Follows
through with that person
to seek a resolution; Uses
discretion in discussing
the problem; Focuses on
solutions rather than
assigning blame; Is
receptive to constructive
comments and
implements changes.
Seeks solutions independently
and/or identifies the faculty or
staff member who can assist;
Addresses the problem with the
appropriate person and is
prepared with any necessary
documentation; Uses discretion
by discussing the problem with
only the appropriate person(s);
Focuses on solutions rather than
assigning blame, accepting
personal responsibility for
problems when appropriate; Is
receptive to constructive
comments, implements
changes, and seeks feedback
from others.
Demonstrates professional
responsibility in carrying out
his/her assigned duties
(Professionalism)
Does not maintain
confidentiality of records,
professional
correspondence, or
conversations; Participates
in gossip about P-12
students, faculty, or school
personnel; Seldom
displays a thorough
preparation of academic
materials; Does not
consistently abide by
deadlines for assignments;
Has exhibited behaviors of
dishonesty.
Maintains confidentiality
of P-12 student records,
professional
correspondence, and
conversations; Refrains
from gossiping;
Consistently displays a
thorough preparation of
academic materials;
Consistently abides by
deadlines for
assignments; Consistently
demonstrates behaviors
of honesty and integrity.
Maintains confidentiality of P-
12 student records, professional
correspondence, and
conversations, and does not
tolerate gossiping or abuse of
confidentiality of others;
Always displays a thorough
preparation of academic
materials and goes beyond
required criteria; Always abides
by deadlines for assignments;
Always demonstrates behaviors
that exemplify honesty and
integrity, documenting these
thoroughly.
Demonstrates acceptable
professional appearance and
maintains appropriate
cleanliness
(Professionalism)
Appearance, attire and/or
cleanliness are often
inappropriate.
Appearance, attire, and
cleanliness are
appropriate.
Is a role model of
professionalism through
personal appearance, attire, and
cleanliness.
41
Reflects sound judgment and
appropriate self-control,
especially in relating to and
self-guarding students
(Professionalism, Teaching)
Uses objectionable
language; Reveals
inappropriate sensitive and
personal information about
himself/herself in the
classroom setting; Is
unable to control his/her
emotions and temper; May
use put-downs.
Uses no objectionable
language; Reveals
general personal
information; Models
appropriate emotional
and behavioral responses;
Never loses his/her
temper.
Always models language that is
exemplary and deals
individually with P-12 students
who exhibit inappropriate
language; Maintains a warm,
but professional attitude with
students; Guides the behavior
of students in a caring and
gentle way. Models appropriate
emotional and behavioral
responses in difficult situations.
Interacts appropriately and
positively with others, while
appreciating and valuing
human diversity
(Professionalism, Teaching)
Interactions with peers,
colleagues, or authority
figures are at times
negative, demeaning,
sarcastic, combative, or
inappropriate. At times
treats others rudely and
with disrespect. Words or
actions are insulting and
show contempt for others.
Communicates an inability
or unwillingness to work
with some students,
parents or other school or
university personnel.
Interactions with peers,
colleagues, or authority
figures are appropriate
and positive. Treats
others with courtesy and
respect. Words and
actions are polite and
professional. Works
harmoniously and
effectively with diverse
individuals.
Interactions with peers,
colleagues, or authority figures
are appropriate, positive, and
respectful of differing opinions.
Treats other with courtesy,
respect, and open-mindedness.
Listens to and shows interest in
the ideas and opinions of
others. Seeks opportunities to
include or show appreciation
for those who may be excluded.
Demonstrates concern for
students by engaging in service
activities benefiting the
profession and the community
(e.g., mentoring, tutoring).
Demonstrates the belief that
all students can learn
(Professionalism, Teaching)
Does not set and convey
high standards for all
students; displays
inequitable treatment of
learners; does not persist
in helping all learners
achieve success.
Sets and conveys high
standards for all students
and persists in helping
those students achieve
success; displays
equitable treatment of
learners.
Always sets and conveys high
standards for all students and
persists in helping those
students achieve success;
displays equitable treatment of
learners.
Displays enthusiasm for the
discipline(s) he or she
teaches and understands the
importance of developing
relevant connections to
everyday life
(Professionalism, Teaching)
Demonstrates no
enthusiasm for teaching
and there is little attempt
to place discipline content
in the context of everyday
life.
Demonstrates enthusiasm
for teaching and attempts
to make discipline
content relevant to
student’s everyday life.
Exudes enthusiasm and
consistently develops and
integrates dynamic, skills based
and student centered instruction
that allows students to apply
knowledge in the context of
everyday life.
42
Demonstrates interest
and involvement in
professional
organizations
(Professionalism,
Scholarship)
Teacher is not a member of any
professional organizations and
shows little interest or benefit
in attaining membership.
Teacher is a member of a
professional organization and
participates in the
organization to some degree.
Teacher is highly active in
professional organizations
and views professional
organizations as a valuable
medium through which ideas
and information can be freely
and consistently shared.
Demonstrate a belief
in the value of using
research-based
strategies in teaching
(Professionalism,
Teaching, and
Scholarship)
Does not demonstrate a belief
in the importance of research-
based strategies in education or
does not demonstrate the use of
these strategies in planning,
teaching, and assessment
Demonstrates a belief in the
importance of research-based
strategies in education and as
a result demonstrates
knowledge of strategies and
uses these strategies in
planning, teaching, and
assessment.
Demonstrates a belief in the
importance of research-based
strategies in education and as
a result demonstrates expert
knowledge of strategies and
consistently uses these
strategies in planning,
teaching, and assessment.
Engages in reflection
and self assessment
and demonstrates a
commitment to life-
long learning
(Professionalism,
Teaching, and
Scholarship)
Does not reflect upon or revise
teaching practices. Teacher
does not seek out or participate
in continuing education or staff
development activities.
Reflects upon and revises
teaching practices. Teacher
seeks out and participates in
some continuing education
and staff development
activities.
Reflects upon and revises
teaching practices and
expertly applies revised
practices in the classroom.
Teacher consistently seeks
out and participates in various
continuing education and
staff development activities
that directly develop the
teacher’s expertise in
teaching.
43
COLUMBUS STATE UNIVERSITY
College of Education and Health Professions
Teacher Candidate Disposition Evaluation
“To achieve excellence by guiding individuals as they become professionals…”
Student: ________________________ Major: __________________ Instructor: ________________________________
Date: ___________Course: __________________________________ #Absences: ______ # Tardies: ______
Is a conference needed? ___ Yes ___ No If yes, who should be involved: _____________________________________
Instructions: For each competency, circle the number that describes the teacher candidate’s level of performance. Please
refer to the Rubric for the Evaluation of Dispositions for specific elements for each level of performance. The
following descriptors apply:
1 - Below Expectations 3 - Meets Expectations 5 – Exceeds Expectations
DISPOSITION RATING
Exhibits sound judgment and moral reasoning, especially in relating to and
safe-guarding students
1 2 3 4 5 NA
Interacts appropriately and positively with others
1 2 3 4 5 NA
Treats others with courtesy, respect and open-mindedness
1 2 3 4 5 NA
Displays the ability to work with diverse individuals
1 2 3 4 5 NA
Displays maturity and independence by following appropriate protocol when
seeking solutions to problems
1 2 3 4 5 NA
Accepts and uses constructive criticism (feedback)
1 2 3 4 5 NA
Demonstrates enthusiasm, confidence, and initiative
1 2 3 4 5 NA
Demonstrates appropriate self-monitoring and control of emotions and behavior
1 2 3 4 5 NA
Demonstrates acceptable professional appearance and uses appropriate hygiene
1 2 3 4 5 NA
Maintains confidentiality of records, correspondence and conversations
1 2 3 4 5 NA
Prepares thoroughly and consistently
1 2 3 4 5 NA
Meets deadlines
1 2 3 4 5 NA
Exhibits a strict code of honesty related to tests and assignments
1 2 3 4 5 NA
Comments: (Required for any dispositions rated lower than “3”)
______________________________________ _________ _____________________________________________
Signature of Instructor Date Teacher Candidate’s Signature Date
(Signature acknowledges review of form, not necessarily concurrence)
44 College of Education and Health Professions
Rubric for the Evaluation of Dispositions of Teacher Candidates
Disposition Below Expectations Meets Expectations Exceeds Expectations
Exhibits sound judgment
and moral reasoning,
especially in relating to
and safe-guarding
students
Uses objectionable
language; relates to P-12
students as peers; leaves
the classroom without a
qualified person in charge.
Uses no objectionable
language; relates to P-12
students in an adult and
professional manner;
never leaves the classroom
without a qualified adult in
charge.
Always models language that is
exemplary and deals
individually with P-12 students
who exhibit inappropriate
language; maintains a warm but
professional attitude with
students; maintains control and
assumes responsibility for
classroom environment at all
times.
Interacts appropriately
and positively with others
Interactions with peers,
colleagues, or authority
figures are at times
negative, demeaning,
sarcastic, combative, or
inappropriate.
Interactions with peers,
colleagues, or authority
figures are appropriate and
positive.
Interactions with peers,
colleagues, or authority figures
are appropriate, positive, and
respectful of differing opinions.
Treats others with
courtesy, respect and
open-mindedness
At times treats others
rudely and with disrespect.
Words or actions are
insulting or show
contempt for others
Treats others with courtesy
and respect. Words and
actions are polite and
professional.
Treats others with courtesy,
respect and open-mindedness.
Listens to and shows interest in
the ideas and opinions of
others.
Displays the ability to
work with diverse
individuals
Communicates an inability
or unwillingness to work
with some students, other
teacher candidates, or
teachers.
Works harmoniously and
effectively with diverse
individuals.
Displays the ability to work
with diverse individuals and
may seek opportunities to
include or show appreciation
for those excluded.
Displays maturity and
independence by
following appropriate
protocol when seeking
solutions to problems
Enlists participation of
family members or other
individuals to seek
solutions on his/her behalf;
fails to identify the
appropriate personnel with
whom to address the
problem; focuses on
blaming others rather than
seeking solutions.
If unable to resolve
problem independently,
enlists the help of faculty
or staff in identifying the
appropriate person to
assist; follows through
with that person to seek a
resolution; uses discretion
in discussing the problem;
focuses on seeking
solutions rather than
assigning blame.
Seeks solutions independently
and/or identifies the faculty or
staff member who can assist;
addresses the problem with the
appropriate person and is
prepared with any necessary
documentation; uses discretion
in discussing the problem;
focuses on seeking solutions
rather than assigning blame.
Accepts and uses
constructive criticism
(feedback)
Is not receptive to
constructive comments
and shows no sign of
implementing change.
Is receptive to constructive
comments and implements
changes.
Is receptive to constructive
comments, implements
changes, and seeks feedback
from others.
Demonstrates enthusiasm,
confidence, and initiative
Lacks enthusiasm and
confidence in teaching and
does not take initiative.
Exhibits enthusiasm and
confidence in teaching and
takes initiative.
Is enthusiastic, confident, and
takes initiative beyond what is
expected.
45
Disposition Below Expectations Meets Expectations Exceeds Expectations
Demonstrates appropriate
self-monitoring and
control of emotions and
behavior
At times visibly
demonstrates a lack of
emotional control; may
become upset, use put-
downs or display anger.
Models appropriate
emotional and behavioral
responses.
Models appropriate emotional
and behavioral responses in
difficult situations.
Demonstrates acceptable
professional appearance
and uses appropriate
hygiene
Appearance, attire and/or
hygiene are often
inappropriate.
Appearance, attire, and
hygiene are appropriate.
Is a role model of
professionalism through
personal appearance, attire, and
hygiene.
Maintains confidentiality
of records,
correspondence and
conversations
Does not maintain
confidentiality of records;
participates in gossip
about P-12 students,
faculty, other teacher
candidates, or school
personnel; does not respect
confidentiality of
professional
correspondence or
conversations.
Maintains confidentiality
of P-12 student records
and of professional
correspondence and
conversations; refrains
from gossiping.
Maintains confidentiality of
P-12 student records and of
professional correspondence
and conversations, and does not
tolerate gossiping or abuses of
confidentiality by others.
Prepares thoroughly and
consistently
Seldom displays a
thorough preparation of
academic materials.
Consistently displays a
thorough preparation of
academic materials.
Always displays a thorough
preparation of academic
materials and goes beyond
required criteria.
Meets deadlines Does not consistently
abide by deadlines for
assignments, including
projects and presentations.
Consistently abides by
deadlines for assignments,
including projects and
presentations.
Always abides by deadlines for
assignments including projects
and presentations.
Exhibits a strict code of
honesty related to tests
and assignments
Has knowingly
plagiarized, cheated on a
test, copied another’s work
or allowed someone to
copy.
Consistently demonstrates
behaviors that exemplify
honesty and integrity.
Documents thoroughly.
Always demonstrates behaviors
that exemplify honesty and
integrity. Documents
thoroughly.
46
College of Education and Health Professions
Graduate Survey
Thank you for agreeing to complete this confidential survey. Your answers will help us evaluate the
current teacher education programs at Columbus State University and will also help us plan for the
future direction of the College of Education and Health Professions.
This survey can be completed in 10-17 minutes.
1. For security purposes please provide the last four digits of your social security number:
2. Year of Graduation:
3. Please select your major:
4. Please select highest Level of Degree you have earned at Columbus State University :
5. Type of Program:
6. Are you currently teaching or working in field? Yes No
7. Present Employment:
8. I have a thorough understanding of how to teach or perform my professional duties.
Strongly Agree
Agree
Neutral or N/A
Disagree
Strongly Disagree
9. I have in-depth understanding of my subject matter.
Strongly Agree
Agree
Neutral or N/A
Disagree
Strongly Disagree
10. I am able to integrate technology appropriately.
Strongly Agree
Agree
Neutral or N/A
Disagree
Strongly Disagree
11. I am able to develop or encourage meaningful learning experiences that facilitate learning:
Strongly Agree
Agree
Neutral or N/A
Disagree
Strongly Disagree
47
12. I know how students learn and how to make ideas accessible to learners:
Strongly Agree
Agree
Neutral or N/A
Disagree
Strongly Disagree
13. I collect and analyze data related to my work, reflect on the data, and use information to improve my
performance.
Strongly Agree
Agree
Neutral or N/A
Disagree
Strongly Disagree
14. My attitudes and dispositions are a strength in the workplace and I realize when they may need to be
adjusted.
Strongly Agree
Agree
Neutral or N/A
Disagree
Strongly Disagree
15. I am able to accurately assess and analyze student learning, make appropriate adjustments to instruction,
monitor learning, and have a positive effect on learning.
Strongly Agree
Agree
Neutral or N/A
Disagree
Strongly Disagree
16. I reflect on my teaching/professional responsibilities within the context of student learning.
Strongly Agree
Agree
Neutral or N/A
Disagree
Strongly Disagree
17. I am able to adapt instruction/professional duties and services appropriately for a diverse population of
students.
Strongly Agree
Agree
Neutral or N/A
Disagree
Strongly Disagree
48
18. My field experiences and internship/student teaching experiences allowed me to use information
technology to support teaching and learning.
Strongly Agree
Agree
Neutral or N/A
Disagree
Strongly Disagree
19. The evaluation criteria used by cooperating teachers and university supervisors/other internship
supervisors were clear and known to me.
Strongly Agree
Agree
Neutral or N/A
Disagree
Strongly Disagree
20. My field experiences and internships/student teaching provided sufficient opportunities for me to develop
and demonstrate knowledge, skills and dispositions appropriate for my work.
Strongly Agree
Agree
Neutral or N/A
Disagree
Strongly Disagree
21. I participated in field experiences or internships/student teaching that included students from diverse
backgrounds, including students with special needs.
Strongly Agree
Agree
Neutral or N/A
Disagree
Strongly Disagree
22. The faculty I had at Columbus State University had a thorough understanding of the content they taught.
Strongly Agree
Agree
Neutral or N/A
Disagree
Strongly Disagree
23. The faculty I had at Columbus State University had high standards for student learning.
Strongly Agree
Agree
Neutral or N/A
Disagree
Strongly Disagree
49
24. The faculty I had at Columbus State University assessed my performance in meaningful ways.
Strongly Agree
Agree
Neutral or N/A
Disagree
Strongly Disagree
25. The faculty I had at Columbus State University encouraged my development of reflection, critical
thinking, problem solving, and professional dispositions through their teaching.
Strongly Agree
Agree
Neutral or N/A
Disagree
Strongly Disagree
26. The faculty I had at Columbus State University used a variety of instructional strategies that reflected an
understanding of different learning styles.
Strongly Agree
Agree
Neutral or N/A
Disagree
Strongly Disagree
27. The faculty I had at Columbus State University integrated technology throughout their teaching.
Strongly Agree
Agree
Neutral or N/A
Disagree
Strongly Disagree
28. Overall, my educational experience at Columbus State University thoroughly prepared me for my
teaching/professional responsibilities.
Strongly Agree
Agree
Neutral or N/A
Disagree
Strongly Disagree
29. I consider the following to be strengths of my professional preparation at Columbus State University….
30. I suggest the following methods for improvement…
50
College of Education and Health Professions
Principal/Supervisor Survey
Thank you for agreeing to complete this confidential survey. Please remember you are answering
questions only about your Teachers, Counselors, and/or Educational Leaders who graduated from
Columbus State University. This survey should only take a few minutes to complete and will be used
to help us evaluate the current programs at Columbus State University in the College of Education.
Instructions: Please remember you need to complete one survey for each person who graduated
from CSU within the last two years.
Demographic Information
Specific teaching field/area of employment .
(Examples: MG Science, HS History, Special Education - MR)
Is this person working in-field? Yes No
Is this individual a participant in the Georgia Teacher Alternative Preparation Program (GA TAPP)?
Yes No
If no, what program did he/she complete at CSU?
Please select highest Level of Degree he/she has earned at CSU.
This person is in his/her ___ year of employment.
Name of School:
School System:
Overall Program 1. How well does his/her job performance meet with your expectations?
Exceeds Expectations
Meets Expectations
Neutral
Below Expectations
N/A
2. How does his/her job performance compare to others you supervise?
Excellent
Good
Average
Poor
Undecided
51
3. How well prepared is this individual to perform specialized skills needed to work in this position?
Exceeds Expectations
Meets Expectations
Neutral
Below Expectations
N/A
General Evaluation
1. Content Pedagogy: Rate individual's preparation in understanding central concepts, tools of inquiry,
structures of the discipline, and the ability to create appropriate experiences that can make these aspects
meaningful.
Well Prepared
Prepared
Somewhat Prepared
Poorly Prepared
Undecided
Not Applicable
2. Diversity: Rate the individual's preparation in understanding how students differ in the approaches to
learning and the ability to create instructional opportunities that meet students needs.
Well Prepared
Prepared
Somewhat Prepared
Poorly Prepared
Undecided
Not Applicable
3. Communication: Rate the individual's preparation in using effective verbal and nonverbal
communication techniques to foster active inquiry, collaboration, and the ability to interact appropriately
and positively with others.
Well Prepared
Prepared
Somewhat Prepared
Poorly Prepared
Undecided
Not Applicable
4. Technology: Rate the individual's preparation in using different types of media to support, plan and
deliver instruction.
Well Prepared
Prepared
Somewhat Prepared
Poorly Prepared
Undecided
Not Applicable
52
5. Professionalism: Rate the individual's preparation in understanding and exhibiting acceptable
professional qualities related to appearance, attire, accountability, and collegiality.
Well Prepared
Prepared
Somewhat Prepared
Poorly Prepared
Undecided
Not Applicable
6. Student Learning: The Teacher/Counselor/Educational leader has a positive impact on student learning.
Strongly Agree
Agree
Neutral or N/A
Disagree
Strongly Disagree
7. Based upon your observations of the individual's work are there any areas you would identify as
strengths in the preparation of CSU graduates?
8. What is one constructive suggestion you have for improving the preparation of CSU graduates to work
in this field?