2 (Basic) 2.5 3 (Proficient) 3.5 4 (Distinguished) Content and *Candidate does not value Contains Candidate identifies Contains *Candidate values Pedagogical learning or does all of the learning as important for self all of the learning and seeks multiple Knowledge not seek multiple elements and students but does not seek elements perspectives in content and perspectives in content and of Basic multiple perspectives in of pedagogy for self and pedagogy for self and and some content and pedagogy. Proficient student development. student development. of the *Candidate sees value in and some *Candidate values flexible *Candidate expresses elements flexible learning environments of the learning environments that preference for traditional of that encourage learner elements encourage learner teaching methods that do Proficient. exploration, discovery, and of exploration, discovery, and not allow for flexible expression but appears expression. learning environments, uncertain about how create *Candidate values planning learner exploration, these environments. as critical and differentiates discovery, or expression. *Candidate sees planning as and adjusts instruction *Candidate sees planning critical but focuses on whole based on learner needs. as burdensome or does not class instruction and is unable *Candidate is committed to recognize it as critical. to differentiate and adjust exploring how new and *Candidate appears instruction based on learner emerging technologies can uncertain or leery of how needs. promote student learning. new and emerging *Candidate is committed to technologies can promote exploring how new and student learning. emerging technologies but is uncertain how to use technology to promote student learning. Diversity *Candidate appears Contains *Candidate identifies Contains *Candidate identifies unaware of individual all of the individual student differences, all of the individual student student differences, elements strengths and needs but elements differences, strengths and strengths and needs. of Basic appears uncertain about impact of needs and can use this *Candidate does not expect and some of those differences in Proficient information in instructional all students can learn. of the instructional contexts. and some contexts to promote student elements *Candidate high of the learning. expectations for most students. elements
2 (Basic) 2.5 3 (Proficient) 3.5 4 (Distinguished) Content and Pedagogical Knowledge *Candidate does not value learning or does not seek multiple perspectives in content and pedagogy for self and student development. *Candidate expresses preference for traditional teaching methods that do not allow for flexible learning environments, learner exploration, discovery, or expression. *Candidate sees planning as burdensome or does not recognize it as critical. *Candidate appears uncertain or leery of how new and emerging technologies can promote student learning. Contains all of the elements of Basic and some of the elements of Proficient. Candidate identifies learning as important for self and students but does not seek multiple perspectives in content and pedagogy. *Candidate sees value in flexible learning environments that encourage learner exploration, discovery, and expression but appears uncertain about how create these environments. *Candidate sees planning as critical but focuses on whole class instruction and is unable to differentiate and adjust instruction based on learner needs. *Candidate is committed to exploring how new and emerging technologies but is uncertain how to use technology to promote student learning. Contains all of the elements of Proficient and some of the elements of *Candidate values learning and seeks multiple perspectives in content and pedagogy for self and student development. *Candidate values flexible learning environments that encourage learner exploration, discovery, and expression. *Candidate values planning as critical and differentiates and adjusts instruction based on learner needs. *Candidate is committed to exploring how new and emerging technologies can promote student learning. Diversity *Candidate appears unaware of individual student differences, strengths and needs. *Candidate does not expect all students can learn. Contains all of the elements of Basic and some of the elements *Candidate identifies individual student differences, strengths and needs but appears uncertain about impact of those differences in instructional contexts. *Candidate high expectations for most students. Contains all of the elements of Proficient and some of the elements *Candidate identifies individual student differences, strengths and needs and can use this information in instructional contexts to promote student learning.
UCA-Teacher-Dispositions.docx