Reflection 1
Embedded Files
My wife once told me that she spends the first two months of the school year establishing classroom expectations and routines. While the process can be long and tedious, by the time winter break arrives, she has one of the best-behaved classes in the school. Hearing this made me thankful to be in a middle and high school setting, where I can begin developing and practicing the expectations I want for my own classroom.
The last three classes of the day, on both odd and even schedules, tend to have a great deal of energy. When I subbed for Ms. Webb, I established clear expectations from the beginning: during lectures, students needed to be respectful, listen, and avoid side conversations. I explained that I was willing to wait for their attention, but the longer it took, the less time they would have to work with art materials. In one class, the lecture ultimately lasted the entire period, and students were unable to get their clay. While difficult in the moment, it successfully established expectations for future classes.
During the lecture, whenever side conversations started, I would pause silently for several seconds before reminding students of the expectations that had been set. Over time, some students began holding one another accountable. I also made note of students who consistently met expectations, and during the next class period, I rewarded them with candy and thanked them for their positive behavior.
This helped establish a precedent for how I expect students to act in the classroom. Setting that precedent is crucial in building classroom culture, and having the opportunity to practice this was an important learning experience for me. My mentor teacher and I approach classroom management differently. She relies heavily on the strong relationships she has built with students, which allows me to observe another effective approach to accountability and engagement. I truly enjoy watching her teach and seeing how she balances structure with positive student relationships. My next area of growth is continuing to develop my own classroom culture and refining the strategies that work best for me.
Classroom management is a sensitive topic for me because I genuinely enjoy the social aspect students bring into the classroom. Since I often sub on Fridays, when student energy levels are especially high, I have developed a fairly high tolerance for excited and talkative classrooms. I have found that it is sometimes possible to maintain a reasonable level of energy while still accomplishing the lesson objectives, rather than constantly battling students over volume. However, one substitute teaching experience challenged me significantly. I was informed that I would not be asked back because of classroom management concerns. During that class, I had to call the office regarding an entitled student for the first time, and it later became clear that the complaint originated from that student. Although the experience was difficult, it pushed me to become more confident and firm in my classroom management approach.
This experience brings me back to the importance of establishing classroom culture early. While I would love for students to create art every single day, I now understand the value of dedicating time at the beginning of the year to building expectations, routines, and accountability. As I learned from my wife, putting in the hard work early creates a smoother and far more rewarding school year for both students and teachers.
One of the first projects I taught was a name tag assignment inspired by Mr. Joseph. Students were tasked with designing their names using creative fonts and stylistic choices, encouraging them to take pride in their identities through art.
One student initially told me he “wasn’t creative,” but he ended up producing an amazing final piece. I especially appreciated the way he designed the lettering in his name. What made the project successful for him was his willingness to let go of self-doubt and allow the medium and process to guide him creatively.
This is from a student who said he wasn’t creative, but he did an amazing job. I really enjoyed how he created the letters in his name. One thing that made this successful was that he let loose and let the medium take over.
Reflection 2
Documentation 2
How do you balance being blunt, empathetic, and teaching students how to let things roll off their backs? As a teacher, I understand the importance of approaching students with empathy, and I genuinely try to do that in every interaction. However, when students ask me what grade they might receive for unfinished work, I also believe it is important to honestly communicate where they currently stand and what still needs to be improved.
Fourth period is an Art 2 class made up of middle school students. This course is a step up from the introductory art class they took in sixth grade, with a greater emphasis on craftsmanship, detail, and applying previously learned skills. Students are currently working on a project focused on color value and detail through the creation of a meaningful image. In every section of the composition—whether it is an animal’s ear, tree leaves, or another object—they are required to demonstrate at least three values: dark, medium, and light.
This class tends to be particularly energetic and social, often more interested in talking and playing around than fully engaging with the assignment. On Wednesday, several students asked me what grades they would receive based on the work they had completed so far. Throughout the project, I had consistently emphasized the requirement of incorporating three values into each area of the artwork, so students were aware of the expectations.
One student, who is typically hardworking and highly motivated, had created what I described as “a great base.” I intentionally used that phrase so they would understand they were moving in the right direction. However, the work was still missing the required range of values and additional colors needed to meet the rubric expectations. I explained that the piece was currently at a “2,” but that adding those missing elements would significantly improve the grade.
At the same time, other students asked about their grades as well. Many of them had only completed about one-quarter of the assignment, so I explained that they were currently earning a “1” or “1.5.” While giving this feedback, I also pointed out strengths within their work while explaining that the majority of the project remained incomplete.
Afterward, I walked away to help other students. Later, I learned that the student I had complimented for having “a great base” had become upset and cried because of my comments. I do not know whether they misunderstood my comments to other students and thought they applied to them, or whether hearing that their current work was at a “2” felt discouraging despite the positive feedback I provided.
I spoke with several other art teachers about the situation, and they suggested pulling the student aside privately to apologize and clarify my intentions. That is something I plan to do when I next see the student.
The experience made me reflect on another important aspect of teaching: helping students learn how to grow from feedback rather than internalize it as a reflection of their worth. Constructive criticism is a necessary part of both art and adulthood. As teachers, we are not only helping students improve technically, but also teaching resilience, self-reflection, and the ability to accept critique as part of the learning process.
This situation also taught me several valuable lessons. First, I need to ensure that the rubric and grading expectations are clearly posted and consistently accessible so students can independently evaluate their progress. Second, I need to be more intentional when discussing unfinished work, especially with students who are highly self-critical or emotionally invested in their performance.
At the same time, I do not want to avoid giving honest feedback altogether. I want to find a balance between providing meaningful critique that helps students improve while also teaching them that feedback is not a judgment of who they are as individuals. Instead, it is a tool for growth, revision, and continued learning.
What my studio class is doing:
During my observation day, students focused on creating Sumi-e paintings. The lesson centered on slowing down, allowing the medium to guide the process, and understanding the importance of making only necessary marks. Many students struggled with the simplicity of the art form, which I anticipated. Creating simple work with strong meaning can be incredibly challenging. However, one student fully embraced the process and created a piece that truly captured the purpose and philosophy behind Sumi-e painting.
Reflection 3
It sometimes feels like teachers have to humor parents more than students. That feeling became especially apparent through experiences with two students in classes I taught this semester. Both students displayed concerning behaviors, yet both situations required teachers to carefully navigate communication with parents in ways that often felt like walking on eggshells.
As a parent myself, this has been difficult to understand. My wife and I have always tried to be realistic and honest about our own children’s behavior at school. Fortunately, all four of our children have had teachers who genuinely cared for them, and most of them displayed excellent behavior in the classroom. However, our youngest child can become disengaged if he is bored or does not connect with the teacher. During parent-teacher conferences, we openly discuss this with educators because we want them to challenge him academically and help him stay engaged. Because of this mindset, it has been surprising to witness how cautiously some teachers feel they must communicate with certain parents.
The first situation involves a student with significant behavioral concerns. Rather than working collaboratively with the school, the parents frequently involve legal representation during communication with staff. As a result, there appears to be resistance toward meaningful consequences, even when the behaviors seriously impact the classroom environment.
In the class I taught, this student wasted expensive art materials behind the teachers’ backs, despite not contributing to the student art fund that helps replace those supplies. They also repeatedly left large messes for others to clean, taking away valuable class and preparation time. More concerning, however, was the theft of artwork created by other students. Eventually, it was confirmed that this student had taken the work, and several students whose projects were stolen became extremely upset, with some even crying over the loss of their art.
While the parents stated that they wanted their child to learn integrity, attempts to discuss consequences for these actions were often met with legal threats or defensive responses. As a result, meaningful accountability was difficult to implement, and the cycle of behavior continued.
The second situation involved a student who viewed class primarily as a time to socialize and avoid work. This student frequently disrupted the classroom, engaged in unsafe behavior, and encouraged others to join in distractions. Over time, they lost much of the trust I had tried to build because they consistently avoided responsibility, misused class time, and were not honest about their actions.
The student regularly sought ways to avoid completing assignments, including asking for repeated extensions and even damaging their own work. Ironically, the student suddenly became very concerned about grades, despite often refusing to complete formative reflection assignments. These reflections required only two thoughtful sentences for full credit, yet the student frequently submitted incomplete responses lacking capitalization, punctuation, or meaningful effort.
Ironically, the actual artwork the student produced—even when rushed—often still met enough rubric requirements to earn a “3,” which at the middle school level equates to an A-. However, the student repeatedly requested extensions for a time-intensive coil pottery assignment despite spending much of each class period socializing instead of working.
Because of ongoing classroom behavior issues, many of which centered around this student, I informed the class that the project would conclude at the end of the next class period. The student repeatedly pressured me for an extension, eventually to the point where their project ended up on the floor during the interaction. On the final workday, the student again continued asking for additional time instead of using the remaining class period productively.
At that point, I took the student into the hallway for a private conversation. I explained that because of their classroom behavior, lack of honesty, and misuse of work time, I would not be granting an extension. I also explained that the project falling onto the floor appeared intentional. I challenged the student to prove me wrong by returning to class and using the remaining time productively.
Afterward, I emailed the student’s parents to document the conversation. The student’s mother responded defensively, implying that her child had done nothing wrong and that I was being unfair. This became particularly challenging because other teachers had expressed similar concerns regarding the same behaviors, yet previous attempts at communication had largely been dismissed.
I responded professionally, explaining that the student had not been honest with me and had not used class time appropriately, while also letting the parent know I would provide additional details later.
Both situations taught me that parent communication can be one of the most difficult aspects of teaching. In many cases, there appears to be a growing loss of trust between families and educators. Conversations that should focus on student growth, accountability, or additional support can instead become highly defensive interactions where teachers are viewed negatively for simply maintaining expectations.
It also reinforced the importance of careful language. While teachers may discuss difficult behaviors honestly among colleagues, communication with parents often requires extremely thoughtful wording to avoid escalating conflict. Even then, teachers can still become the “bad guy” for holding students accountable.
Student Project Reflection
The project connected to the second student was a coil pottery “Face Jug” assignment. Students who struggled most with the project were often the same students who rushed through the process, ignored demonstrations, or refused to fully engage during instruction.
I use the word “refused” intentionally because the demonstration process was repeated multiple times. Students were consistently reminded to pause side conversations, watch carefully, and pay attention to the techniques being modeled. I even moved from table to table to reteach students individually when needed. Despite these efforts, some students still chose not to engage with the demonstrations and later became frustrated when their projects were unsuccessful.
Coil pottery is an extremely time-consuming process that requires patience and intentionality. Students must carefully consider coil size, properly score, slip, stick, and smooth each coil into place, and thoughtfully position the coils to create the required form. The students who listened, slowed down, and trusted the process created highly successful Face Jugs.
One student created an excellent coil jug with strong craftsmanship and detail. Unfortunately, the piece was damaged during firing. Situations like this are an important reminder of the unpredictability of ceramics and why I encourage students not to become overly attached to their work before it comes out of the kiln.
Another student used class time effectively and demonstrated exceptional attention to detail. The smoothing and attachment of additional clay elements showed both patience and understanding of the process, ensuring the pieces would remain secure during firing.
A third student demonstrated remarkable control over coil placement, creating not only a strong curved form but also an expressive and creative head design for the jar.
These projects are strong examples of what students can accomplish when they fully use class time, trust the process, and avoid rushing. My hope is that students who became frustrated with their own Face Jugs will look at these successful examples and recognize the importance of patience, attention to detail, and sustained effort in future projects.
Reflection 4
Being hyper-aware of the first impression I make—and fixating on it—has been very stressful, especially while beginning my primary student teaching placement, where the pace feels much more “go, go, go” compared to the slower pacing of my secondary placement. I greatly appreciate the opportunity to shadow my mentor teacher, Mr. Meikel, at Shepardson and Harris Elementary, as well as the welcoming attitude shown by both the staff and students. However, I have found myself overly focused on the impression I have made, particularly while adjusting to losing an hour of sleep and adapting to the faster elementary schedule.
While this comparison is not entirely fair to Abby, I had already heard many positive things about her experience at the school. Because of that, I think I overcompensated in some of my interactions with students by emphasizing that I may be stricter than what they are used to. Mr. Meikel suggested using the phrase “running a tight ship,” and since then, I have used that phrasing with students. However, I still find myself overthinking the classes where I did not clearly communicate those expectations.
I also had an interaction during lunch with a paraeducator who stayed with me. Since I used to work as a para myself, I mentioned how difficult it could sometimes be to find time for lunch because of staffing shortages and the constant feeling of needing to be available for students. The para’s reaction made me feel as though I may not have made the best first impression, and I found myself replaying that interaction repeatedly afterward.
These impressions have weighed heavily on me, and I recognize how much energy can go into overanalyzing interactions that others may not even think twice about. At the same time, this experience has reminded me how important first impressions are, especially as I prepare for interviews and eventually secure my first teaching position.
Through conversations with my wife, I have also reflected on the importance of establishing a classroom environment that is structured and consistent from the beginning. Running a “tight ship” helps lay the groundwork not only for classroom management, but also for strong student relationships and positive staff interactions. I am learning that professionalism, consistency, and simply being willing to smile and help where needed can go a long way toward building those relationships.
Student Activity
Because my first week was unusual, with no students on Friday and Mr. Meikel feeling unwell, which gave me the opportunity to substitute for him, I was introduced to a game he created called “The Wheel Game.”
In this activity, students take turns suggesting nouns, which are then written onto a spinning wheel. After spinning the wheel, students must draw whichever noun is selected. The wheel is spun a second time, and students must creatively incorporate the new noun into the same drawing, eventually building a comprehensive and imaginative composition.
Watching Mr. Meikel facilitate the activity was much more effective than when I first attempted it myself. Observing him allowed me to see the pacing, humor, and small techniques he used to make the game engaging and unpredictable for students. During my first attempt, the wheel landed on “cotton balls” five different times, which made for a memorable challenge.
Students also had the opportunity to land on a “JACKPOT!” space, which allowed them to add anything they wanted to their drawings. This encouraged students to create backgrounds and additional details that tied their compositions together into more cohesive images.
One of my favorite parts of observing Mr. Meikel run this activity was being able to sit down and draw alongside the students. It created a much stronger connection with them than simply sitting behind a desk and allowed me to interact with students on their level while participating in the creative process alongside them.
PROFESSIONAL DISPOSITIONS
Student Name CSU ID : 825-501-412
Teachers exhibit dispositions required for e!ective teaching and professional practice.
PROFESSIONAL BEHAVIORS
FEEDBACK
Excellence in attendance
Total for this disposition:4 / 4
Excellence in promptness
Dresses to convey professionalism appropriate to site and content
Understands and uses professional language in all public settings
INITIATIVE AND DEPENDABILITY
FEEDBACK
Demonstrates creativity and resourcefulness
Total for this disposition: 6/ 6
Seeks opportunities to further own learning
Works e!ectively with limited supervision
Identifies problems and is able to prioritize, propose solutions, options and resources
Advocates for self; takes responsibility for own actions; is responsive
Completes responsibilities with quality, without excuses or prompting
TACT AND JUDGMENT
FEEDBACK
Demonstrates sensitivity to others' feelings and opinions while articulating own opinions, feelings, and needs
Total for this disposition: 4/ 4
Approaches situations with an open mind
Appropriately uses verbal and nonverbal language and cues to remain positive and respectful
Perceives what to do or say in order to maintain professional relations with all stakeholders
ETHICAL BEHAVIOR AND INTEGRITY
FEEDBACK
Consistently honest and worthy of trust
Total for this disposition: 4 / 4
Honors confidentiality
Assesses information critically—fact from opinion, right from wrong—and responds honestly and respectfully
Consistently models professional standards of conduct
COLLEGIALITY AND RESPONSIVENESS
FEEDBACK
Is collaborative: willing to share resources, seek advice, and work toward common goals
Total for this disposition: 6 / 6
Demonstrates ability to compromise and negotiate
Is respectful of all and works e!ectively in teams
Is open to constructive criticism
Keeps an open mind: is receptive and reflective concerning perceptions of others
Proactively addresses feedback through an adjustment in performance
Student Teaching Handbook—Revised Fall 2021 21
EFFECTIVE COMMUNICATOR
FEEDBACK
Professional oral expression: expressive, articulate, respectful, e!ective for purpose, appropriate to situation
Total for this disposition: 4 / 4
Professional written expression: organized, clear, e!ective for purpose, appropriate to situation, free of grammatical errors and misspellings
Demonstrates understanding of audience and purpose, body language and eye contact during communication situations
Uses digital media in a professional manner
DESIRE TO IMPROVE OWN PERFORMANCE
FEEDBACK
Demonstrates a responsibility for own professional practice
Total for this disposition: 3/ 3
Actively pursues new and better ways of teaching
Expresses sincere interest in personal and professional growth
CULTURAL RESPONSIVENESS
FEEDBACK
Demonstrates the belief that all students can learn and are welcome in the classroom
Total for this disposition: 5 / 5
Demonstrates commitment to culturally responsive teaching
Demonstrates the desire and ability to plan, assess, and implement instruction to address, engage, and nurture the learning of every student
Demonstrates a commitment to the growth and development of each student by taking into account issues of class, gender, race, ethnicity, sexual orientation, language, and special needs
Demonstrates an understanding of how families and communities impact student learning
COMMITMENT TO PROFESSION
FEEDBACK
Demonstrates a deep commitment to lifelong learning
Total for this disposition: 4 / 4
Expresses passion and enthusiasm for teaching
Models democratic ideals personally and professionally
Demonstrates awareness of program policies and professional practices
Please check the box below that most closely describes the candidate's overall dispositions:
EMERGENT
< 20 POINTS
The candidate’s displayed dispositions are inconsistent-to-weak. General interactions fall significantly short of those expected of a professional educator. The candidate’s dispositions, as demonstrated by daily interactions, are su"ciently weak so as to call into questions their fitness to become a successful teacher.
DEVELOPING
21-30 POINTS
The candidate’s displayed dispositions are not consistently strong and positive. General interactions do not always meet professional expectations. The candidate’s dispositions, as demonstrated by daily interactions, could be strengthened to improve the candidate’s ability to become a successful teacher.
x
PROFICIENT
31-35 PxOIxNTS
The candidate’s displayed dispositions are consistent with those of a successful beginning teacher. The candidate’s dispositions, as demonstrated by daily interactions, contribute to a positive learning climate in the classroom and school.
ACCOMPLISHED 36-40 POINTS
The candidate’s displayed dispositions are consistent with the highest degree of professionalism expected of a successful teacher. The candidate’s dispositions, as demonstrated by daily interactions, are consistently positive and productive.
Please clarify areas of concern, using the space below:
Student Signature Date Assessor Signature Date Joseph Andrew Chaisson 1/29/26
Student Teaching Handbook—Revised Fall 2021 22
Dispositions Thesaurus
DISPOSITION: a tendency, inclination or attitude toward a professional behavior
This document is meant as a descriptor guide for instructors and students as they search for clarity in describing behaviors that would exemplify each of the following professional dispositions.
Professional Behaviors
The teacher candidate displays consistent:
• Excellence in attendance
• Excellence in punctuality
• Positive attitudes towards each and every learner
• Personal and professional appearance appropriate to site expectations
• A"rming behaviors toward students from diverse backgrounds
• Belief that they can make a di!erence to students and the profession
• Understanding of how learners help to create knowledge
• Belief in the importance of a community of learners
• Knowledge about the lives of their students
• Willingness to learn about and respond to the needs of each and every learner Initiative and Dependability
The teacher candidate consistently:
• Questions when necessary
• Helps others
• Uses proactive rather than reactive behaviors
• Does not wait for others to act on their behalf
• Looks for alternatives when appropriate
• Sees opportunities and moves into the situation
• Seeks options when problems arise
• Seeks own resources
• Accepts personal responsibility for situations; does not use excuses
• Is adaptable and flexible
• Goes above and beyond what is not explicitly requested
• Actively participates
• Asks self what is needed for personal success
• Is prompt and prepared; calls if late or absent
• Responds with honesty
• Knows expectations and acts accordingly
• Completes assignments thoroughly
• Follows through on promises and responsibilities
• Supports peers/colleagues
• Prepares quality work
• Communicates fully and e!ectively for situations
• Takes care of actions that result from advising sessions
Tact and Judgment
The teacher candidate consistently:
• Is sensitive to others’ feelings
• Is respectful in discussions
• Displays good manners
Student Teaching Handbook—Revised Fall 2021 23
• Thinks before they speak or act
• Uses positive word choices
• Uses constructive comments
• Exhibits good judgment
• Exhibits an open-mind
• Does not allow others to poison a group
• Displays only appropriate dress
• Uses positive tone of voice and body language to communicate thoughts Ethical Behavior and Integrity
The teacher candidate consistently:
• Honors confidentiality
• Displays honesty in words and actions
• Knows right and wrong
• Admits mistakes and accepts responsibility
• Displays strong understanding of democracy and citizenship • Considers all sides of an issues
• Is genuine and authentic in words and actions
• Does not lie
• Displays a responsible attitude
• Is respectful and able to be respected
• Is trustworthy
• Will not resort to plagiarism
Collegiality and Responsiveness
The teacher candidate consistently:
• Works and plays well with others
• Takes responsibility for own actions
• Learns from others and shares willingly
• Is willing to work to improve
• Seeks advice/feedback and is appreciative
• Listens actively and reflectively with an open mind
• Is respectful
• Is willing to compromise
• Reaches out and is positive with peers and teachers
• Participates e!ectively
• Handles ambiguity well and is tolerant
• Smiles, is friendly and open
• Compromises and negotiates
• Is authentic and genuine
• Is willing to try suggestions
• Accepts constructive criticism
• Is willing to engage in constructive confrontation
E!ective Communicator
The teacher candidate consistently:
• Uses professional oral language
• Uses professional written language
• Uses respectful language
• Uses e!ective eye contact and body language
Student Teaching Handbook—Revised Fall 2021 24
• Is an active and reflective listener
• Responds calmly in all situations
• Is articulate, speaks clearly and kindly
• Thinks before speaking
• Is succinct and e!ective with written and oral assignments and communications • Adapts messages to audience and purpose
• Takes risks
• Checks on audience understanding
Desire to Improve Own Performance
The teacher candidate consistently:
• Asks for help and seeks ways to grow
• Seeks feedback from many sources
• Is aware of the importance of reflection
• Asks for help to improve
• Looks for additional information
• Identifies ways to improve
• Takes risks to try new ideas
• Is committed to face diversity with care and concern
• Understands their part in the process of growth
• Has the ability to accept criticism without taking it personally
• Shows progress in skill acquisition
• Is open to the ideas of others and is reflective
• Enjoys taking guidance from others
• E!ectively implements suggestions in practice
• Works to project new learning into future practice
Culturally Responsive
The teacher candidate consistently:
• Looks at student di!erences as personal opportunities to grow and develop
• Shares the belief that students learn di!erently and those di!erences are strengths rather than obstacles
• Demonstrates the desire and ability to plan curriculum using the knowledge of students and their lives
• Asks students for help in understanding di!erences
• Is aware that family and community impact student motivation and learning
• Understands and admits to personal biases
• Shows an understanding of personal communication, teaching and learning styles • Demonstrates the desire and ability to create a community that is safe and nurturing to all students • Shows a concern for issues of equity and social justice
• Talks and writes competently about the place of public education within a democracy • Engages students in discussions concerning culture, equity, democracy and learning • Provides multiple ways of assessing students
Commitment to the Profession
The teacher candidate is consistently:
• Committed to being an excellent teacher and is able and willing to work toward that purpose • Willing to go beyond the day
• Seeking opportunities to work with children
• Committed to teaching as their primary profession
Student Teaching Handbook—Revised Fall 2021 25
• Demonstrating a desire to learn
• Looking for information beyond text
• Demonstrating that they value and understand the many facets of the profession • Demonstrating the love of students over academic material
• Culturally responsive; desiring to reach and teach all
• Striving for improvement
• Aware that it is not possible to know everything
• Caring of young people and working to keep abreast of information concerning their development • A lifelong learner
• Aware and accepting of their public responsibilities as a professional
• Engaged in appropriate discussions and new inquiry with professional colleagues • Aware of the diversity, exceptionality and individuality in their classroom
• Eager, enthusiastic and motivated
• Striving to learn and engage in inquiry
• Aware of the importance of being a member of the professional and larger community
Student Teaching Handbook—Revised Fall 2021 26
PROFESSIONAL DISPOSITIONS
Student Name CSU ID : 825-501-412
Teachers exhibit dispositions required for e!ective teaching and professional practice.
PROFESSIONAL BEHAVIORS
FEEDBACK
Excellence in attendance
Total for this disposition:4 / 4
Excellence in promptness
Dresses to convey professionalism appropriate to site and content
Understands and uses professional language in all public settings
INITIATIVE AND DEPENDABILITY
FEEDBACK
Demonstrates creativity and resourcefulness
Total for this disposition: 6/ 6
Seeks opportunities to further own learning
Works e!ectively with limited supervision
Identifies problems and is able to prioritize, propose solutions, options and resources
Advocates for self; takes responsibility for own actions; is responsive
Completes responsibilities with quality, without excuses or prompting
TACT AND JUDGMENT
FEEDBACK
Demonstrates sensitivity to others' feelings and opinions while articulating own opinions, feelings, and needs
Total for this disposition: 4/ 4
Approaches situations with an open mind
Appropriately uses verbal and nonverbal language and cues to remain positive and respectful
Perceives what to do or say in order to maintain professional relations with all stakeholders
ETHICAL BEHAVIOR AND INTEGRITY
FEEDBACK
Consistently honest and worthy of trust
Total for this disposition: 4 / 4
Honors confidentiality
Assesses information critically—fact from opinion, right from wrong—and responds honestly and respectfully
Consistently models professional standards of conduct
COLLEGIALITY AND RESPONSIVENESS
FEEDBACK
Is collaborative: willing to share resources, seek advice, and work toward common goals
Total for this disposition: 6 / 6
Demonstrates ability to compromise and negotiate
Is respectful of all and works e!ectively in teams
Is open to constructive criticism
Keeps an open mind: is receptive and reflective concerning perceptions of others
Proactively addresses feedback through an adjustment in performance
Student Teaching Handbook—Revised Fall 2021 21
EFFECTIVE COMMUNICATOR
FEEDBACK
Professional oral expression: expressive, articulate, respectful, e!ective for purpose, appropriate to situation
Total for this disposition: 4 / 4
Professional written expression: organized, clear, e!ective for purpose, appropriate to situation, free of grammatical errors and misspellings
Demonstrates understanding of audience and purpose, body language and eye contact during communication situations
Uses digital media in a professional manner
DESIRE TO IMPROVE OWN PERFORMANCE
FEEDBACK
Demonstrates a responsibility for own professional practice
Total for this disposition: 3/ 3
Actively pursues new and better ways of teaching
Expresses sincere interest in personal and professional growth
CULTURAL RESPONSIVENESS
FEEDBACK
Demonstrates the belief that all students can learn and are welcome in the classroom
Total for this disposition: 5 / 5
Demonstrates commitment to culturally responsive teaching
Demonstrates the desire and ability to plan, assess, and implement instruction to address, engage, and nurture the learning of every student
Demonstrates a commitment to the growth and development of each student by taking into account issues of class, gender, race, ethnicity, sexual orientation, language, and special needs
Demonstrates an understanding of how families and communities impact student learning
COMMITMENT TO PROFESSION
FEEDBACK
Demonstrates a deep commitment to lifelong learning
Total for this disposition: 4 / 4
Expresses passion and enthusiasm for teaching
Models democratic ideals personally and professionally
Demonstrates awareness of program policies and professional practices
Please check the box below that most closely describes the candidate's overall dispositions:
EMERGENT
< 20 POINTS
The candidate’s displayed dispositions are inconsistent-to-weak. General interactions fall significantly short of those expected of a professional educator. The candidate’s dispositions, as demonstrated by daily interactions, are su"ciently weak so as to call into questions their fitness to become a successful teacher.
DEVELOPING
21-30 POINTS
The candidate’s displayed dispositions are not consistently strong and positive. General interactions do not always meet professional expectations. The candidate’s dispositions, as demonstrated by daily interactions, could be strengthened to improve the candidate’s ability to become a successful teacher.
x
PROFICIENT
31-35 PxOIxNTS
The candidate’s displayed dispositions are consistent with those of a successful beginning teacher. The candidate’s dispositions, as demonstrated by daily interactions, contribute to a positive learning climate in the classroom and school.
ACCOMPLISHED 36-40 POINTS
The candidate’s displayed dispositions are consistent with the highest degree of professionalism expected of a successful teacher. The candidate’s dispositions, as demonstrated by daily interactions, are consistently positive and productive.
Please clarify areas of concern, using the space below:
Student Signature Date Assessor Signature Date Joseph Andrew Chaisson 2/25/26
Student Teaching Handbook—Revised Fall 2021 22
Dispositions Thesaurus
DISPOSITION: a tendency, inclination or attitude toward a professional behavior
This document is meant as a descriptor guide for instructors and students as they search for clarity in describing behaviors that would exemplify each of the following professional dispositions.
Professional Behaviors
The teacher candidate displays consistent:
• Excellence in attendance
• Excellence in punctuality
• Positive attitudes towards each and every learner
• Personal and professional appearance appropriate to site expectations
• A"rming behaviors toward students from diverse backgrounds
• Belief that they can make a di!erence to students and the profession
• Understanding of how learners help to create knowledge
• Belief in the importance of a community of learners
• Knowledge about the lives of their students
• Willingness to learn about and respond to the needs of each and every learner Initiative and Dependability
The teacher candidate consistently:
• Questions when necessary
• Helps others
• Uses proactive rather than reactive behaviors
• Does not wait for others to act on their behalf
• Looks for alternatives when appropriate
• Sees opportunities and moves into the situation
• Seeks options when problems arise
• Seeks own resources
• Accepts personal responsibility for situations; does not use excuses
• Is adaptable and flexible
• Goes above and beyond what is not explicitly requested
• Actively participates
• Asks self what is needed for personal success
• Is prompt and prepared; calls if late or absent
• Responds with honesty
• Knows expectations and acts accordingly
• Completes assignments thoroughly
• Follows through on promises and responsibilities
• Supports peers/colleagues
• Prepares quality work
• Communicates fully and e!ectively for situations
• Takes care of actions that result from advising sessions
Tact and Judgment
The teacher candidate consistently:
• Is sensitive to others’ feelings
• Is respectful in discussions
• Displays good manners
Student Teaching Handbook—Revised Fall 2021 23
• Thinks before they speak or act
• Uses positive word choices
• Uses constructive comments
• Exhibits good judgment
• Exhibits an open-mind
• Does not allow others to poison a group
• Displays only appropriate dress
• Uses positive tone of voice and body language to communicate thoughts Ethical Behavior and Integrity
The teacher candidate consistently:
• Honors confidentiality
• Displays honesty in words and actions
• Knows right and wrong
• Admits mistakes and accepts responsibility
• Displays strong understanding of democracy and citizenship • Considers all sides of an issues
• Is genuine and authentic in words and actions
• Does not lie
• Displays a responsible attitude
• Is respectful and able to be respected
• Is trustworthy
• Will not resort to plagiarism
Collegiality and Responsiveness
The teacher candidate consistently:
• Works and plays well with others
• Takes responsibility for own actions
• Learns from others and shares willingly
• Is willing to work to improve
• Seeks advice/feedback and is appreciative
• Listens actively and reflectively with an open mind
• Is respectful
• Is willing to compromise
• Reaches out and is positive with peers and teachers
• Participates e!ectively
• Handles ambiguity well and is tolerant
• Smiles, is friendly and open
• Compromises and negotiates
• Is authentic and genuine
• Is willing to try suggestions
• Accepts constructive criticism
• Is willing to engage in constructive confrontation
E!ective Communicator
The teacher candidate consistently:
• Uses professional oral language
• Uses professional written language
• Uses respectful language
• Uses e!ective eye contact and body language
Student Teaching Handbook—Revised Fall 2021 24
• Is an active and reflective listener
• Responds calmly in all situations
• Is articulate, speaks clearly and kindly
• Thinks before speaking
• Is succinct and e!ective with written and oral assignments and communications • Adapts messages to audience and purpose
• Takes risks
• Checks on audience understanding
Desire to Improve Own Performance
The teacher candidate consistently:
• Asks for help and seeks ways to grow
• Seeks feedback from many sources
• Is aware of the importance of reflection
• Asks for help to improve
• Looks for additional information
• Identifies ways to improve
• Takes risks to try new ideas
• Is committed to face diversity with care and concern
• Understands their part in the process of growth
• Has the ability to accept criticism without taking it personally
• Shows progress in skill acquisition
• Is open to the ideas of others and is reflective
• Enjoys taking guidance from others
• E!ectively implements suggestions in practice
• Works to project new learning into future practice
Culturally Responsive
The teacher candidate consistently:
• Looks at student di!erences as personal opportunities to grow and develop
• Shares the belief that students learn di!erently and those di!erences are strengths rather than obstacles
• Demonstrates the desire and ability to plan curriculum using the knowledge of students and their lives
• Asks students for help in understanding di!erences
• Is aware that family and community impact student motivation and learning
• Understands and admits to personal biases
• Shows an understanding of personal communication, teaching and learning styles • Demonstrates the desire and ability to create a community that is safe and nurturing to all students • Shows a concern for issues of equity and social justice
• Talks and writes competently about the place of public education within a democracy • Engages students in discussions concerning culture, equity, democracy and learning • Provides multiple ways of assessing students
Commitment to the Profession
The teacher candidate is consistently:
• Committed to being an excellent teacher and is able and willing to work toward that purpose • Willing to go beyond the day
• Seeking opportunities to work with children
• Committed to teaching as their primary profession
Student Teaching Handbook—Revised Fall 2021 25
• Demonstrating a desire to learn
• Looking for information beyond text
• Demonstrating that they value and understand the many facets of the profession • Demonstrating the love of students over academic material
• Culturally responsive; desiring to reach and teach all
• Striving for improvement
• Aware that it is not possible to know everything
• Caring of young people and working to keep abreast of information concerning their development • A lifelong learner
• Aware and accepting of their public responsibilities as a professional
• Engaged in appropriate discussions and new inquiry with professional colleagues • Aware of the diversity, exceptionality and individuality in their classroom
• Eager, enthusiastic and motivated
• Striving to learn and engage in inquiry
• Aware of the importance of being a member of the professional and larger community
Student Teaching Handbook—Revised Fall 2021 26
PROFESSIONAL DISPOSITIONS
Student Name CSU ID : 825-501-412
Teachers exhibit dispositions required for e!ective teaching and professional practice.
PROFESSIONAL BEHAVIORS
FEEDBACK
Excellence in attendance
Total for this disposition:4 / 4
Excellence in promptness
Dresses to convey professionalism appropriate to site and content
Understands and uses professional language in all public settings
INITIATIVE AND DEPENDABILITY
FEEDBACK
Demonstrates creativity and resourcefulness
Total for this disposition: 6/ 6
Seeks opportunities to further own learning
Works e!ectively with limited supervision
Identifies problems and is able to prioritize, propose solutions, options and resources
Advocates for self; takes responsibility for own actions; is responsive
Completes responsibilities with quality, without excuses or prompting
TACT AND JUDGMENT
FEEDBACK
Demonstrates sensitivity to others' feelings and opinions while articulating own opinions, feelings, and needs
Total for this disposition: 4/ 4
Approaches situations with an open mind
Appropriately uses verbal and nonverbal language and cues to remain positive and respectful
Perceives what to do or say in order to maintain professional relations with all stakeholders
ETHICAL BEHAVIOR AND INTEGRITY
FEEDBACK
Consistently honest and worthy of trust
Total for this disposition: 4 / 4
Honors confidentiality
Assesses information critically—fact from opinion, right from wrong—and responds honestly and respectfully
Consistently models professional standards of conduct
COLLEGIALITY AND RESPONSIVENESS
FEEDBACK
Is collaborative: willing to share resources, seek advice, and work toward common goals
Total for this disposition: 6 / 6
Demonstrates ability to compromise and negotiate
Is respectful of all and works e!ectively in teams
Is open to constructive criticism
Keeps an open mind: is receptive and reflective concerning perceptions of others
Proactively addresses feedback through an adjustment in performance
Student Teaching Handbook—Revised Fall 2021 21
EFFECTIVE COMMUNICATOR
FEEDBACK
Professional oral expression: expressive, articulate, respectful, e!ective for purpose, appropriate to situation
Total for this disposition: 4 / 4
Professional written expression: organized, clear, e!ective for purpose, appropriate to situation, free of grammatical errors and misspellings
Demonstrates understanding of audience and purpose, body language and eye contact during communication situations
Uses digital media in a professional manner
DESIRE TO IMPROVE OWN PERFORMANCE
FEEDBACK
Demonstrates a responsibility for own professional practice
Total for this disposition: 3/ 3
Actively pursues new and better ways of teaching
Expresses sincere interest in personal and professional growth
CULTURAL RESPONSIVENESS
FEEDBACK
Demonstrates the belief that all students can learn and are welcome in the classroom
Total for this disposition: 5 / 5
Demonstrates commitment to culturally responsive teaching
Demonstrates the desire and ability to plan, assess, and implement instruction to address, engage, and nurture the learning of every student
Demonstrates a commitment to the growth and development of each student by taking into account issues of class, gender, race, ethnicity, sexual orientation, language, and special needs
Demonstrates an understanding of how families and communities impact student learning
COMMITMENT TO PROFESSION
FEEDBACK
Demonstrates a deep commitment to lifelong learning
Total for this disposition: 4 / 4
Expresses passion and enthusiasm for teaching
Models democratic ideals personally and professionally
Demonstrates awareness of program policies and professional practices
Please check the box below that most closely describes the candidate's overall dispositions:
EMERGENT
< 20 POINTS
The candidate’s displayed dispositions are inconsistent-to-weak. General interactions fall significantly short of those expected of a professional educator. The candidate’s dispositions, as demonstrated by daily interactions, are su"ciently weak so as to call into questions their fitness to become a successful teacher.
DEVELOPING
21-30 POINTS
The candidate’s displayed dispositions are not consistently strong and positive. General interactions do not always meet professional expectations. The candidate’s dispositions, as demonstrated by daily interactions, could be strengthened to improve the candidate’s ability to become a successful teacher.
x
PROFICIENT
31-35 PxOIxNTS
The candidate’s displayed dispositions are consistent with those of a successful beginning teacher. The candidate’s dispositions, as demonstrated by daily interactions, contribute to a positive learning climate in the classroom and school.
ACCOMPLISHED 36-40 POINTS
The candidate’s displayed dispositions are consistent with the highest degree of professionalism expected of a successful teacher. The candidate’s dispositions, as demonstrated by daily interactions, are consistently positive and productive.
Please clarify areas of concern, using the space below:
Student Signature Date Assessor Signature Date Joseph Andrew Chaisson 4/6/26
Student Teaching Handbook—Revised Fall 2021 22
Dispositions Thesaurus
DISPOSITION: a tendency, inclination or attitude toward a professional behavior
This document is meant as a descriptor guide for instructors and students as they search for clarity in describing behaviors that would exemplify each of the following professional dispositions.
Professional Behaviors
The teacher candidate displays consistent:
• Excellence in attendance
• Excellence in punctuality
• Positive attitudes towards each and every learner
• Personal and professional appearance appropriate to site expectations
• A"rming behaviors toward students from diverse backgrounds
• Belief that they can make a di!erence to students and the profession
• Understanding of how learners help to create knowledge
• Belief in the importance of a community of learners
• Knowledge about the lives of their students
• Willingness to learn about and respond to the needs of each and every learner Initiative and Dependability
The teacher candidate consistently:
• Questions when necessary
• Helps others
• Uses proactive rather than reactive behaviors
• Does not wait for others to act on their behalf
• Looks for alternatives when appropriate
• Sees opportunities and moves into the situation
• Seeks options when problems arise
• Seeks own resources
• Accepts personal responsibility for situations; does not use excuses
• Is adaptable and flexible
• Goes above and beyond what is not explicitly requested
• Actively participates
• Asks self what is needed for personal success
• Is prompt and prepared; calls if late or absent
• Responds with honesty
• Knows expectations and acts accordingly
• Completes assignments thoroughly
• Follows through on promises and responsibilities
• Supports peers/colleagues
• Prepares quality work
• Communicates fully and e!ectively for situations
• Takes care of actions that result from advising sessions
Tact and Judgment
The teacher candidate consistently:
• Is sensitive to others’ feelings
• Is respectful in discussions
• Displays good manners
Student Teaching Handbook—Revised Fall 2021 23
• Thinks before they speak or act
• Uses positive word choices
• Uses constructive comments
• Exhibits good judgment
• Exhibits an open-mind
• Does not allow others to poison a group
• Displays only appropriate dress
• Uses positive tone of voice and body language to communicate thoughts Ethical Behavior and Integrity
The teacher candidate consistently:
• Honors confidentiality
• Displays honesty in words and actions
• Knows right and wrong
• Admits mistakes and accepts responsibility
• Displays strong understanding of democracy and citizenship • Considers all sides of an issues
• Is genuine and authentic in words and actions
• Does not lie
• Displays a responsible attitude
• Is respectful and able to be respected
• Is trustworthy
• Will not resort to plagiarism
Collegiality and Responsiveness
The teacher candidate consistently:
• Works and plays well with others
• Takes responsibility for own actions
• Learns from others and shares willingly
• Is willing to work to improve
• Seeks advice/feedback and is appreciative
• Listens actively and reflectively with an open mind
• Is respectful
• Is willing to compromise
• Reaches out and is positive with peers and teachers
• Participates e!ectively
• Handles ambiguity well and is tolerant
• Smiles, is friendly and open
• Compromises and negotiates
• Is authentic and genuine
• Is willing to try suggestions
• Accepts constructive criticism
• Is willing to engage in constructive confrontation
E!ective Communicator
The teacher candidate consistently:
• Uses professional oral language
• Uses professional written language
• Uses respectful language
• Uses e!ective eye contact and body language
Student Teaching Handbook—Revised Fall 2021 24
• Is an active and reflective listener
• Responds calmly in all situations
• Is articulate, speaks clearly and kindly
• Thinks before speaking
• Is succinct and e!ective with written and oral assignments and communications • Adapts messages to audience and purpose
• Takes risks
• Checks on audience understanding
Desire to Improve Own Performance
The teacher candidate consistently:
• Asks for help and seeks ways to grow
• Seeks feedback from many sources
• Is aware of the importance of reflection
• Asks for help to improve
• Looks for additional information
• Identifies ways to improve
• Takes risks to try new ideas
• Is committed to face diversity with care and concern
• Understands their part in the process of growth
• Has the ability to accept criticism without taking it personally
• Shows progress in skill acquisition
• Is open to the ideas of others and is reflective
• Enjoys taking guidance from others
• E!ectively implements suggestions in practice
• Works to project new learning into future practice
Culturally Responsive
The teacher candidate consistently:
• Looks at student di!erences as personal opportunities to grow and develop
• Shares the belief that students learn di!erently and those di!erences are strengths rather than obstacles
• Demonstrates the desire and ability to plan curriculum using the knowledge of students and their lives
• Asks students for help in understanding di!erences
• Is aware that family and community impact student motivation and learning
• Understands and admits to personal biases
• Shows an understanding of personal communication, teaching and learning styles • Demonstrates the desire and ability to create a community that is safe and nurturing to all students • Shows a concern for issues of equity and social justice
• Talks and writes competently about the place of public education within a democracy • Engages students in discussions concerning culture, equity, democracy and learning • Provides multiple ways of assessing students
Commitment to the Profession
The teacher candidate is consistently:
• Committed to being an excellent teacher and is able and willing to work toward that purpose • Willing to go beyond the day
• Seeking opportunities to work with children
• Committed to teaching as their primary profession
Student Teaching Handbook—Revised Fall 2021 25
• Demonstrating a desire to learn
• Looking for information beyond text
• Demonstrating that they value and understand the many facets of the profession • Demonstrating the love of students over academic material
• Culturally responsive; desiring to reach and teach all
• Striving for improvement
• Aware that it is not possible to know everything
• Caring of young people and working to keep abreast of information concerning their development • A lifelong learner
• Aware and accepting of their public responsibilities as a professional
• Engaged in appropriate discussions and new inquiry with professional colleagues • Aware of the diversity, exceptionality and individuality in their classroom
• Eager, enthusiastic and motivated
• Striving to learn and engage in inquiry
• Aware of the importance of being a member of the professional and larger community
Student Teaching Handbook—Revised Fall 2021 26
PROFESSIONAL DISPOSITIONS
Student Name CSU ID : 825-501-412
Teachers exhibit dispositions required for e!ective teaching and professional practice.
PROFESSIONAL BEHAVIORS
FEEDBACK
Excellence in attendance
Total for this disposition:4 / 4
Excellence in promptness
Dresses to convey professionalism appropriate to site and content
Understands and uses professional language in all public settings
INITIATIVE AND DEPENDABILITY
FEEDBACK
Demonstrates creativity and resourcefulness
Total for this disposition: 6/ 6
Seeks opportunities to further own learning
Works e!ectively with limited supervision
Identifies problems and is able to prioritize, propose solutions, options and resources
Advocates for self; takes responsibility for own actions; is responsive
Completes responsibilities with quality, without excuses or prompting
TACT AND JUDGMENT
FEEDBACK
Demonstrates sensitivity to others' feelings and opinions while articulating own opinions, feelings, and needs
Total for this disposition: 4/ 4
Approaches situations with an open mind
Appropriately uses verbal and nonverbal language and cues to remain positive and respectful
Perceives what to do or say in order to maintain professional relations with all stakeholders
ETHICAL BEHAVIOR AND INTEGRITY
FEEDBACK
Consistently honest and worthy of trust
Total for this disposition: 4 / 4
Honors confidentiality
Assesses information critically—fact from opinion, right from wrong—and responds honestly and respectfully
Consistently models professional standards of conduct
COLLEGIALITY AND RESPONSIVENESS
FEEDBACK
Is collaborative: willing to share resources, seek advice, and work toward common goals
Total for this disposition: 6 / 6
Demonstrates ability to compromise and negotiate
Is respectful of all and works e!ectively in teams
Is open to constructive criticism
Keeps an open mind: is receptive and reflective concerning perceptions of others
Proactively addresses feedback through an adjustment in performance
Student Teaching Handbook—Revised Fall 2021 21
EFFECTIVE COMMUNICATOR
FEEDBACK
Professional oral expression: expressive, articulate, respectful, e!ective for purpose, appropriate to situation
Total for this disposition: 4 / 4
Professional written expression: organized, clear, e!ective for purpose, appropriate to situation, free of grammatical errors and misspellings
Demonstrates understanding of audience and purpose, body language and eye contact during communication situations
Uses digital media in a professional manner
DESIRE TO IMPROVE OWN PERFORMANCE
FEEDBACK
Demonstrates a responsibility for own professional practice
Total for this disposition: 3/ 3
Actively pursues new and better ways of teaching
Expresses sincere interest in personal and professional growth
CULTURAL RESPONSIVENESS
FEEDBACK
Demonstrates the belief that all students can learn and are welcome in the classroom
Total for this disposition: 5 / 5
Demonstrates commitment to culturally responsive teaching
Demonstrates the desire and ability to plan, assess, and implement instruction to address, engage, and nurture the learning of every student
Demonstrates a commitment to the growth and development of each student by taking into account issues of class, gender, race, ethnicity, sexual orientation, language, and special needs
Demonstrates an understanding of how families and communities impact student learning
COMMITMENT TO PROFESSION
FEEDBACK
Demonstrates a deep commitment to lifelong learning
Total for this disposition: 4 / 4
Expresses passion and enthusiasm for teaching
Models democratic ideals personally and professionally
Demonstrates awareness of program policies and professional practices
Please check the box below that most closely describes the candidate's overall dispositions:
EMERGENT
< 20 POINTS
The candidate’s displayed dispositions are inconsistent-to-weak. General interactions fall significantly short of those expected of a professional educator. The candidate’s dispositions, as demonstrated by daily interactions, are su"ciently weak so as to call into questions their fitness to become a successful teacher.
DEVELOPING
21-30 POINTS
The candidate’s displayed dispositions are not consistently strong and positive. General interactions do not always meet professional expectations. The candidate’s dispositions, as demonstrated by daily interactions, could be strengthened to improve the candidate’s ability to become a successful teacher.
x
PROFICIENT
31-35 PxOIxNTS
The candidate’s displayed dispositions are consistent with those of a successful beginning teacher. The candidate’s dispositions, as demonstrated by daily interactions, contribute to a positive learning climate in the classroom and school.
ACCOMPLISHED 36-40 POINTS
The candidate’s displayed dispositions are consistent with the highest degree of professionalism expected of a successful teacher. The candidate’s dispositions, as demonstrated by daily interactions, are consistently positive and productive.
Please clarify areas of concern, using the space below:
Student Signature Date Assessor Signature Date Joseph Andrew Chaisson 5/5/26
Student Teaching Handbook—Revised Fall 2021 22
Dispositions Thesaurus
DISPOSITION: a tendency, inclination or attitude toward a professional behavior
This document is meant as a descriptor guide for instructors and students as they search for clarity in describing behaviors that would exemplify each of the following professional dispositions.
Professional Behaviors
The teacher candidate displays consistent:
• Excellence in attendance
• Excellence in punctuality
• Positive attitudes towards each and every learner
• Personal and professional appearance appropriate to site expectations
• A"rming behaviors toward students from diverse backgrounds
• Belief that they can make a di!erence to students and the profession
• Understanding of how learners help to create knowledge
• Belief in the importance of a community of learners
• Knowledge about the lives of their students
• Willingness to learn about and respond to the needs of each and every learner Initiative and Dependability
The teacher candidate consistently:
• Questions when necessary
• Helps others
• Uses proactive rather than reactive behaviors
• Does not wait for others to act on their behalf
• Looks for alternatives when appropriate
• Sees opportunities and moves into the situation
• Seeks options when problems arise
• Seeks own resources
• Accepts personal responsibility for situations; does not use excuses
• Is adaptable and flexible
• Goes above and beyond what is not explicitly requested
• Actively participates
• Asks self what is needed for personal success
• Is prompt and prepared; calls if late or absent
• Responds with honesty
• Knows expectations and acts accordingly
• Completes assignments thoroughly
• Follows through on promises and responsibilities
• Supports peers/colleagues
• Prepares quality work
• Communicates fully and e!ectively for situations
• Takes care of actions that result from advising sessions
Tact and Judgment
The teacher candidate consistently:
• Is sensitive to others’ feelings
• Is respectful in discussions
• Displays good manners
Student Teaching Handbook—Revised Fall 2021 23
• Thinks before they speak or act
• Uses positive word choices
• Uses constructive comments
• Exhibits good judgment
• Exhibits an open-mind
• Does not allow others to poison a group
• Displays only appropriate dress
• Uses positive tone of voice and body language to communicate thoughts Ethical Behavior and Integrity
The teacher candidate consistently:
• Honors confidentiality
• Displays honesty in words and actions
• Knows right and wrong
• Admits mistakes and accepts responsibility
• Displays strong understanding of democracy and citizenship • Considers all sides of an issues
• Is genuine and authentic in words and actions
• Does not lie
• Displays a responsible attitude
• Is respectful and able to be respected
• Is trustworthy
• Will not resort to plagiarism
Collegiality and Responsiveness
The teacher candidate consistently:
• Works and plays well with others
• Takes responsibility for own actions
• Learns from others and shares willingly
• Is willing to work to improve
• Seeks advice/feedback and is appreciative
• Listens actively and reflectively with an open mind
• Is respectful
• Is willing to compromise
• Reaches out and is positive with peers and teachers
• Participates e!ectively
• Handles ambiguity well and is tolerant
• Smiles, is friendly and open
• Compromises and negotiates
• Is authentic and genuine
• Is willing to try suggestions
• Accepts constructive criticism
• Is willing to engage in constructive confrontation
E!ective Communicator
The teacher candidate consistently:
• Uses professional oral language
• Uses professional written language
• Uses respectful language
• Uses e!ective eye contact and body language
Student Teaching Handbook—Revised Fall 2021 24
• Is an active and reflective listener
• Responds calmly in all situations
• Is articulate, speaks clearly and kindly
• Thinks before speaking
• Is succinct and e!ective with written and oral assignments and communications • Adapts messages to audience and purpose
• Takes risks
• Checks on audience understanding
Desire to Improve Own Performance
The teacher candidate consistently:
• Asks for help and seeks ways to grow
• Seeks feedback from many sources
• Is aware of the importance of reflection
• Asks for help to improve
• Looks for additional information
• Identifies ways to improve
• Takes risks to try new ideas
• Is committed to face diversity with care and concern
• Understands their part in the process of growth
• Has the ability to accept criticism without taking it personally
• Shows progress in skill acquisition
• Is open to the ideas of others and is reflective
• Enjoys taking guidance from others
• E!ectively implements suggestions in practice
• Works to project new learning into future practice
Culturally Responsive
The teacher candidate consistently:
• Looks at student di!erences as personal opportunities to grow and develop
• Shares the belief that students learn di!erently and those di!erences are strengths rather than obstacles
• Demonstrates the desire and ability to plan curriculum using the knowledge of students and their lives
• Asks students for help in understanding di!erences
• Is aware that family and community impact student motivation and learning
• Understands and admits to personal biases
• Shows an understanding of personal communication, teaching and learning styles • Demonstrates the desire and ability to create a community that is safe and nurturing to all students • Shows a concern for issues of equity and social justice
• Talks and writes competently about the place of public education within a democracy • Engages students in discussions concerning culture, equity, democracy and learning • Provides multiple ways of assessing students
Commitment to the Profession
The teacher candidate is consistently:
• Committed to being an excellent teacher and is able and willing to work toward that purpose • Willing to go beyond the day
• Seeking opportunities to work with children
• Committed to teaching as their primary profession
Student Teaching Handbook—Revised Fall 2021 25
• Demonstrating a desire to learn
• Looking for information beyond text
• Demonstrating that they value and understand the many facets of the profession • Demonstrating the love of students over academic material
• Culturally responsive; desiring to reach and teach all
• Striving for improvement
• Aware that it is not possible to know everything
• Caring of young people and working to keep abreast of information concerning their development • A lifelong learner
• Aware and accepting of their public responsibilities as a professional
• Engaged in appropriate discussions and new inquiry with professional colleagues • Aware of the diversity, exceptionality and individuality in their classroom
• Eager, enthusiastic and motivated
• Striving to learn and engage in inquiry
• Aware of the importance of being a member of the professional and larger community
Student Teaching Handbook—Revised Fall 2021 26
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