"#$%&'()* +$',(-%'./ 0(#12(- 3*41#.'5$ +$'. 6'%75%'.'5$% 3,#)4#.'5$ 8$%.-49($.

:#9(; 75%'.'5$; #$* %'<$#.4-( 5& .2( 7(-%5$ 1597)(.'$< .2'% &5-9= >-#'< "? @4A'#B C.4*($.

>#$*'*#.( :#9(= >-#'< "? @4A'#B D-5<-#9 CEF80 >54-%(G3H7(-'($1(= EC> IIJI K C1255) E'A-#-/ D-#1.'149 6#.(= LMGNMGNLOP

1. Q(&)(1.'5$ - CandldaLes should recognlze LhaL professlonal reflecLlon comblned wlLh experlence leads Lo professlonal growLh. CandldaLes should be LhoughLful
abouL Lhelr Leachlng, crlLlcally examlne Lhelr Leachlng pracLlces, and sLrlve for ongolng professlonal lmprovemenL. (uanlelson 4A, 4L)
O +$#11(7.#A)( N 6(,()57'$< M R11(7.#A)( P 0#-<(.
Shows no evldence of reflecLlng on Lhelr
Leachlng pracLlce. 8eflecLlon ls a
reLelllng of facLs or oplnlons raLher Lhan
crlLlcally Lhlnklng abouL Lhelr own
pracLlce and sLrengLhs/weaknesses.
Cnly shows evldence of reflecLlon when
prompLed. 8eflecLlon ls more focused
on facLs Lhan Lhe conslderaLlon of Lhose
facLs on Lhe Leachlng professlon. uoes
noL connecL reflecLlon Lo pracLlce or Lo
personal sLrengLhs and weaknesses.
Shows evldence of reflecLlon even when
noL prompLed Lo reflecL. 8eflecLlon
exLends beyond facL-Lelllng Lo usually
provlde examples of Lhelr own sLrengLhs
and weaknesses as a growlng Leacher.
Shows evldence of reflecLlon even when
noL prompLed Lo reflecL. 8eflecLlon
conslsLenLly connecLs facLs wlLh pracLlce
by way of how speclflc examples
lndlcaLe sLrengLhs and weaknesses.
.
lnsufflclenL opporLunlLy Lo
observe Lhls candldaLe on
Lhls dlsposlLlon
rovlde a brlef summary of observable behavlor:
Whlle l do noL always keep an offlclal, wrlLLen log of my reflecLlons, l do conslsLenLly and reflecL on my Leachlng pracLlces lnLernally. l
feel as Lhough l am always looklng Lo lmprove and bulld upon my skllls.

!"#$% '( )*+ ,-, .*/ 0123 4+((-5-3./ *66*7/+.-/) /* *843723 /0-4 51.,-,1/39 /03. 6:3143 ;17< /03 8*= /* /03 :3(/>
2. D-5&(%%'5$#) 15$*41. - CandldaLes should exerclse sound [udgmenL and eLhlcal professlonal behavlor, lncludlng physlcal appearance, onllne acLlvlLy,
malnLalnlng compleLe confldenLlallLy and belng poslLlve role models for Lhelr sLudenLs. CandldaLes supporL colleagues and oLher professlonals and paraprofesslonals.
1eachers/candldaLes should be forLhrlghL ln Lhelr lnLeracLlons wlLh oLhers and uphold hlgh sLandards of LrusL, characLer, and academlc lnLegrlLy (2C, 4u, 4l)
O +$#11(7.#A)( N 6(,()57'$< M R11(7.#A)( P 0#-<(.
Pas commlLLed lnLenLlonal breach of
confldenLlallLy, broken Lhe Mu Code of
ConducL (by plaglarlsm, e.g.), posLed
llllclL maLerlals onllne, lgnored
prompLlngs Lo dress or speak more
professlonally, or has dlsparaged peers,
sLudenLs, or personnel.
May unlnLenLlonally break sLudenLs'
confldenLlallLy Lhrough carelessness
wlLh maLerlals, musL be remlnded Lo
engage ln eLhlcal conducL, proper onllne
behavlor, or supporLlve acLlons, musL be
prompLed Lo dress and speak
professlonally.
ls aLLenLlve Lo sLudenL confldenLlallLy,
malnLalns secure and organlzed sLudenL
records. Pas had no ldenLlfled eplsodes
of eLhlcal mlsconducL, onllne
mlsbehavlor, unsupporLlve acLlons, or
unprofesslonal dress or speech.
ls aLLenLlve Lo sLudenL confldenLlallLy,
malnLalns secure and organlzed sLudenL
records. Shows conslsLenL evldence Lo
lndlcaLe LhaL acLlons are eLhlcal and
supporLlve of peers, sLudenLs, and
personnel, boLh ln person and onllne.
MalnLalns professlonal dress and speech
wlLhouL belng prompLed.
.
lnsufflclenL opporLunlLy Lo
observe Lhls candldaLe on
Lhls dlsposlLlon
rovlde a brlef summary of observable behavlor:
l belleve LhaL l exhlblL all of Lhese characLerlsLlcs conslsLenLly. lf Lhere ls an error or someLhlng unprofesslonal, l aLLempL Lo correcL lL
lmmedlaLely.

!"#$% '( )*+ ,-, .*/ 0123 4+((-5-3./ *66*7/+.-/) /* *843723 /0-4 51.,-,1/39 /03. 6:3143 ;17< /03 8*= /* /03 :3(/>

3. Q(%7(1. &5- *',(-%'./ - CandldaLes should be senslLlve Lo lndlvldual dlfferences among sLudenLs. CandldaLes should LreaL sLudenLs equlLably and exerclse
falrness ln academlc assessmenL. CandldaLes promoLe sLudenL respecL and falrness Loward oLher sLudenLs by promoLlng soclal [usLlce and prevenLlng or lnLerrupLlng
bullylng and bellLLllng behavlors, Lhey promoLe undersLandlng of sLudenLs' varled culLural LradlLlons and learnlng sLrengLhs and needs. CandldaLes should address and
lnLeracL wlLh Lhelr sLudenLs, fellow Leachers, admlnlsLraLors, parenLs, and oLher communlLy members wlLh courLesy and clvlllLy. (18, 2A, 2u, 4C, 4u)
O +$#11(7.#A)( N 6(,()57'$< M R11(7.#A)( P 0#-<(.
ConslsLenLly mlsses opporLunlLles Lo
engage ln cross-culLural learnlng. Wlll
noL lnLeracL wlLh cerLaln people groups
or ls oLherwlse dlscrlmlnaLory. lalls Lo
engage sLudenLs accordlng Lo Lhelr
needs. Shows obvlous favorlLlsm and/or
lnclvlllLy. lL characLerlzed by a lack of
courLesy.
ALLempLs aL cross culLural learnlng are
LokenlsLlc or llmlLed Lo sLereoLypes.
AlLhough noL dlscrlmlnaLory, ls sLlll
heslLanL wlLh some people groups or
wlLh addresslng culLural lssues.
ALLempLs Lo engage all sLudenLs, buL
wlLh llmlLed enLhuslasm. Pas someLlmes
needed prompLlng Lo engage oLhers
wlLh clvlllLy and courLesy.
romoLes cross culLural learnlng beyond
LokenlsLlc and sLereoLyplcal acLlvlLles.
uoes noL dlscrlmlnaLe and ls
comforLable addresslng culLural lssues ln
Lhe classroom. Lngages all sLudenLs
uslng modlflcaLlons and adapLaLlons, buL
wlLh uneven resulLs. uoes noL need Lo
be prompLed Lo engage oLhers wlLh
clvlllLy and courLesy.

LnLhuslasLlcally promoLes cross culLural
learnlng bullL on sound culLural
undersLandlngs. Addresses culLural
lssues ln Lhe classroom wlLh senslLlvlLy
and openness. Lngages all sLudenLs
uslng modlflcaLlons and adapLaLlons,
wlLh conslsLenLly poslLlve resulLs. ls
characLerlzed by falr, courLeous, and
clvll behavlor.

.
lnsufflclenL opporLunlLy Lo
observe Lhls candldaLe on
Lhls dlsposlLlon
rovlde a brlef summary of observable behavlor:
l conslsLenLly Lry my hardesL Lo noL only appreclaLe, buL lncorporaLe, varlous culLures ln my plannlng and lessons. l en[oy learnlng abouL
oLher culLures and appreclaLe varlous vlewpolnLs on all lssues.

!"#$% '( )*+ ,-, .*/ 0123 4+((-5-3./ *66*7/+.-/) /* *843723 /0-4 51.,-,1/39 /03. 6:3143 ;17< /03 8*= /* /03 :3(/>
4. S'<2 (H7(1.#.'5$% - CandldaLes should belleve LhaL all Lhelr sLudenLs can learn and should seL hlgh, yeL reallsLlc goals for sLudenL success. CandldaLes should
communlcaLe Lhose hlgh expecLaLlons Lo all Lhelr sLudenLs ln poslLlve ways. (uanlelson 1C, 28, 3A)
O +$#11(7.#A)( N 6(,()57'$< M R11(7.#A)( P 0#-<(.
Laslly becomes frusLraLed when
sLudenLs do noL learn. Lxpresses bellef
LhaL *.:) 4*;3 4/+,3./4 can learn.
LsLabllshes hlerarchy whereln some
sLudenLs are seen as less able Lo learn
Lhan oLhers. SeLs goals for sLudenLs LhaL
are lnapproprlaLe.
ALLempLs Lo promoLe a culLure where all
sLudenLs are seen as able Lo learn, buL
may show an unclear undersLandlng of
sLudenLs by seLLlng goals LhaL are elLher
Loo hlgh, Loo low, or noL reallsLlc.
Lxpresses a bellef LhaL ;*4/ sLudenLs
can learn, buL noL all.
LsLabllshes a culLure where all sLudenLs
are seen as able Lo learn, and seLs goals
(on paper) LhaL are reallsLlcally hlgh.
Lxpresses bellef LhaL 1:: 4/+,3./4 can
learn. May have dlfflculLy lmplemenLlng
Lhe goals or communlcaLlng Lhem,
Lhough.

LsLabllshes a culLure where all sLudenLs
know Lhey are seen as hlgh achlevers.
Lxpresses bellef LhaL 1:: 4/+,3./4 can
learn. Coals are reallsLlcally hlgh and are
communlcaLed Lo each lndlvldual ln a
poslLlve way wlLhouL seLLlng a hlerarchy.

.
lnsufflclenL opporLunlLy Lo
observe Lhls candldaLe on
Lhls dlsposlLlon
rovlde a brlef summary of observable behavlor:
Whlle Lhls ls usually done vla school and/or dlsLrlcL pollcles, l seL hlgh and reallsLlc goals and sLandards for my sLudenLs.


!"#$% '( )*+ ,-, .*/ 0123 4+((-5-3./ *66*7/+.-/) /* *843723 /0-4 51.,-,1/39 /03. 6:3143 ;17< /03 8*= /* /03 :3(/>




3. D5%'.',( Q(<#-* - CandldaLes should be dedlcaLed Lo vlewlng oLher people ln poslLlve regard. 1hey should demonsLraLe professlonal frlendllness, warmLh, and
genulne carlng ln dedlcaLed relaLlonshlps wlLh sLudenLs, parenLs, and school professlonals. 1hey esLabllsh sLudenL-Leacher relaLlonshlps characLerlzed by respecL and
rapporL, and Lhey work Lo promoLe poslLlve changes ln schools and communlLles LhaL beneflL Lhe welfare of Lhelr sLudenLs. CandldaLes should work Lo assure LhaL Lhelr
sLudenLs are afforded Lhe servlces Lhey need. (2A, 4u, 4L, 4l)
O +$#11(7.#A)( N 6(,()57'$< M R11(7.#A)( P 0#-<(.
AcLlons Loward sLudenLs, peers, or
personnel are lnLenLlonally
dlsrespecLful, bellLLllng, or bullylng.
Classroom managemenL does noL make
a poslLlve and supporLlve communlLy.
SLolc, sarcasLlc, or oLherwlse
dlscouraglng language and behavlor
lmpedes classroom relaLlons.
uncompasslonaLe sLudenL behavlor ls
lgnored. 1here ls no awareness for Lhe
need Lo promoLe poslLlve changes ln
schools and communlLles.
AlLhough unlnLenLlonal, acLlons may be
lnLerpreLed as dlsrespecLful, bellLLllng,
or bullylng. CandldaLe may be unaware
of how Lo Leach sLudenLs how Lo be a
communlLy, mlsses mosL opporLunlLles.
ALLempLs aL compasslon are generally
approprlaLe, buL may be lnconslsLenL or
Loo crlLlcal. lL ls noL obvlous LhaL Lhe
Leacher llkes" Lhe sLudenLs. AlLhough
Lhe awareness for Lhe need Lo promoLe
poslLlve changes ln schools and
communlLles exlsLs, Lhere ls no
accompanylng acLlon.
AcLlons are conslderaLe, encouraglng,
and supporLlve. Classroom managemenL
responds Lo dlsrespecLful behavlor,
alLhough perhaps lnconslsLenLly.
oslLlve regard for sLudenLs resulLs ln
pollLe and respecLful relaLlonshlps.
1eacher avolds unconsLrucLlve crlLlclsm
and sarcasm and addresses sLudenLs
when Lhey are noL compasslonaLe. 1he
awareness for Lhe need Lo promoLe
poslLlve changes ln schools and
communlLles exlsLs, and lL ls
accompanled by acLlons (whlch may be
LokenlsLlc or noL reallsLlc).
AcLlons are conslderaLe, encouraglng,
and supporLlve. Classroom managemenL
proacLlvely creaLes opporLunlLles Lo
promoLe respecLfulness and bulld
communlLy amongsL learners. AccuraLe
empaLhy and poslLlve regard are
conslsLenL Lhemes of Leacher's
language. leedback ls always
consLrucLlve, and all sLudenLs feel
valuable Lo Lhe classroom. Awareness
for Lhe need Lo promoLe poslLlve
changes ln schools and communlLles
exlsLs ls accompanled by speclflc acLlons
Lo lmprove communlLy healLh.
.
lnsufflclenL opporLunlLy Lo
observe Lhls candldaLe on
Lhls dlsposlLlon
rovlde a brlef summary of observable behavlor:
Whlle l may noL be qulLe as sooLhlng and supporLlve as Lhls rubrlc lmplles, l Lhlnk LhaL lL ls approprlaLe glven Lhe age group LhaL l work
wlLh.


!"#$% '( )*+ ,-, .*/ 0123 4+((-5-3./ *66*7/+.-/) /* *843723 /0-4 51.,-,1/39 /03. 6:3143 ;17< /03 8*= /* /03 :3(/>
6. >4-'5%'./ - CandldaLes should promoLe and supporL curloslLy ln Lhelr sLudenLs and encourage acLlve lnqulry. CandldaLe should be professlonally acLlve llfelong
learners and seek opporLunlLles for professlonal developmenL. (uanlelson 3C, 4u, 4L)
O +$#11(7.#A)( N 6(,()57'$< M R11(7.#A)( P 0#-<(.
ALLlLude ls marked by complacency wlLh
LhaL whlch ls already known or by an l
already know everyLhlng" vlewpolnL.
AlLhough Lhere ls awareness of more Lo
know, lL ls noL conslsLenLly accompanled
by seeklng new knowledge/appllcaLlons.
An awareness LhaL Lhere ls more Lo
know ls conslsLenLly accompanled by
acLlve lnqulry for self and sLudenLs.
(3) ls also accompanled by acLlve
membershlp ln a professlonal Leachlng
assoclaLlon.
.
lnsufflclenL opporLunlLy Lo
observe Lhls candldaLe on
Lhls dlsposlLlon
rovlde a brlef summary of observable behavlor:
noL only am l consLanLly seeklng ouL professlonal developmenL Lhrough weblnars, conferences, eLc., l acLually en[oy learnlng more boLh
personally and professlonally.


!"#$% '( )*+ ,-, .*/ 0123 4+((-5-3./ *66*7/+.-/) /* *843723 /0-4 51.,-,1/39 /03. 6:3143 ;17< /03 8*= /* /03 :3(/>

1hls lnsLrumenL was lnformed by SL. Cloud SLaLe unlverslLy College of LducaLlon Plgher LducaLlon AdmlnlsLraLlon rogram's ?/+,3./ @-46*4-/-*. $21:+1/-*., Lhe hyslcs ueparLmenL
@-46*4-/-*.4 $21:+1/-*. aL Callfornla SLaLe unlverslLy, Chlco, and 1he uanlelson Croup's #03 A71;3B*7< (*7 #3150-.C $21:+1/-*. '.4/7+;3./9 DEFG $,-/-*..