DISPOSITIONS: EVALUATION RUBRIC

As professional commitment and conduct are integral to the profession, this grade will be comprised of attendance, the quality of class participation, attitude, and overall conduct becoming of a member of the teaching profession as outlined by the University and College mission statements, as well as the guidelines set out by the Ontario College of Teachers (Ethical Standards for the Teaching Profession www.oct.on.ca). It is the responsibility of the candidate to be familiar with the relevant expectations and related documents.

10

9
Consistently accepts responsibility for the learning process by being attentive, on task, and completing all assignments and course requirements. Is prepared and punctual.

8
Accepts responsibility for the learning process by generally being attentive, on task, and focused towards completing all assignments and course requirements. Appears generally prepared. Often punctual

7
Usually accepts responsibility for the learning process by generally being attentive, on task, and completing most assignments and course requirements when expected. Perhaps prepared, however, there is concern regarding punctuality. Works with peers and instructor. Addresses problems and would benefit in seeking help when uncertain about concepts or processes. Passive participation and seldom comments on ideas and concepts being discussed in class.

6
Inconsistently accepts responsibility for the learning process and needs to be more attentive, on task, and committed to completing of assignments and course requirements when expected. Rarely punctual.

Professional Commitment and Responsibility

Intuitively accepts responsibility for the learning process by being consistently attentive, on task with thorough /detailed completion of all assignments and course requirements. Is prepared and punctual

Professional Relationships

Class Participation

Critical Thinking and Reflective Practice

Works collaboratively and effectively with peers and instructor. Focused on problem-solving independently. High expectations and respect for self and others. Actively participates readily commenting on ideas and concepts formulated by acute perceptions and perspectives. Able to think critically and effectively to solve problems. Accepts critical feedback in a professional manner. Seeks help when needed. Self assesses personal progress and defines goals.

Works collaboratively with peers and instructor. Focused on problemsolving. Has expectations and respect for self and others. Actively participates frequently comments on ideas and concepts with contributing perceptions and perspectives. Is able to think critically to solve problems. Accepts critical feedback. Seeks help when needed. Self assesses personal progress and defines goals.

Works with peers and instructor. Considers problem-solving. Has expectations and respect for self and others.

Participates occasionally comments on ideas and concepts with contributing perceptions and perspectives. Thinks about problems and discusses them. Often accepts critical feedback but appears reluctant to apply. Seeks help when needed. Self assesses personal progress.

Generally works with peers and instructor. Hesitant to address problems and would benefit in seeking help and clarification about concepts or processes. Inconsistent participation, if at all. Frequent off topic discussion and not being consistently attentive to peers and instructor. Appears to have difficulty defining a problem. Reluctant to accept critical feedback in a professional manner. Would benefit in seeking help or confirming.

Attempts to address problems. Sometimes accepts critical feedback but evidence suggests that it is not applied. Seeks help when needed. Self assesses personal progress.

/40 =

/25