Dispositional Assessment

As stated in the units conceptual framework, Benedictine University

educators are effective practitioners, committed to scholarship, lifelong
inquiry, leadership, and social responsibility. These qualities are
nurtured and enhanced throughout the principal preparation program and
regularly assessed.
Directions to Evaluators: Please circle the rating that best describes the
candidates professional attitudes, values, and beliefs demonstrated through
both verbal and non-verbal behaviors. Candidates are to complete the
evaluation and share with their designated assessors. This evaluation is due
at the end of each semester. Failure to receive at least a 3 (Proficient) on
each element for the first time will result in a mandated remediation plan that
must be successfully completed by the next mid-semester. Failure to
successfully complete the remediation plan or to receive a minimum of a 3
(Proficient) on successive dispositional assessments will result in removal
from the Educator Preparation program.
Scholarship: The candidate seeks best practices, evaluates research, and remains
current in their field.
0

Criteria

Missing

Unsatisfact
ory

Emerging

Proficient

Exemplary

Valuing
of best
practice
s

Insufficient
informatio
n to assess

Does not
value and/or
have
awareness of
best
practices

Is aware of
best
practices but
either does
not seek to
implement
them or
implements
them
inappropriate
ly.

Researches
best
practices
and seeks to
appropriatel
y implement
them

Researches
best
practices
using
multiple
sources and
approaches
and
appropriatel
y
implements
them

Engages in
ineffective
research
practices and
inconsistently
interprets
research to
guide

Engages in
appropriate
research
practices
and uses
current
research to
support

ISLLC:
1D, 2F
ELCC:
1.3, 2.3
IPTS: 1J,
2F, 3A,
3B, 3C,
3E, 3F,
9A
Valuing
of
researc
h
ISLLC:
1B, 2E,
4A

Insufficient
informatio
n to assess

Does not
engage in
research
practices or
review
current
research to
support

Critically
engages in
and
assesses
current
research
practices
and

Score

Please Circle
One

0 1 2 3
4

Please Circle
One

0 1 2

ELCC:
1.2, 4.1
IPTS:
1H, 2J,
3G, 3J,
4H, 5G,
7A, 7B,
7C, 7D,
7E, 7F,
7G, 7N,
7Q, 7R
Valuing
of
remaini
ng
current
in field

Insufficient
informatio
n to assess

improvement
efforts

improvement
efforts

improvemen
t efforts

effectively
uses
research to
support
improvemen
t efforts

Does not
maintain
currency in
the field

Has
inconsistent
currency in
the field; and
inconsistently
exhibits high
levels of selfefficacy
related to
content
areas,
including
math,
science, and
literacy, and
their
interdisciplin
ary
relationships

Remains
current in
the field;
and exhibits
appropriate
levels of
self-efficacy
related to
content
areas,
including
math,
science, and
literacy, and
their
interdisciplin
ary
relationships

Remains
current in
the field;
actively
seeks to
apply
professional
knowledge
and theory
into
practice;
and exhibits
high levels
of selfefficacy
related to
content
areas,
including
math,
science, and
literacy, and
their
interdisciplin
ary
relationships

ISLLC
2A
ELCC:
2.1
IPTS:
2B, 2C,
5S, 9A,
9D, 9O

3 4

Please Circle
One

0 1 2 3
4

Lifelong Inquiry: The candidate questions and self-reflects, actively pursues

solutions, is an informed thinker and decision-maker, and is a risk-taker
0
1
2
3
4
Criteria

Missing
Insufficient
information

Unsatisfact
ory
Unengaged
and/or

Emerging

Proficient

Engaged but
reflection

Curious and
reflective,

Exemplary
Curious and
reflective,

Score

Reflectio
n

to assess

minimal
reflection

ISLLC:
5B

limited and
underdeveloped

demonstrati
ng
thoughtfuln
ess and
responsiven
ess as a
listener
and/or
observer

demonstratin
g
thoughtfulne
ss and
responsivene
ss as a
listener
and/or
observer
and seeking
solutions to
complex
issues

Occasionally
examines
own beliefs
and
experiences,
including
beliefs of
self-efficacy
in students

Critically
examines
own beliefs
and
experiences
, including
beliefs of
self-efficacy
in students

Critically
examines
own beliefs
and
experiences,
including
beliefs of
self-efficacy
in students,
and uses
them to
inform own
work

Engages
occasionally
in
professional
developmen
t but sees
little
connection
between it
and own
practice and
decisionmaking

Values
learning
and uses it
to inform
practice
and
decisionmaking

Actively
seeks out
new learning
opportunities
and
creatively
integrates
new content
into practice
and decisionmaking

Engages in
risk-taking
but is not
guided by
assessment
data when
making such

Based upon
assessment
data,
engages in
appropriate
risk-taking
to guide

Uses
assessment
data to
gauge level
of risk and
engages
appropriately

ELCC:
5.2
IPTS: 1F,
9K

Examina
-tion of
beliefs

Insufficient
information
to assess

ISLLC:
5B

Unwilling or
unable to
examine own
beliefs and
experiences

ELCC:
5.2
IPTS: 1F

Valuing
of
learning

Insufficient
information
to assess

ISLLC:
1B, 2A,
2C, 3E,
4A, 5B

Does not
engage in
ongoing
professional
learning and
development
.

ELCC:
1.2, 2.1,
3.5, 4.1,
5.2
IPTS: 1F
Risk
taking
ISLLC:
5B, 5C,
5D, 5E

Insufficient
information
to assess

Does not
value or
engage in
risk-taking

Please Circle
One

0 1 2 3
4

Please Circle
One

0 1 2
3 4

Please Circle
One

0 1 2
3 4

Please Circle
One

0 1 2

ELCC:
5.2, 5.3,
5.4, 5.5

decisions

IPTS: 5I,
5K, 9F,
9Q

improveme
nt efforts;
perseveres
and seeks
out
resources
and support
when faced
with
personal or
professional
challenges

in risk-taking
to guide
improvement efforts;
perseveres
and seeks
out resources
and support
when faced
with personal
or
professional
challenges

3 4

Leadership: The candidate supports collaboration, is a change agent, maintains

high expectations, and practices transparency.
0
1
2
3
4
Criteria

Missing

Unsatisfact
ory

Emerging

Proficient

Collabor
a-tion

Insufficie
nt
information to
assess

Does not
support or
value
collaboration

Is
inconsistentl
y supportive
of
collaboration

Is supportive
of
collaboration

ISLLC:
2A, 4C,
4D
ELCC:
2.1, 4.3,
4.4
IPTS: 3F,
3P, 4K,
5Q, 7P,
8 all, 9L,
9N
Change
agent
ISLLC:
1A, 1B,
2A, 2H,
3B, 3D,
4B, 5B,
5C, 5D,
5E, 6A,
6B, 6C

Insufficie
nt
information to
assess

Does not
support
change nor
view self as
a change
agent

Supports
change but
does not
initiate
participation
in change
unless
assured of
success

Views self as
a change
agent and
supports
change
efforts in the
school

Exemplary
Is supportive of
collaboration
and seeks to
build
partnerships
that will
positively
impact the
learning of all
students

Views self as a
change agent
and actively
seeks to initiate
change to
improve student
learning and
school climate

Score

Please Circle
One

0 1 2
3 4

Please Circle
One

0 1 2 3
4

ELCC:
1.1, 1.2,
2.1, 2.4,
3.2, 3.4,
4.2, 5.2,
5.3, 5.4,
5.5, 6.1,
6.2, 6.3
IPTS:
5B, 5C,
5I, 9Q
High
expectations
ISLLC:
2A, 2F,
3D, 3E,
5A

Insufficie
nt
information to
assess

Does not set

high
expectations
for self or
students

Articulates
high
expectations
for self or
students

Sets high
expectations
for self and
students.
Believes all
student can
learn.

ELCC:
2.1, 3.4,
3.5, 5.1
IPTS:
2M, 3H
Transpar
-ency
ISLLC:
5B

Insufficie
nt
information to
assess

ELCC:
5.2

Does not
believe in
transparenc
y of actions
and
decisionmaking

IPTS: 9H

Is
inconsistent
in
supporting
and
demonstrati
ng
transparenc
y of actions
and
decisionmaking

Believes in
transparenc
y of actions
and
decisionmaking

Sets high
expectations for
self and
students and
actively seeks
ways to improve
performance
and learning.
Believes all
students can
learn and
ensures this
belief
permeates the
school
Believes in
transparency of
actions and
decision-making
and deliberately
plans to ensure
it occurs

Please Circle
One

0 1 2 3
4

Please Circle
One
0 1 2 3
4

Social Responsibility: The candidate builds community, advocates for all students,
supports diversity, and carries out the IL School Code for Ethics.
0
1
2
3
4
Criteria

Missing

Unsatisfact
ory

Emerging

Proficient

Exemplary

Score

Commu
n-ity
building
ISLLC:
4B, 4C,
4D, 6A

Insufficie
nt
information to
assess

ELCC:
4.2, 4.3,
4.4, 6.1

Does not
value
community
building and
does not
seek to build
communities
to support
learning

Articulates
support for
building
community
but does not
initiate
efforts to
build it with
others

Values and
seeks to
build
community
within the
school and
with school
parents.

Seeks to build
community with
all school
partners,
including
students,
parents,
community
members, and
others involved
in schooling.
Values strong
modes of
communication
to support the
goals of
schooling

Does not
value
advocacy
nor practice
it

Verbalizes
support for
advocacy
but does not
actively
pursue such
efforts

Advocates
for those
involved in
the
schooling
process

Is a strong and
active advocate
for children,
parents,
community
members, and
the goals of
schooling.

IPTS:
1K, 4L

Advocat
e for all
ISLLC:
5C, 6A

Insufficie
nt
information to
assess

ELCC:
5.3, 6.1

Please Circle
One

0 1 2 3
4

Please Circle
One

0 1 2 3
4

IPTS:
9F, 9Q
Valuing
of
diversity
ISLLC:
2A, 4A,
4B, 5A,
5C, 5E,
6A

Insufficie
nt
information to
assess

Does not
value
diversity nor
support
efforts to
ensure
equity and
equality in
education

Values
diversity but
does not act
on it to
ensure
equity and
equality in
education

Values
diversity and
works to
ensure
equity and
equality in
education

Does not
value

Is
inconsistent

Holds self to
high ethical

ELCC:
2.1, 4.1,
4.2, 5.1,
5.3, 5.5,
6.1
IPTS:
1A, 1D,
2E
Ethical
practice

Insufficie
nt

Values diversity
and works to
ensure equity
and equality in
education.
Identifies
opportunities
and barriers to
ensuring all
have equal
access to highquality
schooling and
works to
overcome the
barriers

Holds self to
high ethical

Please Circle
One

0 1 2 3
4

and
transparency

information to
assess

ISLLC:
5B
ELCC:
5.2

professional
ethical
behaviors
and has
lapses in
appropriate
behaviors

in ethical
behavior but
is striving
for increased
consistency

IPTS: 9I

Professional habits
0

standards
including
those in the
IL School
Code of
Ethics,
values
fairness, and
seeks to be
an example
to others

standards,
values fairness,
and seeks to
uphold the IL
School Code of
Ethics. Is
transparent in
action and is
acknowledged
as a positive
role model by
others

4
Exemplary

Criteria

Missing

Unsatisfac
tory

Emerging

Proficient

Reliabilit
y and
dependability

Insufficie
nt
information to
assess

Is not
reliable nor
dependable
at meetings
and/or
completing
assigned
tasks
appropriate
ly and on
time.

Is
inconsistentl
y reliable
and
dependable
in exhibiting
professional
behaviors at
meetings
and/or
completing
assigned
tasks
appropriatel
y and on
time.

Is reliable
and
dependable
in consistent
and
professional
behaviors at
meetings;
completes
assigned
tasks
appropriatel
y and on
time.

Is consistently
reliable and
dependable in
exhibiting
strong
professional
behaviors at
meetings. Can
be relied upon
to complete
assigned tasks
with excellence
and in a timely
manner.

Is not
honest nor
trustworthy
in
interactions
with others
and when
exercising
professional
judgment

Is
inconsistentl
y

Exhibits
honesty and
appropriate
professional
ethics/trustworthiness
in
interactions
with others
and when
exercising
professional

Exhibits honesty
and appropriate
professional
ethics/trustwort
h-iness
consistently and
with excellence
in all
interactions
with others and
when exercising
professional

Honesty
and
trustworthine
ss

Insufficie
nt
information to
assess

honest
and/or
trustworthy
in
interactions
with others
and when
exercising

Please Circle
One

0 1 2 3
4

Score

Please Circle
One

0 1 2 3
4

Please Circle
One

0 1 2 3
4

Professio
n-alism

Punctuali
ty

Appearance

Insufficie
nt
information to
assess

Insufficie
nt
information to
assess

Insufficie
nt
information to
assess

professional
judgment

judgment

judgment

Does not
meet
professional
expectation
s outlined
in the IL
School
Code of
Ethics

Inconsistentl
y meets
professional
expectations
outlined in
the IL School
Code of
Ethics

Meets
professional
expectations
outlined in
the IL School
Code of
Ethics

Serves as a
strong and
positive
example of the
professional
expectations
outlined in the
IL School Code
of Ethics

Please Circle
One

Is not
prompt and
punctual
when
arriving at
school and
meetings,
and in
completing
assigned
tasks on
time

Is
inconsistentl
y prompt
and
punctual
when
arriving at
school and
meetings,
and/or in
completing
assigned
tasks on
time

Is prompt
and
punctual
when
arriving at
school and
meetings,
and in
completing
assigned
tasks on
time

Is always
prompt and
punctual when
arriving at
school and
meetings, and
in completing
assigned tasks
on time

Please Circle
One

Does not
have an
appropriate
professional
appearance

Inconsistentl
y has an
appropriate
professional
appearance

Has an
appropriate
professional
appearance

Has a polished
and professional
appearance

Please Circle
One

0 1 2 3
4

0 1 2 3
4

0 1 2 3
4

Communi
-cation

Insufficie
nt
information to
assess

Does not
communica
te
effectively
with others

Inconsistentl
y
communicat
es clearly
and
professionall
y to
students,
parents,
faculty, and
other publics
associated

Communicat
es clearly
and
professionall
y to
students,
parents,
faculty, and
other publics
associated
with the

Has strong
communication
skills that
enables others
to be informed
and participate
and engaged in
the school

Please Circle
One

0 1 2 3
4

Reflectiv
e
response
to
feedback
/
supervisi
on

Insufficie
nt
information to
assess

Is not
reflective
about
professional
feedback

with the
school

school

Inconsistentl
y seeks
feedback on
professional
performance
and
behaviors
and/or
inconsistentl
y uses
feedback to
improve
performance

Seeks
feedback on
professional
performance
and
behaviors
and uses
such
feedback to
improve
performance

Actively seeks
feed-back on
professional
performance
and behaviors
from numerous
sources and
uses such
feedback as a
form of
professional
development to
improve
performance

Please Circle
One

0 1 2 3
4