Metro RESA

K5 Science Candidate Dispositions Scale

Name:
Alison Dunford
Program Location:
Date of Beginning Assessment: 3-12/15
Instructor:

System/School:

Cobb- Timber Ridge ES

Date of Final Assessment:

The following list of science teachers dispositions are from the National Science Education Standards. Please rate your perception
of your ability to meet the dispositions below on a scale of 1 - 4 with 4 representing a mastery of the standard and 1 representing
a novice level. This is an opportunity for you to reflective critically on your teaching at the beginning and end of the
endorsement. It will only be viewed by K5 science instructors. Complete the Rating 1 column with initial reflections that provide
questions, information or evidence. Bring this completed self-assessment before your third class meeting. It will be returned to
you in the final course for you to complete Rating 2 at the end of the endorsement courses and residency experience.
1. Planning an inquiry based science program by: (NSES, Teaching Standard A)
Criteria

Indicators

Developing a
framework of
yearlong long and
short term goals
for students

Reviewing school, district,

state and national goals in
order to set long and short
term goals based on the
experiences and interest of
students. Teaching for
understanding requires
responsiveness to students
so activities are continuously
adapted to address student
questions and needs.

Selecting science
content and adapt
and design
curricula to meet
the interest,
knowledge,
understanding,
abilities and
experiences of
students

Student interests, cognitive

ability, affective development
and motivation are
considered when planning
curriculum. Teacher has an
awareness of common
student misconceptions at
different grade levels as well
as the cultural and
experiential backgrounds of
students and how those
affect student learning.

Rati
ng 1
3

Initial Reflections
I did a much better job of this, in
my 2nd year teaching 5th grade.
Last year, my first year, I worked
very hard to develop an
interactive science notebook
with my class and this proved to
be invaluable for planning and
pacing this year. My notes on
what worked and what didnt
have helped me critically
analyze my performance. I still
have a way to go!
My goal this year was to provide
double the number of lab
experiences for my students
over last year. This is wonderful
to motivate them. I have paid
much more attention to common
misconceptions this year and
addressing them directly, as a
common misconception, with my
students. They like to discuss
these also. I have a large special
ed population and want to be
better at differentiating for these
kids.

Rati
ng 2

Final Reflections

Selecting teaching
and assessment
strategies that
support the
development of
student
understanding and
nurture a
community of
science learners

Planning seeks opportunities

to actively engage students
in evidence based inquiry
strategies. Teacher uses a
variety of formative and
summative assessments to
gain an understanding of
student misconceptions and
understanding of science
content. Teacher has an
awareness and
understanding of the diverse
abilities, interests and
cultural background of
students.

Working together
as colleagues
within and across
grade levels

Teacher works with

colleagues to construct
coherent and articulated
programs within and across
grade levels. Teacher
participates in vertical
alignment discussions to gain
an awareness of curriculum
structure to assist with
planning.

The interactive notebooks

provide so many opportunities
for assessment including special
ed student differentiation, but
assessing 110 students is still
proving to be a real challenge. I
am getting much better at some
technology-based summative
assessment and that helps. I
would like to be better at giving
and readdressing probes. This
year I had a larger population of
international students and I am
learning quite a bit about ESL
differentiation and how cultural
backgrounds affect learning.
We have limited formal vertical
planning sessions, but many
informal opportunities. 5th grade
at TR is departmentalized. I
would like to do more cross
curriculum planning in this next
year math particularly.

2. Guiding and facilitating learning by: (NSES, Teaching Standard B)

Criteria
Focusing and
supporting
inquiries while
interacting with
students

Orchestrating
discourse among
students about
scientific ideas

Indicators
Student inquiry encompasses
a range of activities including
observation, data collection,
reflection and analysis.
Teacher and students
collaborate in the pursuit of
ideas. Teacher guides,
focuses, challenges and
encourage student learning in
a student centered
environment.
Oral and written discourse by
students allows students
opportunities to connect what
they know to larger ideas,
other domains and the world

Rati
ng 1
2

Initial Reflections
I am working now on inquirizing
and helping students to question
and collaborate. I look forward
to learning more about
assessment in this environment
also.

Needs work. I feel like I provide

outside speakers/experts, and
perspectives, but need to look at
discourse among students. Plan
for it

Rati
ng 2

Final Reflections

Challenging
students to accept
and share
responsibility for
their own learning

Recognizing and
responding to
student diversity
and encourage all
students to fully
participate in
science.

beyond the classroom.

Teachers use collaborative
groups for students to share
ideas, data and present
findings.
Teacher encourages students
to take responsibility for their
own work. Teacher supports
student ideas and questions,
gives students active roles in
the design and
implementation of
investigation and
presentation of their work
to peers.
Teacher recognizes the
diversity in their class and
organizes the classroom so
that all students have the
opportunity to participate
fully. Teacher monitors the
participation of all students.
Experiences are
differentiated based on ability
and learning needs of
students.

2-3

I had better results with this for

the first half of the year. As my
departmentalized team moves
the 5th graders toward middle
school, there is a tending
toward student taking less
responsibility and relying on
parents also. I feel I am making
progress toward student
implementation of
investigations.
I have a large inclusion and
growing international population.
I feel my students feel safe and
welcome and love doing
science. I would like to learn
more about helping non-English
speakers this was difficult.
Resources at school can make it
difficult to differentiate
assignments on-the-fly for
some students.

3. Engaging students in ongoing assessment of their teaching and of student learning by: (NSES, Teaching Standard C)
Criteria

Indicators

Using multiple
methods and
systematically
gather data about
student
understanding and
ability

Teacher uses a variety of

formal and informal
strategies such as CRCT,
benchmarks, pre/post test,
interest inventories to gather
data about students to assist
in making instructional
decisions

Analyzing
assessment data
to guide teaching

Data is used to guide

instructional decisions
including opportunities to
differentiate based on
interest, ability and learning

Rati
ng 1
3

Initial Reflections
My school, grade team and also
RTI team analyzes data often
and I feel we are thorough with
this. See next criteria box I
would like to do a better job of
pre-assessment to drive
instruction. If pre-assessment
outcome does not cover a wide
enough audience, I have a hard
time using the data.
I do not think I have a one-sizefits-all style at all. I would like to
do a better job of preassessment to drive instruction.
If pre-assessment outcome does

Rati
ng 2

Final Reflections

style
Guiding students
in self assessment

Using student
data, observations
of teaching, and
interactions with
colleagues to
reflect on and
improve teaching
practice

Teacher provides
opportunities for students to
develop their abilities to
assess and reflect on their
own scientific
accomplishments. This may
include applying their own
work to a rubric.
Teacher approaches science
teaching in the spirit of
inquiry assessing, reflecting
on, and learning from their
own practice. Data may
include peer observation,
student data and supervisory
evaluations.

not cover a wide enough

audience, I have a hard time
using the data.
I struggle with assessment for
109 students. I use selfassessment, but have difficulty
with students not taking it
seriously enough.

Coaching endorsement this year

has help enormously. I am
confident with observations and
analysis of observations as well
as watching and analyzing other
teachers model.

4. Designing and managing learning environments that provide students with the time, space, and resources needed for learning
science by: (NSES, Teaching Standard D)
Criteria

Indicators

Structuring the
time available so
that students are
able to engage in
extended
investigations

Teacher makes the time for

students to work in varied
groupings alone, in pairs, in
small groups, as a whole
class on varied tasks.

Creating a setting
for student work
that is flexible and
supportive of
science inquiry

Teacher plans the use of

space to allow students to
work safely in groups of
various sizes at various tasks,
to maintain their work in
progress and to display their
results.
Teacher knows and applies
the necessary safety
regulations in the store, use
and care of materials used by
students. Teacher adheres to
safety rules and guidelines
established by school,
district, state and/or national

Ensuring a safe
working
environments

Rati
ng 1
2

Initial Reflections
I have recently started
implementing guided inquiry and
an feeling stronger in this area. I
am still uncomfortable with
students receiving all
information for standards in this
way, though!
Differentiation for environment is
also good. I have VERY limited
space and 110 students.

I would like resources on

material handling and storage
and safety recommendations
when the materials are outside
of the normal elementary supply
list 6% H2O2, etc.

Rati
ng 2

Final Reflections

Making the
available science
tools, materials,
media, and
technological
resources
accessible to
students
Identifying and
using resources
outside the school

Engaging students
in designing the
learning
environment

organizations. (ACS or OSHA)

Instructional decisions
balance safety, proper use,
and availability of materials
with the need to students to
participate actively in inquiry.
Students are taught how to
access, evaluate and
interpret scientific
information from various
sources.
Teacher seeks community
resources to enhance
classroom opportunities
through guest speakers and
field trips such as those to
science centers, museums,
higher education, etc
Teacher engages students in
discussions and decisions
about using time and space
for work.

Budget for science materials for

5th graders <$.50 per student.
Good with access, evaluate and
interpret scientific information
from MANY various sources, also
analytical thinking Cornell
Notes, etc.

FDA, HTHT, Cobb Water. Need

More and across the standards.
Also need STEM/STEAM help with
this.

2-3

I do this at the beginning of the

year. It iw a struggle with 110
students though.

5. Developing communities of science learners that reflect the intellectual rigor of scientific inquiry and the attitudes of social
values conducive to science learning through: (NSES, Teaching Standard E)
Criteria

Indicators

Displaying and
demanding
respect for the
diverse ideas,
skills and
experiences of all
students
Enabling students
to have a
significant voice in
decisions about
the content and
context of their
work and require
students to take
responsibility for
the learning of all
members of the
community

Teacher works with students

to develop an environment in
which students feel safe in
expressing ideas in order to
create a situation that helps
students understand the
nature of science.
Teacher creates a community
of science learners in which
students develop a sense of
purpose and the ability to
assume responsibility for
their learning. Teacher gives
students the opportunity to
participate in setting goals,
planning activities, assessing
work and designing the
environment.

Rati
ng 1
4

2-3

Initial Reflections
Model highest levels of respect,
kindness and compassion and
ask students for same at all
times in all areas. Discuss
expectations prior to
presentations, for example.
Getting much better with Guided
and Open Inquiry since February
of this year I think this will be
easier when I start with a new
class year.

Rati
ng 2

Final Reflections

Nurture
collaboration
among students

Structuring and
facilitating
ongoing formal
and informal
discussion based
on a shared
understanding of
rules scientific
discourse
Modeling and
emphasizing the
skills, attitudes
and values of
scientific inquiry

Teacher encourages working

collaboratively in order to
enhance student
understanding of science and
to foster the practice of the
many skills, attitudes and
values that characterize
science.
Teacher encourages informal
discussion and structures
science activities so that
students are required to
explain and justify their
understanding, argue from
data and defend their
conclusions.

90% of labs are collaborative.

Modeling with co-teacher. Need
to ask middle school teachers
how they do this really well with
over 100 students. Students
know they can fuss or argue, but
collaborations is not optional.

I really want to work on this,

particularly argument and
defense of conclusions

Teacher models attitudes

such as wonder, curiosity and
respect towards nature.

High level of engagement all

students know science is
everything because I model it
strongly.

6. Actively participating in the ongoing planning and development of the school science program by: (NSES, Teaching Standard
F)
Criteria
Planning and
developing the
school science
program

Participating in
decisions
concerning time
and resources to
the science
program

Indicators
Teacher seeks opportunity to
collaborate with colleagues in
the development of the
school science program. This
could include informal
discussions, vertical
alignment, planning science
curriculum nights,
collaborating on Science
Olympiad, etc
Teacher assume leadership
roles (if possible at local
school) to make decisions
about school and/or district
science programs.

Rati
ng 1
2-3

2-3

Initial Reflections
Leading outdoor classroom and
Science teacher team. This is
very hard with 2 endorsements,
grant writing, and outdoor
classroom
construction/management. I
need to do a better job with
delegating to reach goals.
See above. I would like to have
a vertical discussion regarding
the amount of time dedicated to
teaching science and best
practices regarding time
management of teaching
science. I feel like some
teachers just get to it when
they can.

Rati
ng 2

Final Reflections

Participating fully
in planning and
implementing
professional
growth and
development
strategies for self
and colleagues

Teacher seeks opportunities

to enhance their skills in
teaching science, as well as
their abilities to improve their
school science programs
through professional
development.

Taking on 2 endorsements,
outdoor classrooms, leading
science/outdoor classroom team,
member of committees on PTA
and Foundation for outdoor
learning environments.
Need to work on PD for
colleagues.