Leadership Disposition Assessment

Candidate Name

First NameLast Name

Your (Assessor's) Name

First NameLast Name

Assessor's Position

Semester Form Completed

Date Form Completed

mm-dd-yyyy

Please select the candidate's concentration:

Program of Study

Directions: Please use the following numbers to rate the individual on each disposition based on the following scale by marking the corresponding number. Lastly, please add comments to support ratings as needed.

0-Needs Improvement: minimal evidence of understanding and commitment to the disposition

1-Developing: some evidence of understanding and commitment to the disposition

2-Meets Expectations: considerable evidence of understanding and commitment to the disposition

1. Demonstrates Effective Writing Skills

Rows	-Does not consistently demonstrate academic writing skills as evidenced by making major errors in language, grammar, and word choice -Multiple errors are noted in the student's writing -Rigor or expectations of the writing assignments have not been met -0 Points	-Sometimes demonstrates academic writing skills, but still makes more errors than classmates -Some errors are noted in the student's writing -Rigor or expectations of the writing assignments have barely been met -1 Point	-Demonstrates strong academic writing skills and follows most grammar and APA rules. -Few or no errors are noted in the student's writing -Rigor or expectations of the writing assignments have been met -2 Points
1. Demonstrates Effective Writing Skills

1. Demonstrates Effective Writing Skills

1

Please include your Course Prefix and Number if in a course and this is a self assessment.

2. Demonstrates professional interactions/responsibilities with instructor and other students

Rows	-Does not respond to communications and does not submit all assignments -Fails to exhibit punctuality and/or attendance -Crosses major boundaries of ethical standards of practice -Functions as a group member with no participation -Does not assume positive intent in all interactions as evidenced by defensiveness or antagonism through interactions -0 Points	-Delayed response to communications and late submission of assignments -Not consistently punctual and/or has absences -Crosses minor boundaries of ethical standards of practice -Functions as a collaborative group member as evidenced by minimal levels of participation towards productive outcomes or monopolizes conversation -Sometimes assumes positive intent as evidenced by showing cooperation, acceptance, and a growth mindset through interactions -1 Point	-Responds promptly to communications and submits all assignments -Consistently exhibits punctuality and attendance -Maintains professional boundaries of ethical standards of practice -Functions as a collaborative group member as evidenced by high levels of participation towards productive outcomes -Assumes positive intent in all interactions as evidenced by showing cooperation, acceptance, and a growth mindset through interactions -2 Points
2. Demonstrates professional interactions/responsibilities with instructor and other students

2. Demonstrates professional interactions/responsibilities with instructor and other students.

3

Comments:

3. Demonstrates a positive and enthusiastic attitude

Rows	-Often complains when encountering problems and rarely offers solutions -Resists change and appears offended when suggestions are made to try new ideas/activities -Demonstrates a neutral affect as evidenced by lack of expressive gestures and vocal expressions -0 Points	-Seeks solutions to problems with prompting -May tentatively try new ideas/activities that are suggested yet is often unsure of how to proceed -Overlooks opportunities to demonstrate positive affect -1 Point	-Actively seeks solutions to problems without prompting or complaining -Tries new ideas/activities that are suggested -Demonstrates an appropriately positive affect with students/faculty as evidenced by verbal and non-verbal cues -2 Points
3. Demonstrates a positive and enthusiastic attitude

3. Demonstrates a positive and enthusiastic attitude

4

Comments:

4. Demonstrates appropriate responses to feedback from mentor, school advisor, and others

Rows	-Rejects constructive feedback as evidenced by no implementation of feedback -Possesses an inaccurate understanding of program expectations as evidenced by limited concept of how to improve -Regularly comes unprepared -Regularly turns in assignments late -0 Points	-Takes minimal action on constructive feedback -Does not have a full understanding of program expectations as evidenced by minor or minimal improvements -Sometimes comes unprepared -Sometimes turns in assignments late -1 Point	-Accepts all constructive feedback as evidenced by implementation of feedback -Possesses an accurate understanding of program expectations -Comes prepared -Always turns in assignments on time -2 Points
4. Demonstrates appropriate responses to feedback from mentor, school advisor, and others

4. Demonstrates appropriate responses to feedback from mentor, school advisor, and others

5

Comments:

5. Collaborates effectively with stakeholders

Rows	-Is inflexible, as evidenced by inability to work well with others and does not accept majority consensus -Tone exhibits a general lack of respect for others as evidenced by interruptions and talking over others -Rarely collaborates or shares strategies and ideas even when prompted -0 Points	-Demonstrates some flexibility -Maintains a respectful tone in most circumstances but is not consistent -Shares strategies as evidenced by some effort towards collaboration -1 Point	-Demonstrates flexibility as evidenced by providing considered responses and accepts majority consensus -Maintains a respectful tone at all times, even during dissent as evidenced by not interrupting or talking over others -Proactively shares strategies as evidenced by productive collaboration -2 Points
5. Collaborates effectively with stakeholders

5. Collaborates effectively with stakeholders

7

Comments:

6. Demonstrates self-regulated learner behaviors/takes initiative

Rows	-Is unable to self-correct own weaknesses as evidenced by not asking for support or overuse of requests for support -Does not conduct appropriate research to implement self-directed learning as evidenced by a lack of citations in work -Occupied by personal agenda/materials/devices as evidenced by a lack of attention to tasks -0 Points	-Is beginning to recognize own weaknesses and asks for support making some effort to become involved in professional growth -Level of research needs further development to acquire fully and integrate resources leading to different and effective self-directed learning -Sometimes occupied by personal agenda/materials/devices as evidenced by a lack of attention to tasks -1 Point	-Recognizes own weaknesses as evidenced by seeking solutions before asking for support -Researches and implements most effective self-directed learning as evidenced by citing works submitted -Occupied by instructor agenda/materials/devices as evidenced by attention to the tasks -2 Points
6. Demonstrates self-regulated learner behaviors/takes initiative

6. Demonstrates self-regulated learner behaviors/takes initiative

8

Comments:

7. Exhibits the social and emotional intelligence to promote personal and educational goals/stability

Rows	-Demonstrates a lack of self-regulation and maturity as evidenced by overreacting to sensitive issues -Does not demonstrate perseverance and resilience (grit) as evidenced by giving up easily -Demonstrates insensitivity to feelings of others as evidenced by a lack of compassion and empathetic social awareness -0 Points	-Demonstrates level of maturity to self–regulate after initial response is one of overreaction to sensitive issues -Demonstrates perseverance and resilience (grit) most of the time -Demonstrates sensitivity to feelings of others most of the time -1 Point	-Demonstrates appropriate maturity and self-regulation as evidenced by remaining calm when discussing sensitive issues -Demonstrates perseverance and resilience (grit) as evidenced by tenacious and determined ability to persist through tough situations -Demonstrates sensitivity to feelings of others as evidenced by compassionate and empathetic social awareness -2 Points
7. Exhibits the social and emotional intelligence to promote personal and educational goals/stability

7. Exhibits the social and emotional intelligence to promote personal and educational goals/stability

9

Total Point:

Total Possible = 14

Comments: