Candidates are familiar with the dispositions expected of professionals. Their work with students, families, and communities reflects the dispositions delineated in professional, state, and institutional standards.
Initial Teaching Programs
Candidates in all initial programs must demonstrate the dispositions as identified in the CSC conceptual framework. Although the Education Unit (as well as the content area departments) has traditionally been assessing candidate dispositions, there has been no specific collection and aggregation of candidate disposition data until recent years. Candidate dispositions are now measured/assessed at multiple points and gateways as they move through the teacher education program. Candidates receive direct instruction on dispositions, data is collected and analyzed on these candidate dispositions, and candidates are provided with specific disposition feedback at multiple points throughout the program.
Expected candidate dispositions are identified throughout the teacher education program in the following ways:
- In the classroom via curriculum, discussion, and professional modeling
- Faculty and community member recommendations for program entry
- School-based evaluations from participating and cooperating teachers
- Self-reflections in Portfolio, Guidebook, Lesson Presentations, Teacher Work Sample, Teacher Interning activities, etc.
- Unit faculty Professional Year evaluations during Block, Internship
- Graduate follow-up questionnaire to graduates and to employers
Dispositions Infused in Curriculum
All Education core courses incorporate preferred candidate dispositions into the curriculum in multiple ways. Not only do faculty discuss, explain and model preferred dispositions, but candidates are required to share their dispositions in the way of an educational philosophy statement as part of EDUC. 131: Introduction to Teaching course. This philosophy statement is then updated and becomes a required exhibit within the candidate’s senior portfolio. In SPED 230: Introduction to the Exceptional Learner, candidates are asked to reflect on their dispositions related to working with students with special needs. In addition, all candidates address ethical and professional dispositions as a part of the PHIL 432: Ethics course. Within this course, candidates wrestle with authentic ethical issues pertaining to real world application, thus coming to resolution on these matters both personally and in a group discussion/debate format. In EDUC 412S: General Methods, secondary level candidate lesson presentations are video-taped. Candidates are then required to view their lesson/presentation and complete a self-evaluation form. During the Block semesters several of the Professional Development Sessions address dispositional topics, including: Professional Development/Code of Ethics, Special Education Update, Conflict Resolution, Harassment Issues, School Law and Educational Policy, and Teacher Ethics, Rights, and Responsibilities. Practicing professionals present the sessions; students have opportunity to discuss and in some cases role-play specific situations. These examples serve only to illustrate how candidate dispositions are infused into the teacher education curriculum at Chadron State College.
Dispositions within the Content Areas
Within the subject content areas at the secondary teaching level, departments evaluate dispositions of candidates individually. Not only do departments provide the Unit with candidate recommendations (Elementary, Secondary), but they vote on whether each departmental candidate should be admitted into the Professional Year. Criteria for acceptance is based on individual candidate recommendations’ rating summary (very good, good, fair, poor, and no evidence). Specific strengths and weaknesses are discussed with recommendations for addressing perceived weaknesses communicated by letter to the candidate.
Candidates are also assessed at the department level by the degree of success they achieve in passing their content area Special Methods of Instruction course (EDUC 431). This semester-based three credit hour course provides the candidate with an opportunity to work with Special Methods (content area based) faculty on a one to one level. Candidate lesson presentations are video-taped and self-critiqued, with feedback on dispositions provided at that time. Once candidates are placed in their internship school sites, the Special Methods faculty member visits and observes the teacher intern at least two times (preferably three times) during their internship semester. Written and verbal feedback on dispositions is given at that time.
Dispositions Measured in Recommendations
Dispositions related to the conceptual framework and to the education/teaching profession have always been reviewed and evaluated at two specific gateways in our program: (1) Entry into the Teacher Education Program, (2) Admission into the Professional Year.
As one of the requisites for admission into the teacher education program at CSC, potential candidates must identify and request confidential written recommendations from professionals within their home community. Specifically, recommendations are solicited from a former educator, a business person, and from a licensed professional (minister, doctor, etc.) These recommendations request feedback on the potential candidate in the categories of character, personality, leadership, dependability, cooperative qualities, and probable success as a teacher. Evaluators assign a rating of Superior, Good, Fair, Unsatisfactory, or Unknown for each of these categories. Disposition related items from the Personal Reference for Teacher Education Application Form are listed in Table 1.22: Mean Ratings for Selected Items Related to Dispositions from the Personal Reference for Teacher Education Application Form (Documents Center). Ratings indicate candidates have the background dispositions to enter the teacher education program.
A second set of recommendations (Elementary, Secondary) are collected and evaluated prior to Admission to the Professional Year (Professional Semester or "Block", and the Student Interning Semester). These recommendations are gathered via a Student Rating Form. Again, candidates are required to solicit and provide confidential recommendations from five (5) CSC faculty members, three of which must come from the candidates’ endorsement area department (i.e., Math Dept.) These recommendation/rating forms ask the faculty member to rate the candidate on a scale (from Very Good to Poor and/or No Evidence) in the following areas" Academic Competence, Communication Skills, Dependability, Ethical Behavior, Interpersonal Skills, Poise/Self-confidence, and teaching potential. These evaluations are sent directly to the student’s advisor, who then summarizes the five recommendations. Recommendations are then presented to all faculty at a department meeting for approval. Full approval, approval with reservations, or denial are the options. Candidates approved with reservations receive a letter describing specific areas of improvement. If the candidate is not approved, he/she is denied entry into the Professional Year. If approval is given, the candidate’s application is then forwarded on to the Unit Screening Committee. The Unit Screening Committee reviews all candidates’ qualifications for admission to the Professional Year, and votes their approval or denial. Disposition related items from the Student Rating Form are listed in Table 1.23: Mean Ratings for Selected Items Related to Disposition from the Student Rating Form (Documents Center). Ratings indicate the majority of candidates are performing at an acceptable level (good or very good).
Dispositional Feedback During Field Experiences
During candidates’ observation field experiences (as part of EDUC 131, PSYC 232 and EDUC 300), evaluations and reflections are collected and reports submitted. Candidates are asked to reflect on their observations of classroom discipline, organization, curricula, teaching methods, infusion of technology and multicultural dimensions. Inevitably, candidates discuss and write about specific school faculty/staff dispositions as observed during their observations, and how they might have addressed specific situations differently. Data are also being collected from the P-12 classroom teachers’"Classroom Observation Report" which verifies observation hours in EDUC 131 and PSYC 232 and rates the candidate on cooperation, appearance, attitude, communication, attendance and alertness. Each candidate and the professor from the course have opportunity to read, self-reflect, and discuss the ratings.
At the EDUC 131 Intro to Teaching point some candidates decide the profession is not a good fit. The feedback from the observation experience is valuable in making this decision early. "Classroom Observation Report" data shows the ratings of CSC candidates by P-12 classroom teachers. Table 1.24: Summary of Mean Ratings for CSC Candidate Dispositions by P-12 Classroom Teachers from "Classroom Observation Reports" (Documents Center). The data indicates students enrolled in both EDUC 131 Intro to Teaching and Ed Psych are as a group performing between "very good" and "excellent" on each dispositional element. The summary of the "Classroom Observation Reports" follows. Feedback from P-12 teachers are used to counsel individual students and to shape instruction on observing and working in P-12 classrooms.
Table 1.24a: Summary of Mean Ratings for CSC Candidate Dispositions by P-12 Classroom Teachers from "Classroom Observation Reports" (EDUC 131 Intro to Teaching /PSYC 231 Educational Psychology)
|
Class Mean |
Year |
Cooperation |
Appearance |
Attitude |
Communication |
Attendance |
Alertness |
GrandMean (n) |
|
EDUC 131 |
Spring 2005 |
4.91 |
4.91 |
4.91 |
4.76 |
4.92 |
4.86 |
4.88 (28) |
|
EDUC 131 |
Fall 2005 |
4.85 |
4.74 |
4.81 |
4.75 |
4.88 |
4.84 |
4.78 (119) |
|
Grand Mean |
4.88 |
4.83 |
4.86 |
4.76 |
4.90 |
4.85 |
4.83 (147) |
|
PSYC231 |
Spring 2005 |
4.76 |
4.79 |
4.76 |
4.70 |
4.87 |
4.76 |
4.77 (88) |
|
PSYC231 |
Fall 2005 |
4.85 |
4.74 |
4.81 |
4.75 |
4.88 |
4.84 |
4.78 (44) |
|
Grand Mean |
4.81 |
4.77 |
4.79 |
4.73 |
4.88 |
4.80 |
4.78 (132) |
Data on student dispositions are also gathered and measured as part of Professional Year Multicultural Field Experience to the Pine Ridge Indian Reservation. Aside from increasing personal and professional sensitivity to other cultures, this activity provides Professional Year students with a culturally diverse experience focusing on an exceptional population. Participants are asked to complete a pre-test and [following the field experience] a post-test. Both the pre-test and the post-test, identical in format and item expression, ask participants to self-rate specific dispositions related to suggested multicultural content of curricula, teacher dispositions on multicultural education, and Native American stereotypes. Pre and post-test data are analyzed and compared to determine if a shift in aggregate candidate "disposition" has occurred. Resulting issues are addressed in EDUC 415 Human Relations/Multicultural. Disposition related items from the Multicultural Education Questionnaire are listed in Table 1.25: Mean Ratings for Selected Items Related to Dispositions from the Multicultural Education Questionnaire. All ratings are well above the desired 3.0 level.
By the fourteenth week of the Professional Semester candidates are evaluated by their respective Professional Semester "Block" faculty (Elementary or Secondary level).
At the elementary level each candidate meets in a conference with Block Faculty members to assess and discuss candidate progress and proficiencies. Candidates are provided with direct feedback on dispositions pertaining to academic content knowledge, professionalism, communication skills, human relations skills, cooperative/collaborative abilities, and leadership skills.
At the secondary level Block faculty evaluate each candidate by using the Secondary Block Student Evaluation Form. This form asks faculty to collaboratively rate each candidate’s performance in the following disposition areas: academics, communication, cooperative abilities, critical and divergent thinking skills, ethical behavior, attitude, professionalism and tolerance to dissidence. Ratings run from Superior to Good to Fair to Needs Remediation. The candidate is also provided with a rating for Overall Teaching Potential. If a "Fair" or "Needs Remediation" is rating is given, an explanation is then written, with a copy being sent to the candidate’s advisor within their "home" endorsement area department. This form is photocopied and sent to the candidate in the U.S. Mail along with a cover letter describing the evaluation process. Candidates are encouraged to contact faculty with questions or concerns pertaining to this evaluation. The evaluation is not used towards the candidate’s course grade, nor is it ever used as a recommendation to prospective employers. It is strictly confidential and only for the purposes of professional growth.
Dispositions related to the conceptual framework components are assessed during teacher interning (student teaching). College supervisors and cooperating teachers use the Teacher Intern Checklist to evaluate teacher intern performance related to dispositions. Candidate dispositions are assessed by specific items within the components of leadership, human relations, communications, and professionalism. Teacher Interns use the same form to self-evaluate their performance in each placement. Disposition related components from the Teacher Intern Checklist are listed in Table 1.26: Mean Ratings for Conceptual Framework Components Related to Dispositions from the Teacher Intern Checklist. All ratings are well above the desired 3.0 level with mean scores ranging from 3.83 to 5.0. The data show that cooperating teachers rated CSC candidates at the 4.0 (beyond expected performance) and 5.0 (demonstrated excellence) levels (5-point scale).
Teacher interns are required to keep a reflective log/journal during the internship semester. The reflective log/journal task encourages teacher interns to reflect and document their attitudes as well as their actions. College supervisors review the reflective log/journal during supervision visits; Block faculty review the reflective log/journal at the mid-term and final debriefing meetings. The reflective log/journal is an effective tool in promoting discussion and sometimes prompts change in dispositional areas.
In addition to the above, during the teacher internship experience secondary candidates are required to complete the Teacher Internship Guidebook (cover page, TOC page 1, TOC page 2). This Guidebook is sectioned into the following four parts: School Policy and Procedures, Methods and Management, School Operations, and School as a Workplace. Specific competency assignments must be completed under each of these four parts. Parts I - IV offer assignments that are reflective of dispositions associated with our conceptual framework, and with that of the broader teaching profession. Part II for example, contains a reflective teaching assignment that asks candidates to videotape themselves in a teaching situation. Then, upon review of the videotape, candidates are asked to respond to specific questions pertaining to student engagement, classroom management, lesson motivation, and methods of instruction. Samples of completed Teacher Intern Guidebooks can be found in the Documents Center.
Candidates are also asked to self-reflect on their performance and dispositions throughout their education program. Candidates self-reflect during field experience observations, professional portfolio development, professional semester presentations/ lessons, and teacher internship experiences via their Reflective Log Journal, Teacher Intern Checklist, Teacher Intern Guidebook assignments and mid-term and final group debriefings.
Although no one section of candidates’ Teacher Work Sample [TWS] addresses dispositions, evidence of candidate dispositions can be found in a number of factors of the TWS. It requires that candidates address such things as learning by all students, multiple instruction and assessments strategies, attending to special needs, and professional development activities.
Annual follow-up studies of graduates and employers have also provided evidence of candidate dispositions. Table 1.27: Mean Ratings of Dispositions Items of Initial Program Graduates from Graduate and Employer Follow-up Studies provides data from these assessments. Results from follow-up studies indicate that graduates of initial teaching programs and their employers both rated dispositions-related items "beyond expectations" (4) (5-point scale). Their ratings were nearly identical with overall means of 4.29 and 4.33, respectively. Graduates rated themselves slightly higher on "demonstrates acceptable ethical behavior in the educational setting" and "analyzes and continually strives to improve teaching effectiveness."
Table 1.27: Mean Ratings of Dispositions Items of Initial Program Graduates from Graduate and Employer Follow-up Studies
|
Graduate |
Employer |
|||
|
Follow-up Study Items |
Mean (n) |
SD |
Mean (n) |
SD |
|
#3 Encourages student concerns as an element in discussions. |
3.96 |
.85 |
4.15 |
.73 |
|
#6 Promotes a climate that embraces elements of diversity (i.e., race, gender, religion, etc.). |
4.15 |
.90 |
4.29 |
.77 |
|
#15 Demonstrates confidence and enthusiasm in teaching. |
4.41 |
.83 |
4.44 |
.74 |
|
#30 Demonstrates acceptable ethical behavior in the educational setting. |
4.53 |
.71 |
4.40 |
.80 |
|
#31 Analyzes and continually strives to improve his/her teaching effectiveness. |
4.42 |
.73 |
4.36 |
.73 |
|
Total |
4.29(115) |
0.80 |
4.33 (43) |
0.75 |
Scale 5-high; 1-low
Candidates for the Master of Education in Curriculum and Instruction degree at the Elementary and Secondary levels have completed a degree and requirements for initial certification at the undergraduate level. Individuals generally are working as teachers or in other capacities in schools and are seeking further education—an indication of the disposition of life-long learning.
For the masters level degree program dispositions are integrated into coursework, including assignments that are applicable to the candidate’s professional position. Dispositions are assessed much the same as content knowledge, pedagogical content knowledge, and professional and pedagogical knowledge and skills. Assessments include exit GPA requirements (Table 1.7: Mean Exit GPA for Masters of Education—Curriculum and Instruction Graduates), course assessments, graduate portfolio, comprehensive oral exam and follow up exams. (See the previous sections for detailed discussion of the administration and assessment procedures.)
Follow-up studies of recipients of the Master of Education in Curriculum and Instruction (Elementary and Secondary) and their employers provide information regarding candidate dispositions. Dispositions are often integrated with the professional and pedagogical knowledge and skills in the Curriculum and Instruction degree. The disposition component is based on Nebraska Department of Education Rule 24. The assessment instrument is tied to NDE Rule 24 and the CSC conceptual framework. Table 1.28: Mean Ratings of Dispositions of Master of Education in Curriculum and Instruction--Elementary and Secondary Recipients from Graduate and Employer Follow-up Studies lists items from the most recent graduate and employer follow-up studies that relate to dispositions. Results indicate that both graduates and employers rate CSC C&I graduates favorably. Each item was at a high level on a 5-point scale.
Table 1.28: Mean Ratings of Dispositions of Master of Education in Curriculum and Instruction--Elementary and Secondary Recipients from Graduate and Employer Follow-up Studies
|
Graduate |
Employer |
|||
|
Follow-up Study Items |
Mean (n) |
SD |
Mean (n) |
SD |
|
#12 Evaluates through continual reflection the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community). |
4.36 |
1.03 |
4.67 |
.58 |
|
#13 Actively seeks out opportunities to grow professionally. |
4.55 |
.69 |
5 |
0 |
|
#14 Fosters relationships with colleagues, parents, and agencies in the larger community to support students’ learning and well-being. |
4.55 |
.82 |
4.33 |
.58 |
|
Total |
4.49 (11) |
0.85 |
4.67 (3) |
0.39 |
Scale 5-high; 1-low Sent 27 student surveys, received 11 (40.7%). Sent 5 employer surveys, received 3 (60%).
The other professional school personnel programs offered by Chadron State College are:
Master of Education in Education Administration--Elementary
Master of Education in Education Administration--Secondary
Master of Education—School Counseling
Candidates for the Master of Education in Education Administration (Elementary and Secondary), Master of Education in Education—School Counseling have completed a degree(s) and requirements for initial certification and/or advanced certification prior to being admitted to the program. Each program requires certification and experience in the school setting and recommendations from appropriate personnel. Theses requirements are designed to assure that candidates meet initial professional competencies, especially in the area of dispositions.
Dispositions for each program are developed through specific coursework required in each program and through selection of elective coursework with the approval of the candidate’s advisor and committee members. Dispositions of candidates in Education Administration and School Counseling programs are specifically related to the conceptual framework and the Nebraska State Department of Education, and national standards. Course syllabi validate that professional dispositions are related to the conceptual framework and applicable standards.
Education Administration [EDAD] and School Counseling degree program dispositions are integrated into coursework and field experiences. Dispositions of EDAD and School Counseling candidates are demonstrated through the NDE evaluation of other school personnel programs, and are assessed much the same as content knowledge and professional knowledge and skills. Assessments include course assessments, field experiences graduate portfolio, comprehensive oral exam, exit GPA requirements, and follow up studies.
All Education Administration and School Counseling candidates are required to complete an advanced field experience activity. Field experiences for advanced candidates are defined as an internship or a practicum. These include demonstrations of dispositions contained in field experience/practicum portfolios. Field experiences allow candidates to demonstrate appropriate dispositions in real life (authentic) settings. The master’s level Education Administration practicum professor evaluates the evidence using a checklist. Selected items relating to dispositions appear in Table 1.29: Dispositions Demonstrated in the Practicum Portfolio by Education Administration Candidates in Field Experience Activities (Documents Center).
Candidates are supervised and evaluated by practicing school professionals. Data provided in Table 1.30: Mean Ratings of Dispositions Demonstrated by Education Administration Candidates in Field Experience Activities (Documents Center) indicate that master’s level EDAD candidates demonstrate appropriate dispositions. On observed items supervisors rated candidates at 4.75 (5-point scale) on the items relating to dispositions. Aggregated comments also show that candidates are meeting or exceeding the expectations of practicing school professionals during the practicum experience.
The dispositions, attitudes, and values of School Counseling candidates are assessed during the COUN 639 Practicum class. Examples of candidate dispositions are found in the COUN 639 "Discovery and Application" paper (See NCATE Evidence file- COUN 639 Practicum class).
Assessment of School Counseling field experiences comes from the faculty supervisor, the site supervisor, and the candidate’s self-assessment. The CACREP standards are used as the organizer for the School Counseling program. (The written contract for all School Counseling candidate can be found in the COUN 633 Internship Handbook. The Internship Handbook – Client Contact Form is also included in the handbook. Documents Center)
Education Administration candidates are required to demonstrate dispositions through a formal comprehensive oral examination and presentation of a professional portfolio. (See previous sections for detailed description of requirements and procedures.)
School Counseling candidates are required to compile a professional and academic portfolio in their area of concentration. The portfolio is a "purposeful, collaborative, self-reflective collection of the student’s work generated during the process of the graduate program" (Graduate Student Handbook, Department of Counseling, Psychology, and Social Work, Revised 2005). The portfolio is assessed with a rubric (Counseling Portfolio Rubric Instrument #4). All candidates are required to write "an additional essay reflecting (on) how each of the eight areas of the counseling standards was integrated into their professional training. The additional components listed match the Visionary Leader model used by the Teacher Education Unit. The areas are:
1. Professional Identity (Professionalism and Leadership)
2. Social and Cultural Diversity (Human Relations and Leadership)
3. Human Growth and Development (Human Relations and Communication)
4. Career Development (Methodology and Human Relations)
5. Helping Relationships (Human Relations and Communication)
6. Group Work (Human Relations and Communication)
7. Appraisal/Assessment (Critical Thinking and Methodology)
8. Research and Program Evaluation (Critical Thinking and Evaluation)
Dispositions of Education Administration and School Counseling programs are assessed by grade point averages of coursework taken as a part of their programs. Coursework is aligned through the course matrices to NDE Rule 24, directly linking GPA to program standards. Because almost all coursework taken at the advanced level has some component of dispositions as well as content knowledge, professional knowledge and skills, the overall GPAs of program graduates provide evidence of dispositions. Table 1.11: Mean Exit GPA for Other Professional School Personnel Graduates shows candidate GPAs at the time of graduation for other school personnel programs.
Assessment of the quality of programs and graduates of other school personnel programs is conducted using follow-up studies. Graduates and employers of Education Administration programs are surveyed. Items that relate to dispositions are listed and data summarized in Table 1.31: Mean Ratings of Dispositions as Demonstrated by Education Administration Graduates from Graduate and Employer Follow-up Studies (Documents Center). Item clusters are based on ISLCC cluster components (Hackmann, Schmitt-Oliver, & Tracy, 2001). Results indicate a high level of satisfaction based on a 5-point scale. Dispositional items are continually addressed in practicum and coursework.
Table 1.31a: Dispositions as Demonstrated by Education Administration Graduates from
Follow-up Studies (Summary)
|
EDAD Self |
EDAD Employer |
|||
|
Follow-up Study Items |
Mean (n) |
SD |
Mean |
SD |
|
Total |
4.58 (15) |
.58 |
4.50 (5) |
.63 |
Scale 5-high; 1-low
EDAD:
55 self-evaluations sent and 15 returned (27%).
7 supervisor evaluations sent and 5 received (71%).
School Counseling program evaluates dispositions of graduates through data gathered from the oral examination rubric that is based on CACREP standard (Table 1.32: Dispositions as Demonstrated by School Counseling Graduates from Oral Examinations (2002, 2003, 2004, & 2005) (Documents Center). It is evident from the results of the orals examination for the years 2002, 2003, 2004, and 2005 that CSC School Counseling graduates have a very good understanding of the values, attitudes, and beliefs of all counselors in the areas of professional ethics and legal requirements for professional practice. They also seem to understand the importance of professional limits and their professional role in counseling. Candidates need to continue to be assessed on their values and understanding of the counselor when working with culturally diverse clients and others of another gender. The focus on issues of diversity and gender and clinical skills will continue.
Advanced Programs (Other School Personnel)
Advanced Programs (Teaching )
Dispositions in Graduate Follow-up Studies
Candidates Self-Reflect on Dispositions
Professional Year Evaluation of Dispositions by Unit Faculty