Teacher Candidate Professional Disposition

Self- Assessment

Continuous Improvement of Candidate and Student Learning 1

The Conceptual FrameworkThe Conceptual Framework

Three Primary Themes identify keyThree Primary Themes identify key candidate performance outcome areas:

1. A Solid Base of Knowledge and Skills

2. Professional Dispositions

3. Impact on P-12 Learners

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The Conceptual FrameworkpAssessment of candidate performance in th th t id d tthese three outcome areas provides data that is:

– Evidence for candidate performance meeting professional standardsmeeting professional standards

– Aggregated across programs of the P f i l Ed i U i f i iProfessional Education Unit for on-going unit and program improvement

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What is a Disposition?p• Professional dispositions are

– Professional attitudes – Professional values– Beliefs– Beliefs

• Demonstrated through behaviors – Verbal– Non-verbal

• Support student learning and development (NCATE, 2007)

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When do we assess di iti ?dispositions?

• All Teacher Candidates (Yes Graduates, you too)

– At beginning of program

– Prior to Culminating Experience

– Program Completion

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How do we assess di iti ?dispositions?

• All Teacher Candidates (Yes Graduates you too)All Teacher Candidates (Yes Graduates, you too)

– Anonymous self-evaluation

– Faculty evaluations in selected classes

School based Teacher Educators– School-based Teacher Educators (SBTEs) in student teaching

C ll i i t d t t hi– College supervisors in student teaching

– Masters’ thesis or project supervisor

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Why do candidates self-assess?y

• Self-reported Data– Evaluate each program (not student) in

the PEU and make the necessary revisions to improve candidaterevisions to improve candidate development

– Improve candidates’ disposition levels as p pthey move through their chosen program in the PEUD l h bit f i f i l– Develop habit of on-going professional development that continues throughout professional careerp o ess o a ca ee

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Why do faculty and supervisors assess?assess?

• Faculty, Supervisors, and SBTEs Data

– Professional dispositions are key to candidate success in the professionp

– Key candidate performance outcome measure for program and unitmeasure for program and unit improvement

R d t bl did t b h i– Record unacceptable candidate behaviors that become part of the students’ record

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How do we rate dispositions?

• Unacceptable• Unacceptable

• DevelopingDeveloping

• Proficient

• Exemplary

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UnacceptableUnacceptable• Rarely demonstrates behaviors that reflect y

positive professional dispositions and support student learning and development

• Behavior often is not consistent with good professional practice or is deemedprofessional practice or is deemed inappropriate

• Demonstrates less than 40% of the time

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Developingp g

• Sporadically demonstrates behaviors thatSporadically demonstrates behaviors that reflect positive professional dispositions and support student learning and development

• Behaviors generally are consistent with good professional practice and are never deemed p pinappropriate, but there is considerable room for improvement with additional experience or trainingtraining

• Demonstrates approximately 40-74% of the time

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Proficient

• Usually demonstrates behaviors that reflectUsually demonstrates behaviors that reflect positive professional dispositions and support student learning and development

• Behaviors are consistent with good professional practice and are never p o ess o a p act ce a d a e e edeemed inappropriate

• Demonstrates approximately 75 89% of the• Demonstrates approximately 75-89% of the time

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Exemplaryp y• Consistently demonstrates behaviors that

fl t iti f i l di iti dreflect positive professional dispositions and support student learning and development

• Behaviors are consistent with those of the most effective teachers and are never deemed inappropriate

Demonstrates about 90+% of the time• Demonstrates about 90+% of the time

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How do we score dispositional t ?assessments?

• Developing Proficient and Exemplary are• Developing, Proficient, and Exemplary are “acceptable”– Expectations of aggregated unit data at p gg g

beginning of the program are:• Less than 5% Exemplary (reserved for the WOW!)• 90% Developing or Proficient% p g• Less than 5% Unacceptable

• Faculty, Supervisor, & SBTE DataB t f th did t ’ d– Become part of the candidate’s record

– Unacceptable behavior may jeopardize candidate’s progress in or completion of the p g pprogram

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Example of Aggregated Unit Data:Aggregated Unit Data:

Candidate Self-Assessment Beginning of ProgramBeginning of Program

N= 172, Spring 2009 15

Practice assessing professional dispositions!

• Anonymously assess an education professional of your own choosingprofessional of your own choosing

• Think about a teacher principal or• Think about a teacher, principal, or superintendent that you have had first hand experience with. As you go through the e pe e ce t s you go t oug t edispositions, rate that teacher using the criteria that is given.

• Follow along as we go through each disposition

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Professional Dispositions f T h Ed tifor Teacher Education

CandidatesCandidates1. Positive Outlook2. Intellectual Integrity3. Respect4 Self Awareness4. Self-Awareness5. Dedication

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Positive Outlook• Candidate demonstrates the traits for the work

of a teacher on a daily basis:of a teacher on a daily basis:

– The belief that all children can learnCheerfulness– Cheerfulness

– Praise of others– Finding good in most situationsFinding good in most situations– Seeing possibilities rather than obstacles– Responding to challenges– Laughing easily– Seeing crisis as opportunity– Demonstrates genuine enthusiasm and optimism

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Positive Outlook• Present

– Cheerful• Absent

– Not hopeful– Finds good in most

situations– Able to praise other

– Hypercritical– Easily daunted

Quick to blameAble to praise other– Laughs easily– Looks on the bright

id

– Quick to blame– Skepticism– Self-centered

side– Responds to

challenges

– Negative remarks about self and others

– Sees Crisis as opportunity

– Sees possibilitiesAssess Positive Outlook Now

– Sees possibilities rather than obstacles

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Intellectual Integrityg y

• Candidate demonstrates the ability to foster ytrust among and between students, colleagues, school-based teacher educators (S ) f(SBTEs), and professors by maintaining a high level of reliability

• Demonstrates sound moral character

• Is truthful honest and sincereIs truthful, honest, and sincere

• Is Fair and just in all situations with all studentsstudents

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Intellectual IntegrityP t Ab t• Present– Takes pride in their work– Does the “extras”

• Absent– Plagiarism– Doesn’t carry their loadDoes the extras

– Gives credit where due– Careful thinkers

Doesn t carry their load– Sloppy/incomplete work– Quick to judge

– Values research– Admits limitations

Not afraid to change

– Stubborn in opinion– Does minimal amount of

work– Not afraid to change mind

– Realizes that truth is l ti

work– Rigid in thought– Misrepresents facts

relative– Open to new ideas– Values others’ opinions

– Takes credit forothers work

– Talks too muchValues others opinions – Talks too muchAssess Intellectual Integrity Now 21

RespectRespect

• Candidate is respectful to school staff andCandidate is respectful to school staff and faculty, professors, and colleagues

• Respectfully, self-advocates when necessary

• Takes time and energy to show compassion and empathy for students, a d e pat y o stude ts,colleagues/classmates, SBTEs, and professors

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Respect• Present

– Listens more than talksR li f llibilit

• Absent– Makes off color comments

F il t li t– Realizes own fallibility– Giving– Makes extra effort in

situations

– Fails to listen– Demands to be the center of

attentionUses stereotypical languagesituations

– Genuinely cares– Eager to learn about others

Slow to judge

– Uses stereotypical language– Self-centered, self-absorbed– Insensitive

Unaware of others– Slow to judge– Thoughtful– Mannerly

– Unaware of others– Judgmental– Opinionated

Disruptive– Disruptive

Assess Respect Now

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Self-AwarenessSelf Awareness

• Candidate demonstrates an appreciation forCandidate demonstrates an appreciation for differences among people

has a strong ability to interact work and be with– has a strong ability to interact, work and be with people who have characteristics different from self

continually seeks opportunities to learn more about– continually seeks opportunities to learn more about others’ perspectives

– is open to considering the myriad of new attitudes– is open to considering the myriad of new attitudes, beliefs, ideas, and opinions that are encountered in the school environment

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Self-Awareness• Present

K d t• Absent

Li it d k l d f– Knows and accepts strengths and weaknesses

– Limited knowledge of strengths, weaknesses, and/or potential

– Ability to think hypotheticallyA t iti i

– Unable to problem solveOff f– Accepts criticism

– Willing to hear another viewpoint

– Offers excuses for events/behaviors

– Blames other studentsanother viewpoint– Able to reach high

quality of reflection

Blames other students

Assess Self Awareness NowAssess Self-Awareness Now

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DedicationDedication• Candidate does not become frustrated easily

b t h t ti k t t k til th t k ibut chooses to stick to a task until the task is done at a high level of competency

• Independent and continually uses, develops, and adopts a wide range of personal and p g pprofessional resources

Consistently solves problems drawing on his or• Consistently solves problems drawing on his or her own abilities and knowledge for their solutionssolutions

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Dedication• Present

– Gives extra time• Absent

Skips commitments– Cares about work– Generous with time,

talents and resources

– Skips commitments– Late assignments– Poor quality worktalents, and resources

– Actively engaged in life– Does extra work

Poor quality work– Limited perception– Quick to quit

– Willing to help others– Takes risks

Completes work on

– Impatient with others– Doesn’t adapt well to

h– Completes work on time

– Self-starter

change– Works to letter of the

law/does the minimum– Volunteers Assess Dedication Now

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Any Questions?y

Developed byPEU Assessment Committee

With leadership from Gregg M. Kirchofer, Ph.D., Jeremy Brown, Ph.D., Alisa James, Ph.D.

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