1g.1. What professional dispositions are candidates expected to demonstrate by completion of the program?
Aligned with the conceptual framework, dispositional proficiencies are critical to candidates’ program progression and are systematically assessed as candidates meet transition point benchmarks. The unit holds that the acquisition of dispositions at the baccalaureate and post-baccalaureate initial and advanced licensing levels is incremental and developmental in nature.
Dispositions were incorporated into the unit’s assessment system in 2003 (Overview of Dispositions). From analyses through the 2009 academic year, the unit determined to improve the clarity and succinctness of the dispositional outcome statements. Therefore, with stakeholder input, the unit revised its conceptual framework. (2003-2008 conceptual framework, Assessment of Professional Dispositions) In the 2009 revision of the conceptual framework 13 essential dispositions are identified across the conceptual framework. Although the 2009 conceptual framework is approved, the dispositional assessment format remains in development. Therefore, dispositional data analysis is based on the 2003-2008 conceptual framework proficiencies.
Dispositions are assessed on a scale of one to five. At the baccalaureate initial licensing level, on target performance corresponds to developmentally appropriate courses occurring at each transition point. For example, in Introduction to Education in Inclusive Settings, EDUC 140 (transition point 1), a score of 1 (Value) is on target; in Practicum in Teacher Education, EDUC 201(transition point 1) is 2 (Inclination) is on target; in Advanced Practicum in Teacher Education, EDUC 301(transition point 2) a score of 3 (Sensitivity) is on target; in Student Teaching, (transition point 3), a score of 4 (Capability) is on target. However, a score of 5 (Commitment) indicates the highest dispositional level attainable. Well-prepared is identified as exceeding on target scores in any of the above-named courses.
At the post-baccalaureate level, a comparable format and process are employed. The disposition scale for initial and advanced licensure Exceptional Needs Program is one to five, with adjustments made for increased rigor. The School Counseling Program employs a comparable format and process with adjustments made for more rigorous expectations, appropriate to candidates’ developmental levels at transition points. The rating scale scores range as follows: Level 1, Sensitivity; Level 2, Capability; and, Level 3, Commitment.
1g.2. How do candidates demonstrate that they are developing professional dispositions related to fairness and the belief that all students can learn?
Dispositions related to fairness and the belief that all students can learn is assessed on candidates in baccalaureate field-based courses, EDUC 140, EDUC 201, and EDUC 301. Data are also acquired from cooperating teachers (school-based faculty) of student teachers. Seven items from the conceptual framework are specific to fairness and the belief that all students can learn, as highlighted in Table 1g2.1.
Aggregated data in Introduction to Education in Inclusive Settings, EDUC 140, indicate candidates’ dispositional competencies are on target or above. Dispositions related to fairness and the belief that all students can learn are identified in the conceptual framework areas of Knowledge of the Learner and Knowledge of Pedagogy. The three-year mean is 1.71, with a score of one indicating on target. Data on dispositional development for baccalaureate candidates indicate that they meet or exceed on target scores at each of the following courses that fall at program progression transition points: Practicum, EDUC 201, Advanced Practicum, EDUC 301, and Student Teaching, EDUC 480 and EDUC 483. Table 1g2.1 links to a detailed data chart.
Data demonstrating that candidates in non- reviewed programs are fair and believe that all students can learn are located in Table 1g2.2. Scores indicate these candidates exceed target dispositions.
Post-baccalaureate exceptional needs candidates are evaluated on seven dispositional competencies at transition points throughout their programs (Table 1g2.3). Data analysis reveals candidates in both mild and intense intervention, at initial and advanced licensure levels, attain on target scores. The overall mean is 4.83 for both initial and advanced licensure levels. Initial level, mild intervention candidates are rated at 4.74 / 5.00, (Capability) while initial level, intense intervention candidates score 5.00 / 5.00 (Commitment). The advanced level, mild intervention candidates score 4.80 / 5.00 (Capability), while advanced level, intense intervention candidates are rated at 4.90 / 5.00 (Commitment).
On the school counseling assessment instrument, four disposition items indicate candidates’ competencies related to fairness and the belief that all students can learn. Table 1g2.4 presents the means for practica and internship candidates in accordance with the following scale: Level 1, Sensitivity; Level 2, Capability; and, Level 3, Commitment. Ratings range from 2.63 to 2.84 / 3.00.
1g.3. What data from key assessments indicate that candidates demonstrate the professional dispositions listed in 1.g.1 as they work with students, families, colleagues, and communities?
For baccalaureate initial licensure candidates, disaggregated data from the Assessment of Professional Dispositions instrument reflect candidates dispositional competencies related to working work with students, families, colleagues, and communities. Performance data indicate scores at on target or above. (Table 1g3.1). Candidates in Introduction to Teaching in Inclusive Settings, EDUC 140 attain a mean score of 1.87, with a score of 1.00 being on target. Candidates in Practicum in Teaching, EDUC 201 register a mean score of 3.44, with 2.00 being on target. Candidates in Advanced Practicum, EDUC 301, attain a mean score of 4.34, with 3.00 being on target; and, student teachers in EDUC 480 and EDUC 483 attain a mean score of 4.58, with 4.00 being on target.
Data indicating that candidates in non- reviewed programs are proficient in working with school constituencies are located in Table 1g3.2. Overall, candidates in these programs attain scores that are on target or above.
Post baccalaureate exceptional needs candidates are evaluated on eight dispositional proficiencies through the Assessment of Professional Dispositions instrument. Data analysis reveals that candidates in both Mild Intervention and Intense Intervention Programs, at initial and advanced licensure levels, attain dispositions on target or above, with an overall mean score of 4.74 / 5.00. Table 1g3.3.
Data from the Assessment of Professional Dispositions instrument completed by field supervisors at the end of field placements reveal that school counseling candidates work with students, families, colleagues, and communities at the on target or above level. Ratings range from 2.38 to 2.81 / 3.00. Table 1g3.4.
1g.4. What do follow-up studies of graduates and employers indicate about graduates’ demonstration of professional dispositions?
A link to survey response rates is located on each summary table.
The unit analyzed survey items related to the demonstration of professional dispositions. Data from the Alumni Survey and Employer Survey (Table 1g4) are augmented with data from the Undergraduate Exit Surveys and Cooperating Teacher Surveys.
Three dispositional items are included on the Alumni Survey. On a five-point Likert scale, responses from elementary / mild intervention candidates range from 3.20 to 4.47. Secondary responses range from 3.60 to 4.75 / 5.00. Baccalaureate mild intervention scores range from 3.67 to 4.27. Visual Arts K-12 scores range from 3.50 to 5.00. Alumni from post baccalaureate Exceptional Needs and School Counseling Programs indicate positive responses on dispositional items, with a range of 3.00 to 4.67 / 5.00.
In academic years 2007-2008 and 2008-2009, post-baccalaureate exceptional needs and school counseling Alumni Survey results were analyzed separately. Exceptional needs surveys’ results range from 3.67 to 4.67/ 5.00, while school counseling surveys’ results range from 3.86 to 4.33/ 5.00.
Employer survey data for all unit programs from 2006-2007 indicate that 100% of alumni employed by survey respondents are prepared to meet classroom obligations, maintain confidentiality, and keep abreast of professional development opportunities.
Undergraduate Exit Surveys were administered over the course of seven semesters. Although scores vary by semester and discipline area, data suggest an upward trend. An additional survey of cooperating teachers (field-based faculty) was administered in fall 2009, posing questions specific to dispositions observed by cooperating teachers of baccalaureate initial licensure student teachers. On a scale of one (low) to five (high), the lowest score is three in the area of collaboration with parents, while collaboration with supervisors and demonstration of professionalism are rated highest.