Assessment #8 Dispositions Assessment Rubric 1. Description of the Assessment Recent increased awareness and emphasis on teacher dispositions by NCATE has prompted Kutztown University to consider dispositions as a very important component in the teacher preparation programs. The College of Education’s conceptual framework (attached and discussed in Section I of this report) documents this commitment to developing dispositions in our teacher candidates that will allow them to enhance the positive growth and development of all unique young adolescents. Exemplary dispositions and the importance of demonstrating them in practice are embedded throughout all courses in the major. Two tools (one checklist and one scoring guide), both developed by KU faculty and based on the study of existing research, are utilized to focus students on the value of appropriate dispositions, and help them develop personal meaning as to what constitutes ‘the disposition to teach’. Both tools are employed at multiple benchmarks across the program (schedule below), but the scoring guide is used as the summative assessment near the end of the program of study. The checklist is intended to be a self-checking learning tool for students to self-assess. It is included in this document as a more detailed description of the basis for the criteria on the assessment scoring guide. The scoring guide was designed to be facilitated by faculty for each individual candidate. The rating scale employed in this tool aligns with our common lesson planning scoring guide (assessment #3), the PDE 430 (assessment #4), and the accommodations menu (assessment #7).The assessment used for the purposes of this report will be at the Professional Semester benchmark. The scoring guide will be completed for each candidate by each professor independently (a total of 3-4 professors). An average will be used as the final assessment rating. Triangulation among the professors adds to the credibility of the resulting data. The following is a tentative timetable for implementing these tools: course or semester EDU 101 ELU 212 Professional Semester Clinical Experience level tool and implementation freshman seminar -checklist sophomore diversity course -checklist and rubric junior/senior level -rubric -all ProSem profs for triangulation and credibility -identify individuals with issues -create a plan of action senior level -rubric -only for previously identified students -KU supervisor and classroom cooperating teacher AMLE standards addressed by this process, and ultimately, this tool, are as follows: -AMLE standards 1, 5, 6, and 7 As described above, this scoring guide will be administered as a summative assessment near the end of the program of study (usually during the senior year) in order to effectively measure candidate dispositions with the benefit of focused learning about them and applying their knowledge throughout their coursework and field experiences (short of clinical experience). Since our program has not yet reached that point, no data is available yet. Initial data from this assessment is expected in Fall 2012. When the program progresses to the point of reporting data from the scoring guide, it will afford us rich feedback in specific dispositional areas. This information will allow us to more clearly understand the dispositional mindsets with which students arrive to the program, assess how effectively the program has addressed and guided those dispositions, and determine what adjustments need to be made toward even better results in the future. 2. Assessment Documentation The following rubric was specifically developed to assess ‘the dispositions to teach’ in teacher candidates: Assessment of Professional Dispositions KutztownUniversity Department of Elementary Education Middle Level Licensure Program name_______________________________ course___________________________ date___________ exemplary Openness to and value of human diversity -demonstrates understanding of cultural values -adjusts practice to ensure fairness and success for all young adolescent students -treats all people with respect Level of professionalism -presents appropriate appearance for varying contexts -shows respect for deadlines and appointments -works with care, effort, and quality Respect for fellow professional personnel -communicates with respect -responds positively to constructive feedback -works productively with peers superior satisfactory unsatisfactory Respect for parents and students -speaks with respect to and about parents and students -listens openly before forming opinions -respects individual, family, and community differences of all middle level students and their families Willingness to accommodate differences -demonstrates understanding of individual differences -differentiates instruction toward success for all middle level students -understands responsibility of teachers to meet needs of all young adolescent students Values lifelong learning and advocacy (All students can learn) -demonstrates a desire to expand educational knowledge of how to support the success of young adolescents -participates in professional organizations that focus on or include middle level education -advocates on behalf of middle level students and families *Extra white space is intended for descriptive comments, observations, and examples. All teacher candidates are expected to earn a minimum rating of satisfactory or better in every individual component of the rubric. The following checklist is a tool used with teacher candidates to learn about appropriate dispositions, and self-assess their own progress at various points delineated in the implementation plan above. The items on the checklist contribute to the broader categories reflected on the rubric. Dispositions Self-report Inventory strongly agree It is appropriate to adopt and use parts of students’ language/dialect in order to connect with them. Concerns about students and/or parents should only be directed to the appropriate professional in a confidential environment. Parents, students, and teachers need to abide by the standard school calendar no matter what their conflict may be. agree don’t know disagree strongly disagree It is not important to model responsibility and organization personally as long as you teach it to students. It is part of a teacher’s job to try to understand how students’ home cultures function. Accommodations should be made for families who celebrate non-Christian religious holidays. It is appropriate to share information about students and parents in a forum with other teachers to get their opinions. I will learn everything I will need to know in order to be an effective, responsive teacher in my undergraduate teacher education program. All students should be treated the same. It is the classroom teacher’s responsibility to provide appropriate instruction for all students in the classroom regardless of whether or not support personnel are available. Some students are not capable of learning new information or skills. The progress/success of students with special needs is primarily the responsibility of the special teacher assigned to deal with that need (for example-ELL, LD, ADHD). It is part of a teacher’s job to adapt classroom instruction and activities to meet the needs of the home/community environments of the parents and students they serve. Students should only be allowed to speak standard English in American schools. All children can learn. All parents of students should be treated with respect. It is necessary to demonstrate responsibility and organization before you expect it from students. Some students’ language is incorrect and needs to be replaced with standard American English. Some parents need to have it explained to them that their language is incorrect. Students should be treated differently based on their individual differences and needs. It is the responsibility of parents and students to change their home/community cultures to the standard of public school so everyone is the same. Native cultures and languages (such as Puerto Rican, Russian, or Dominican) should be respected and celebrated along with standard English in American schools. It is part of a teacher’s job to give advice to parents on how to raise their children. As long as teachers behave in an ethical and professional manner during in school hours and events, their personal time is their own. It is important for teachers continue to learn new strategies and content knowledge throughout their career in order to maintain effectiveness. Teachers should conduct themselves in a mature and professional in and out of the school environment.