Exhibit 1.4.d
1
1.4.d Key assessments and scoring guides for programs not already available in AIMS
Two major assessments and scoring guides are not available in aims. These are the Candidate Dispositions Progress
Report and the Mentor Rating of Candidates’ Use of Technology.
Dispositions
Précis:







The Candidate Dispositions Progress Report was piloted in 2002-03 and has been in continuous use since that time.
A study conducted 2006 provided evidence of strong inter-rater reliability for the assessment.
Mean ratings on the Candidate Dispositions Progress Report document positive dispositions of both initial and advanced
candidates. There are strong mean ratings of dispositions targeted by our Transformation Initiative Proposal.
Weekly monitoring of the Candidate Dispositions Progress Report and Brief Reports provides programs with reports of
exemplary dispositions and concerns. Concerns are addressed at the discretion of the program coordinator, and may
involve the development of an action plan.
Action plans are monitored and may result in these decisions: (a) Concern has been resolved/goals have been met; (b)
Progress toward goal(s) noted – continue with revised Action Plan; (c) Advised to research other career options; (d)
Dismissed from Licensure Program; candidates may develop a rebuttal for the report and decision.
Due to unit-wide interest in going beyond the summative nature of the Candidate Dispositions Progress Report, a more
detailed instrument is being piloted with various observers, including candidate peers, mentors, instructors, and university
supervisors.
Scholarly efforts related to our documentation of dispositions has resulted in a publication: Laine, C., Bauer, A. , Johnson,
H. Kroeger, S., Troup, K., & Meyer, H. (2010). Moving from reaction to reflection. In P. Murrell, M. Diez, S. Feiman-Nemser,
& D. Schussler, (Eds.), Teaching as a moral practice: Defining, developing, and assessing dispositions in teacher education,
(pp. 73-94). Cambridge, MA: Harvard Education Press
__________________________________________________________________________________________
Our unit dispositions were collaboratively identified by faculty members representing teacher education, art and music
education, school psychology, educational foundations, and arts and sciences reviewed and provided input into these
dispositions, as did elementary, secondary, middle school, and special education public school teachers and other
professional school personnel. Consensus was reached on candidate dispositions for both initial and advanced programs
in May, 2002, with pilots of our assessment during the 2002-2003 academic year. During the 2003-2004, following
analysis of pilot data and review of the assessment, a revised assessment was implemented. Changes were, for the
most part, positioning of the items and the rubric, and data are provided from 2002 to 2011.
As we entered into our Transformation Initiative, it became apparent that we all needed a stronger mutual
understanding of our dispositions. Did we really want to begin by asking our candidates to be present, on time, and
appropriately dressed, or were we more interested in our candidates demonstrating agency in working in complex
environments? Feiman-Nemser (1991) describes the “critical orientation” as the educators’ obligations to students and
society. This orientation challenges us to help educators develop educational opportunities that reflect democratic
principles and teach them to questing assumptions about teaching, learning, knowledge, and students.
Variations among our programs reflect Feiman-Nemser’s “practical orientation,” which focuses on the aspects of
teaching and learning to each licensure area. The practical orientation supports the notion that our candidates must
learn to be flexible, and, at times, invent responses in the face of unsolvable problems. Schon (1983) describes this
engaging in on-the-spot reflection and experimentation, drawing on a range of images, theories, and actions to
construct an appropriate response. Feiman-Nemser contends that this practical knowledge is gained through a
combination of clinical experiences, interaction with peers and mentors, and general exposure into the community of
practitioners and practice.
Dispositions: As educators transforming the conversation of learning, and creating a third space for instruction we
prepare candidates who:
Exhibit 1.4.d














2
demonstrate initiative on behalf of all learners.
demonstrate responsibility to promote effort and excellence in all learners
demonstrate rapport with students, peers, and others.
demonstrate a commitment to reflection, assessment, and learning as an ongoing process grounded in
inquiry,
are willing to work collaboratively with other professionals to improve the overall learning environment
for students.
appreciate that “knowledge” includes multiple perspectives and that development of knowledge is
influenced by the perspective of the knower.
are dedicated to teaching the subject matter and in keeping informed and are competent in the
discipline and its pedagogy.
appreciate both the content of the subject are and the diverse needs, assets, and interests of the
students and value both short and long term planning.
are committed to fairness and the expression and use of democratic values in the classroom.
take responsibility for making the classroom and the school a “safe harbor” for learning, in other words,
a place that is protected, predictable, and has a positive climate.
recognize the fundamental need of students to develop and maintain a sense of self-worth, and that
student misbehavior may be attempts to protect self-esteem.
believe that all children can learn and persist in helping every student achieve success.
value all students for their potential and people and help them value each other.
are committed to high ethical and professional standards.
The assessment that has been used with slight modifications since 2003 is available at
https://survey.education.uc.edu/websurvey/rws3.pl?FORM=Cand_Dispositions_Progress_Report.
In addition to this assessment, completed by all mentors a minimum of one time during a candidate’s field experience.,
we have used an “incident” reporting system since 2002. This “brief report” can be used by members of the
professional community, faculty members, mentors, or university supervisors to document a concern or an exemplary
disposition. This form is available at
https://survey.education.uc.edu/websurvey/rws3.pl?FORM=Dispositions_Brief_Report. Instructors, concerned that
assessment in the field by mentors and this brief report did not reflect the classroom environment, initiated an
instructor disposition assessment in 2009. This assessment was implemented to monitor the professional behavior of
candidates on campus and is available at
https://survey.education.uc.edu/websurvey/rws3.pl?FORM=Candidate_Classroom_Dispositions_Report_Form . This
form also provides an opportunity for faculty members to observe dispositions of advanced candidates.
Candidate Dispositions Progress Report Since its inception in 2002, the Candidate Dispositions Progress Report has
followed essentially the same process for monitoring candidate performance. In addition to the mentor’s completion of
the report, A university supervisor may complete additional disposition forms for a candidate if they see a need to
document exceptional behavior, positive or negative. Completed disposition forms are be printed and shared with the
candidate. The candidate must be aware of the report. A candidate may file a rebuttal to a disposition. Since 2006, an
electronic version of the completed dispositions form is submitted to the Office of Assessment and Continuous
Improvement. The Office of Assessment and Continuous Improvement monitors the forms weekly and provides any
evidence of potential issues to the Program Chair. The chair then acts on the information depending on the level of
concern. If the concern is significant, and may have an impact on the student continuing in the placement or entering a
subsequent placement, an action plan is written. This action plan is an agreement between the candidate and program
faculty, describing objectives for improvement, the ways in which the plan will be monitored, and a review date for the
plan. Failure to successfully complete an action plan may result in termination of the placement, a change in placement,
or leaving the program without licensure recommendation. The action plan format is provided at the end of this
document.
Exhibit 1.4.d
3
The Survey and Aggregated Data Data are presented for the unit, initial programs, and advanced programs. In
addition, ratings of dispositions demonstrated by advanced candidates in the university classroom are presented for the
two years of implementation. Disposition data are presented as aligned with dispositions, institutional standards, and
general education outcomes.
2002-2011 Unit Wide Candidate Dispositions Progress Report
D: Unit Disposition IS: Unit Institutional Standard GE: General Education Outcome
D Candidates are committed to high ethical and professional 02/03 03/04
04/05 05/06
06/07
07/08
P
P
standards.
The Candidate demonstrates professional behavior in
3.53
3.53
3.54
3.53
3.32
3.59
attendance.
The Candidate demonstrates professional behavior by being
3.86
3.72
3.68
3.76
3.59
3.82
punctual.
a) Maintains high ethical and
professional standards (e.g.
respecting confidentiality)
b) The Candidate cites program
policies and professional practices
and responds appropriately
08/09
09/10
10/11
3.54
3.53
3.62
3.54
3.72
3.76
100%
100%
100%
94%
98.38%
100%
99.14%
99.2%
99.7%
100%
100%
100%
92.5%
96.98%
100%
99.1%
99.3%
99.52%
84%
89%
92%
100%
98.50%
99.04%
99.79%
99.4%
99.12%
02/03
P
03/04
P
04/05
05/06
06/07
07/08
08/09
09/10
10/11
3.11
2.95
3.83
3.88
3.81
3.95
3.30
3.85
3.88
3.53
4.82
3.58
3.85
3.68
3.85
3.69
3.75
3.76
02/03
P
03/04
P
04/05
05/06
06/07
07/08
08/09
09/10
10/11
3.85
3.48
3.50
3.35
3.42
3.53
3.30
3.38
3.45
D Candidates demonstrate responsibility to promote effort
and excellence in all learners
The Candidate is responsible.
02/03
P
03/04
P
04/05
05/06
06/07
07/08
08/09
09/10
10/11
3.86
3.88
3.79
3.81
3.73
3.84
3.30
3.75
3.75
D Candidates demonstrate rapport with students, peers, and
others
02/03
P
03/04
P
04/05
05/06
06/07
07/08
08/09
09/10
10/11
3.07
2.93
3.77
3.81
3.72
3.92
3.74
3.76
3.74
IS Candidates have foundation knowledge; content
knowledge, able to articulate the concepts of their discipline
GE Communication
02/03
P
03/04
P
04/05
05/06
06/07
07/08
08/09
09/10
10/11
The Candidate demonstrates effective communication in oral,
visual, and language arts.
Items added Autumn 2008 to provide additional input
into assessing general education outcomes
3.85
3.85
3.86
IS Candidates demonstrate the moral imperative to teach all
students; address issues of diversity with equity; engage in
collaboration and positive systems change
GE Social Justice
02/03
P
08/09
09/10
10/11
The Candidate applies knowledge and skills of social
responsibility for the advancement of a diverse society.
Items added Autumn 2008 to provide additional input
into assessing general education outcomes
3.77
3.78
3.23
IS Candidates collaborate, demonstrating leadership, and
engaging in positive systems change
02/03
P
03/04
P
04/05
05/06
06/07
07/08
08/09
09/10
10/11
3.36
3.80
3.36
3.96
3.78
3.91
3.69
3.83
3.83
02/03
P
03/04
P
04/05
05/06
06/07
07/08
08/09
09/10
10/11
The Candidate is
committed to high,
ethical and
professional
standards.
c) The Candidate maintains a
professional appearance
D Candidates demonstrate a commitment to reflection,
assessment, and learning as an ongoing process grounded in
inquiry.
The Candidate is responsive to constructive
feedback/supervision.
The Candidate demonstrates a commitment to reflection,
assessment, and learning as an ongoing process.
D Candidates demonstrate initiative on behalf of all learners
The Candidate demonstrates initiative.
The Candidate has rapport with students/peers/others.
The Candidate is willing to work with other professionals to
improve the overall learning environment for students.
IS Candidates having content knowledge, able to articulate
the central concepts, tools of inquiry & structures of
discipline.
D Candidates appreciate both the content of the subject area
and the diverse needs, assets and interests of the students
03/04
P
04/05
05/06
06/07
07/08
Exhibit 1.4.d
4
The Candidate is dedicated to teaching the subject matter and
to keeping informed and is competent in the discipline and its
pedagogy.
3.32
3.28
3.36
3.67
3.66
3.89
3.70
3.71
3.74
3.87
3.87
3.94
3.70
3.64
3.86
3.69
3.60
3.63
3.85
3.78
3.32
3.56
3.76
3.94
3.69
3.83
3.79
02/03
P
03/04
P
04/05
05/06
06/07
07/08
08/09
09/10
10/11
3.64
3.74
3.33
3.51
3.78
3.95
3.69
3.81
3.84
3.40
3.63
3.31
3.51
3.74
3.92
3.69
3.78
3.76
3.09
3.09
3.66
3.64
3.73
3.89
3.69
3.73
3.74
3.67
3.87
3.31
3.56
3.82
3.91
3.69
3.85
3.83
The Candidate values all students for their potential as people
3.86
3.95
3.92
3.54
3.84
and helps them learn to value each other.
252
138
864
635
310
Number of responses
P - pilots; some scores were re-calculated due to changes in scales
Percent of "Yes" responses after removal of "Unable to Judge"
3.85
3.69
3.86
3.83
216
491
674
686
In designing curriculum, the Candidate appreciates both the
particular content of the subject area and the diverse needs,
assets, and interests of the students and values both short and
long-term planning.
The Candidate is committed to the expression and use of
democratic values in the classroom.
IS Candidates demonstrate the moral imperative to teach all
students and address this responsibility with tenacity; able
to address issues of diversity with equity and CRE skills
D Candidates appreciate that knowledge includes multiple
perspectives; believe that all children can learn and persist in
helping every student achieve success; value all students;
recognize the fundamental need of students to develop and
maintain self-worth; take responsibility for protected,
predictable, and positive climate
The Candidate takes responsibility for making the classroom
and the school a "safe harbor" for learning, in other words, a
place that is protected, fair, predictable, and has a positive
climate.
The Candidate recognizes the fundamental need of students to
develop and maintain a sense of self-worth and that student
misbehavior may be attempts to protect self-esteem.
The Candidate appreciates that "knowledge" includes multiple
perspectives and that development of knowledge is influenced
by the perspective of the "knower".
The Candidate believes that all children can learn and persists
in helping every student achieve success.
2009-2011 Advanced Candidate Classroom Dispositions Report
09/10
10/11
Attendance
3.00
2.50
Punctuality and Commitment
3.00
2.58
09/10
10/11
3.57
09/10
3.29
3.33
10/11
3.50
D Candidates demonstrate initiative on behalf of all learners
Critical Thinking
09/10
10/11
3.29
3.33
IS Candidates demonstrate the moral imperative to teach all students; address issues of diversity with equity;
engage in collaboration and positive systems change
09/10
10/11
3.00
3.42
09/10
10/11
3.00
3.50
3.29
3.42
14
12
D Candidates are committed to high ethical and professional standards.
D Candidates demonstrate a commitment to reflection, assessment, and learning as an ongoing process
grounded in inquiry.
Preparation for Class
D Candidates demonstrate rapport with students, peers, and others
Classroom Participation
Social Responsibility
D Candidates appreciate that knowledge includes multiple perspectives; believe that all children can learn and
persist in helping every student achieve success; value all students; recognize the fundamental need of students
to develop and maintain self-worth; take responsibility for protected, predictable, and positive climate
Communication Oral
Communication Written
N
1-2 not met; 3 - met; 4-5 exemplary
Exhibit 1.4.d
5
In 2006, 5% of teaching associates were randomly selected as participants in a reliability study. Ratings by university
supervisors were compared to those of mentors, generating the following results:
Exhibit 1.4.d
6
Inter-Rater Reliability - Candidate Dispositions Progress Report
Item
1. The Candidate demonstrates professional behavior in attendance.
2. The Candidate demonstrates professional behavior by being punctual.
3. The Candidate demonstrates initiative.
4. The Candidate is responsible.
5. The Candidate is responsive to constructive feedback/supervision.
6. The Candidate has rapport with students/peers/others.
8. The Candidate demonstrates a commitment to reflection, assessment, and learning as an ongoing process.
9. The Candidate is willing to work with other professionals to improve the overall learning environment for students.
Reliability
89.25%
100.00%
100.00%
100.00%
100.00%
96.50%
96.50%
96.50%
10. The Candidate appreciates that "knowledge" includes multiple perspectives and that development of knowledge
is influenced by the perspective of the "knower."
92.75%
11. The Candidate is dedicated to teaching the subject matter and to keeping informed and is competent in the
discipline and its pedagogy.
12. In designing curriculum, the Candidate appreciates both the particular content of the subject area and the diverse
needs, assets, and interests of the students and values both short and long-term planning.
95.75%
93.75%
13. The Candidate is committed to the expression and use of democratic values in the classroom.
14. The Candidate takes responsibility for making the classroom and the school a "safe harbor" for learning, in other
words, a place that is protected, predictable, and has a positive climate.
15. The Candidate recognizes the fundamental need of students to develop and maintain a sense of self-worth and
that student misbehavior may be attempts to protect self-esteem.
100.00%
16. The Candidate believes that all children can learn and persists in helping every student achieve success.
17. The Candidate values all students for their potential as people and helps them learn to value each other.
100.00%
100.00%
100.00%
95.75%
This strong inter-rater reliability contributes to our confidence in the clarity of the rubric and items.
Analysis The following charts provide mean ratings of candidate dispositions disaggregated by initial and advanced
programs. Examples of individual program ratings are provided following the analyses. Means reported are the
averages of ratings on the rubrics provided for individual disposition items. Analyses are by disposition alignment with
the items.
High Professional Standards: Attendance and Puntuality - Initial Programs
Attendance.
3.72 3.77
02/03P
3.77 3.86
03/04P
3.54 3.54
04/05
3.54
3.76
05/06
Punctuality
3.59
3.59
3.76
3.60 3.60
3.62 3.70
3.68 3.78
08/09
09/10
10/11
3.32
06/07
07/08
Exhibit 1.4.d
7
High Professional Standards: Attendance and Punctuality Advanced Programs
Attendance
3.95
3.89
3.55
3.40
03/04
3.71
3.64
3.44
04/05
06/07
Punctuality
3.93
3.76
3.57
07/08
3.58
08/09
3.61
3.51
09/10
3.56
10/11
Mean ratings suggest that both initial and advanced program candidates demonstrate strong attendance and punctuality. With a
rating of 4 being exemplary (the rubric indicates perfect attendance and never late as the “4” rating for these items) candidates
appear professional in attendance and punctuality. Though the scale is different for the classroom disposition report (3 indicates
that the candidate meets expectations) there are high mean ratings of attendance and punctuality.
Advanced Candidate Classroom Disposition Report
Attendance
3.00
Punctuality
3.00
3.00
2.58
09/10
10/11
Commitment to High Ethical and Professional Standards - Initial Programs
Standards such as respecting confidentiality
Cites program policies/professional practices and responds appropriately
03/04P
04/05
05/06
06/07
07/08
08/09
09/10
10/11
99.2%
98.2%
99.0%
99.3%
98.4%
99.2%
99.4%
98.7%
99.5%
100.0%
100.0%
100.0%
98.1%
95.7%
97.4%
99.6%
99.3%
100.0%
99.3%
98.7%
100.0%
100.0%
100.0%
100.0%
Professional Appearance
Exhibit 1.4.d
8
Committment to High Ethical and Professional Standards - Advanced Programs
Standards such as respecting confidentiality
Cites program policies/ professional practices and responds appropriately
Professional Appearance
100% 100% 100%
100% 100% 100%
100% 100% 100%
100% 100% 100%
100% 100% 100%
100% 100% 100%
100% 100% 100%
03/04
04/05
06/07
07/08
08/09
09/10
10/11
Both initial and advanced candidates’ mean ratings for commitment to high ethical and professional standards are consistently high.
Raters are asked to indicate if candidates demonstrate these standards as yes, no, or unable to rate. The ratings are mean percent
of yes responses. Advanced candidates’ mean ratings are 100% across the board; we would anticipate ratings such as these from
candidates who are practicing professionals.
Commitment to reflection, assessment, inquiry - Initial Programs
4.00
3.87
3.75
3.923.97
3.893.86
3.95
3.87
3.95
3.87
3.97
3.88
3.74
3.66
3.82
3.73
3.87
3.70
3.50
3.00
The Candidate is responsive to constructive
feedback/supervision.
2.50
2.00
The Candidate demonstrates a commitment to
reflection, assessment, and learning as an
ongoing process.
1.50
1.00
0.50
0.00
02/03P 03/04P
04/05
05/06
06/07
07/08
08/09
09/10
10/11
Exhibit 1.4.d
9
Commitment to reflection, assessment, inquiry - Advanced Programs
4.00
3.50
3.94
3.89
4.00
4.00
3.80
3.92
3.87
3.93
3.85
3.16
3.00
The Candidate is responsive to
constructive feedback/supervision.
2.50
2.00
The Candidate demonstrates a
commitment to reflection,
assessment, and learning as an
ongoing process.
1.50
1.00
0.50
0.00
03/04
04/05
07/08
08/09
09/10
Consistently high ratings are reported for both initial and advanced programs. No true trend line was generated in the initial
program; there has been a positive trend in the mean ratings of advanced candidate reflection, assessment, and recognition of
learning as an ongoing process.
Exhibit 1.4.d
10
Initiative - Initial Programs
4
3.5
3.69
3.47752
3.58
3.53
3.53
3.52
3.26
3.42
3.34
3
2.5
2
The Candidate demonstrates initiative.
1.5
1
0.5
0
02/03P
03/04P
04/05
05/06
06/07
07/08
08/09
09/10
10/11
Initiative - Advanced Programs
4.00
3.80
3.78
3.63
3.78
3.72
3.50
3.00
2.50
2.00
The Candidate demonstrates initiative.
1.50
1.00
0.50
0.00
03/04
04/05
07/08
08/09
09/10
Advanced Candidate Classroom Dispositions Report - Initative as
Indicated by Critical thinking
5
4.5
4
3.5
3
2.5
2
1.5
1
0.5
0
Critical Thinking
09/10
10/11
Exhibit 1.4.d
11
Responsibility - Initial Programs
The Candidate is responsible.
3.9
3.96
02/03P
03/04P
3.93
04/05
3.84
3.84
3.84
05/06
06/07
07/08
3.63
08/09
3.75
3.74
09/10
10/11
Responsibility - Advanced Programs.
3.89
3.73
3.60
3.87
03/04
04/05
07/08
3.93
08/09
09/10
Mean ratings of initiative and responsibility are also consistently high across initial and advanced programs.
The Candidate has rapport with students/peers/others. - Initial
Programs
The Candidate has rapport with students/peers/others.
3.86
3.92
02/03P
03/04P
3.89
3.84
3.92
04/05
05/06
06/07
3.92
07/08
3.66
3.72
3.72
08/09
09/10
10/11
Exhibit 1.4.d
12
Advanced Programs
The Candidate has rapport with students/peers/others
3.72
03/04
3.89
4.00
04/05
07/08
3.77
3.87
08/09
09/10
Advanced Candidate Classroom Disposition Report - Rapport with
Students, Peers, Others
5
4.5
4
3.5
3
2.5
2
1.5
1
0.5
0
Participation
09/10
10/11
Content Area and Diverse Needs; Fairness - Initial Programs
dedicated to teaching the subject matter;competent in the discipline and its pedagogy.
appreciates both the content and the diverse needs, assets, and interests of the students
The Candidate is committed to the expression and use of democratic values in the classroom.
3.90 3.89 3.95
3.76
3.82
3.30
2.69
3.90 3.82 3.79
3.90 3.82 3.79
3.92 3.85 3.91
05/06
06/07
07/08
3.44
3.65 3.56 3.72
3.69 3.61 3.64
3.73 3.67 3.77
08/09
09/10
10/11
2.94
02/03P
03/04P
04/05
Exhibit 1.4.d
13
Advanced Programs
dedicated to teaching the subject matter; competent in the discipline and its pedagogy
appreciates both content and the diverse needs, assets, and interests of the students
committed to the expression and use of democratic values in the classroom
4.00
3.95
3.75
3.71
3.88
3.80
3.80
3.88
3.75
3.82
3.89
3.93
3.88
3.40
3.24
03/04
04/05
07/08
08/09
09/10
Mean ratings on these items, essential dispositions in our transformation initial and our conceptual framework, are consistently
high. With our program emphases, we anticipate that these ratings will become even higher.
Advanced Candidate Classroom Dispositions Report Appreciating multiple perspectives as demonstrated by oral and
written communication
5
4.5
4
3.5
3
2.5
2
1.5
1
0.5
0
09/10
10/11
Communication Oral
Communication Written
Exhibit 1.4.d
14
General Education Outcomes: Communications and Social Responsibility - Initial Programs
The Candidate demonstrates effective communication in oral, visual, and language arts.
The Candidate applies knowledge and skills of social responsibility for the advancement of a diverse society.
3.84
3.81
3.79
3.71
3.54
3.30
08/09
09/10
10/11
Advanced programs do not assess the general education baccalaureate competencies. However, oral and written communications
are assessed on the classroom disposition form. Mean ratings indicated that the outcomes are met, approaching strongly met.
Safe, positive climate; student self-worth and perspectives; all children can learn and persists;
values students and helps them value each other - Initial Programs
safe, protected, predictable, and has a positive climate.
recognizes the fundamental need of students to develop and maintain a sense of self-worth
appreciates that "knowledge" includes multiple perspectives
believes that all children can learn and persists
values all students helps them learn to value each other.
3.90
3.903.90
3.953.923.973.903.89
3.91
3.44
2.94
3.903.89
3.953.96
3.793.773.86
3.953.96
3.793.773.86
3.913.873.873.943.95
05/06
06/07
07/08
3.42
3.85
3.76
3.723.77
3.56
3.803.75
3.643.70
3.43
3.773.733.753.803.80
08/09
09/10
10/11
2.88
02/03P
03/04P
04/05
Exhibit 1.4.d
15
Advanced Programs
safe, protected, predictable, and positive climate
recognizes the fundamental need of students to develop and maintain a sense of self-worth
appreciates that “knowledge” includes multiple perspectives
believes that all children can learn
values all students
helps themvalue each other.
3.93 3.97
3.86 3.80
4.00
3.71
3.80
3.95 3.95
3.87 3.91 3.90
3.80
3.60
3.60 3.60
3.89 3.93
3.76
3.88 3.85
3.40
3.12
3.12 3.08
03/04
04/05
07/08
08/09
09/10
These items are at the core of our Transformation Initiative Proposal, and mean ratings demonstrate that there has been some
positive shift in the ratings.
Further Development of Assessment of Dispositions The general ratings of our initial and advanced candidates have
been consistently high. In addition, we have a strong weekly monitoring system to alert program coordinators to
exemplary and concerning dispositions. Concerns are addressed through a formal action plan, and failure to address the
items delineated in the plan is met with specific, consistent outcomes.
Though we have been “catching” the programs and exemplary students, the current assessment is beginning to be
viewed by faculty members as more summative than formative. In addition, the current dispositions report (which will
are planning to continue as a way to provide general information regarding candidates) uses educational jargon which
candidates may not be able to task analyze into discrete behaviors. For example, rapport is a general term, and if a
candidate is told to “build rapport” he or she may not be aware of specific behaviors to change. The current form is also
a reflective assessment completed by the mentor, university supervisor, or faculty member; it is not very useful in direct
observation.
In response to this perceived need, a disposition observation form was developed during winter 2011. We anticipate
that this assessment (its pilot format is provided in Appendix B) can be used by mentors, university supervisors, and
faculty members. Perhaps most importantly, however, it can be used by candidates during peer observations and
debriefings. Autumn 2011 marks a pilot of this assessment as a peer and supervisor assessment. Studies of supportive
scaffolding of development of dispositions continues with our efforts published in Teaching as a Moral Practice, and we
feel will result in additional publications.
Samples of disposition data provided to programs as part of the candidate performance approval cycle are presented on
the following pages.
Exhibit 1.4.d
16
Example of Initial Program Dispositions Data: Social Studies 7-12
Social Studies Candidate Dispositions Progress Report
D Candidates are committed to high ethical and professional standards.
08/09
09/10
10/11
The Candidate demonstrates professional behavior in attendance.
3.35
3.57
3.58
The Candidate demonstrates professional behavior by being punctual.
3.48
3.73
3.65
96.8%*
100%*
98.74%*
96.8%*
97.9%*
98.73%*
100%*
97.9%*
98.82%*
08/09
09/10
10/11
The Candidate is responsive to constructive feedback/supervision.
3.77
3.78
3.80
The Candidate demonstrates a commitment to reflection, assessment, and learning as an ongoing process.
3.57
3.73
3.50
08/09
09/10
10/11
3.57
3.37
3.24
08/09
09/10
10/11
3.77
3.78
3.50
08/09
09/10
10/11
3.53
3.49
3.43
08/09
09/10
10/11
3.93
2.98
3.75
08/09
09/10
10/11
3.60
3.58
3.50
08/09
09/10
10/11
3.47
3.71
3.49
08/09
09/10
10/11
3.48
3.71
3.45
3.47
3.24
3.29
3.60
3.61
3.54
08/09
09/10
10/11
3.61
3.61
3.70
3.53
3.41
3.43
3.42
3.49
3.43
The Candidate believes that all children can learn and persists in helping every student achieve success.
3.62
3.53
3.49
The Candidate values all students for their potential as people and helps them learn to value each other.
3.62
3.51
3.46
31
49
85
The Candidate is committed to high, ethical
a) Maintains high ethical and professional standards (e.g. respecting confidentiality)
and professional standards *Data is the
b) The Candidate cites program policies and professional practices and responds
percent of “Yes” responses of “yes” or “no”
appropriately
responses.
c) The Candidate maintains a professional appearance
D Candidates demonstrate a commitment to reflection, assessment, and learning as an ongoing process grounded in inquiry.
D Candidates demonstrate initiative on behalf of all learners
The Candidate demonstrates initiative.
D Candidates demonstrate responsibility to promote effort and excellence in all learners
The Candidate is responsible.
Disposition: Candidates demonstrate rapport with students, peers, and others
The Candidate has rapport with students/peers/others.
IS Candidates have foundation knowledge; Candidates have content knowledge, able to articulate the concepts of their discipline
University of Cincinnati General Education Competencies: Communication
The Candidate demonstrates effective communication in oral, visual, and language arts.
IS Candidates demonstrate the moral imperative to teach all students; address issues of diversity with equity; engage in
collaboration and positive systems change
University of Cincinnati General Education Competencies: Social Justice
The Candidate applies knowledge and skills of social responsibility for the advancement of a diverse society.
Institutional Standard: Candidates collaborate, demonstrating leadership, and engaging in positive systems change
The Candidate is willing to work with other professionals to improve the overall learning environment for students.
IS Candidates have content knowledge, able to articulate the central concepts, tools of inquiry, and tructures of their discipline.
D Candidates appreciate both the content of the subject area and the diverse needs, assets and nterests of the students
The Candidate is dedicated to teaching the subject matter and to keeping informed and competent in the discipline and its pedagogy.
In designing curriculum, the Candidate appreciates both the particular content of the subject area and the diverse needs, assets, and
interests of the students and values both short and long-term planning.
The Candidate is committed to the expression and use of democratic values in the classroom.
IS Candidates demonstrate the moral imperative to teach all students and address this responsibility with tenacity; Candidates are
able to address issues of diversity with equity and skills unique to culturally response practice..
D Candidates appreciate that knowledge includes multiple perspectives; Candidates believe that all children can learn and persist
in helping every student achieve success; value all students; Candidates recognize the fundamental need of students to develop
and maintain self-worth; take responsibility for protected, preditable, and positive climate
The Candidate takes responsibility for making the classroom and the school a "safe harbor" for learning, in other words, a place that is
protected, predictable, and has a positive climate.
The Candidate recognizes the fundamental need of students to develop and maintain a sense of self-worth and that student
misbehavior may be attempts to protect self-esteem.
The Candidate appreciates that "knowledge" includes multiple perspectives and that development of knowledge is influenced by the
perspective of the "knower".
Number of responses
Exhibit 1.4.d
17
Example of Initial Program Dispositions Data: Early Childhood Education PreK-3
2002-2011 ECE Candidate Dispositions Progress Report
D committed to high ethical and
professional standards.
02/03P
03/04P
04/05
05/06
06/07
07/08
08/09
09/10
10/11
Upt.
CC
Upt.
CC
professional behavior in attendance.
3.72
3.55
3.53
3.63
3.48
3.37
3.73
3.58
3.31
3.65
3.86
punctual
3.77
3.72
3.79
3.81
3.74
3.70
3.67
3.88
3.69
3.75
3.86
95%
100%
99.6%
100%
100%
100%
100%
100%
100%
100%
100%
96.75%
100%
99.5%
100%
100%
100%
100%
100%
100%
96%
100%
93.5%
96%
99.6%
100%
99.3%
98%*
99.5%
100%
100%
100%
100%
02/03P
03/04P
04/05
05/06
06/07
07/08
08/09
3.87
3.92
3.92
3.90
3.87
3.86
3.96
4.00
4.00
3.95
4.00
3.75
3.90
3.80
3.82
3.77
3.83
3.95
3.92
3.92
3.75
3.86
02/03P
03/04P
04/05
05/06
06/07
07/08
08/09
3.48
3.28
3.54
3.53
3.64
3.60
3.89
02/03P
03/04P
04/05
05/06
06/07
07/08
08/09
3.9
3.87
3.85
3.83
3.84
3.82
3.89
02/03P
03/04P
04/05
05/06
06/07
07/08
08/09
3.86
3.75
3.88
3.90
3.86
3.94
3.73
02/03P
03/04P
04/05
05/06
06/07
07/08
08/09
3.83
3.89
07/08
08/09
3.83
3.95
a) Maintains high
ethical and
professional
committed to
standards
high, ethical and
professional
b) cites program
standards.
policies practices
Percent of Yes
and responds
responses shown. appropriately
c) professional
appearance
D demonstrate a commitment to
reflection, assessment, and learning as
an ongoing process grounded in
inquiry.
responsive to constructive feedback
demonstrates a commitment to
reflection, assessment, and learning as
an ongoing process.
D demonstrate initiative on behalf of
all learners
demonstrates initiative.
D demonstrate responsibility to
promote effort and excellence in all
learners
is responsible.
D demonstrate rapport with students,
peers, and others
has rapport with
students/peers/others.
IS have foundation knowledge; have
content knowledge, able to articulate
the concepts of their discipline
UC General Education:
Communication
demonstrates effective communication
in oral, visual, and language arts.
IS demonstrate the moral imperative
to teach all students; address issues of
diversity with equity; engage in
collaboration & systems change
UC General Education : Social Justice
applies knowledge and skills of social
responsibility for a diverse society.
IS collaborate, demonstrating
leadership, and engaging in positive
systems change
willing to work with professionals to
improve the overall learning
environment for students.
IS have content knowledge, able to
articulate the central concepts, tools of
inquiry, and the structures of their
Items addedd Autumn 2008 to provide
additional inpput into assessing general
education outcomes
02/03P
03/04P
04/05
05/06
06/07
Items addedd Autumn 2008 to provide
additional inpput into assessing general
education outcomes
02/03P
03/04P
04/05
05/06
06/07
07/08
08/09
2.47
3.76
3.90
3.88
3.84
3.90
3.87
02/03P
03/04P
04/05
05/06
06/07
07/08
08/09
09/10
09/10
3.77
3.85
09/10
3.92
4.00
09/10
3.92
4.00
09/10
3.96
4.00
09/10
3.96
4.00
09/10
3.88
3.85
09/10
10/11
10/11
3.30
3.67
10/11
3.75
3.86
10/11
3.75
3.71
10/11
3.90
4.00
10/11
3.21
3.14
10/11
3.85
3.86
10/11
Exhibit 1.4.d
18
discipline.
D appreciate content of the subject
area&the diverse needs, assets &
nterests of students
dedicated to teaching the subject
matter and to keeping informed and is
competent in the discipline and its
pedagogy.
In designing curriculum, appreciates
both the particular content of the
subject area and the diverse needs,
assets, and interests of the students
and values both short and long-term
planning.
ommitted to the expression and use of
democratic values in the classroom.
IS demonstrate the moral imperative
to teach all students; tenacity; able to
address idiversity with equity and skills
unique to culturally response practice..
D appreciate multiple perspectives;
believe that all children can learn;
tenacity; value students; recognize the
fundamental need of students to
develop and maintain self-worth; take
responsibility for protected,
preditable, and positive climate
takes responsibility for making the
classroom and the school a "safe
harbor" for learning, in other words, a
place that is protected, predictable, and
has a positive climate.
recognizes the fundamental need of
students to develop and maintain a
sense of self-worth and that student
misbehavior may be attempts to
protect self-esteem.
appreciates that "knowledge" includes
multiple perspectives and that
development of knowledge is
influenced by the perspective of the
"knower".
believes that all children can learn and
persists in helping every student
achieve success.
values all students for their potential as
people and helps them learn to value
each other.
Number of
responses
2.69
3.70
3.74
3.78
3.79
3.83
3.64
4.00
3.92
3.68
3.71
3.76
3.88
3.71
3.65
3.76
3.63
3.96
3.96
4.00
3.75
3.86
2.94
3.86
3.87
3.86
3.84
3.92
3.89
4.00
4.00
3.83
3.67
02/03P
03/04P
04/05
05/06
06/07
07/08
08/09
2.94
3.70
3.87
3.83
3.93
3.90
3.91
4.00
4.00
3.78
3.71
3.90
3.90
3.80
3.80
3.83
3.90
3.98
4.00
4.00
3.85
3.57
2.88
3.75
3.76
3.81
3.75
3.83
3.84
3.92
3.92
3.79
3.71
3.90
3.90
3.90
3.91
3.91
3.95
3.98
3.92
4.00
3.85
4.00
3.90
3.90
3.89
3.90
3.94
3.97
3.98
3.96
3.92
3.75
3.71
52
50
220
155
138
63
61
41
13
30
7
09/10
10/11
Exhibit 1.4.d
19
2003-2011 Special EducationCandidate Dispositions Progress Report
03/04P
04/05
05/06
06/07
07/08
08/09
09/10
10/11
D are committed to high ethical and professional standards.
PB
UG
UG
PB
CC
UPT
PB
CC
UPT
PB
demonstrates professional behavior in attendance.
4.00
3.50
3.53
3.00
3.07
3.61
3.59
3.79
3.59
3.58
3.69
3.68
3.58
3.55
demonstrates professional behavior by being punctual.
4.00
3.76
3.77
3.67
3.40
3.71
3.82
3.86
3.82
3.78
3.82
3.75
3.86
3.58
100%
100%
100%
100%
97%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
98%
94%
100%
96%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
99%
98%
100%
100%
100%
100%
100%
100%
99%
99%
100%
03/04P
04/05
06/07
07/08
4.00
3.97
3.88
3.83
3.75
3.90
3.86
3.95
3.86
3.72
3.93
3.91
3.92
3.92
4.00
3.90
3.87
3.92
3.57
3.85
3.76
3.89
3.72
3.56
3.84
3.06
3.85
3.92
03/04P
04/05
06/07
07/08
3.89
3.68
3.41
3.58
3.16
3.55
3.61
03/04P
04/05
06/07
07/08
4.00
3.93
3.62
3.75
03/04P
04/05
06/07
07/08
4.00
3.91
3.72
3.87
03/04P
04/05
06/07
07/08
a) high ethical and professional
committed to high,
ethical & professional
standards. % of yes
responses shown
standards
b) cites program policies and
professional practices and responds
appropriately
c) maintains a professional
appearance
D demonstrate a commitment to reflection, assessment, and
learning as an ongoing process grounded in inquiry.
is responsive to constructive feedback/supervision.
demonstrates a commitment to reflection, assessment, and
learning as an ongoing process.
D demonstrate initiative on behalf of all learners
demonstrates initiative.
D demonstrate responsibility to promote effort and excellence
05/06
05/06
3.82
3.37
05/06
08/09
09/10
08/09
3.13
10/11
09/10
3.29
3.13
08/09
3.40
10/11
09/10
3.68
10/11
in all learners
is responsible.
3.84
3.78
05/06
3.78
3.77
3.78
08/09
3.81
3.56
3.75
09/10
3.83
3.84
10/11
D demonstrate rapport with students, peers, and others
has rapport with students/peers/others.
3.82
3.72
3.88
3.77
3.88
3.82
3.91
3.83
3.84
3.97
IS: have foundation knowledge; have content knowledge, able
to articulate the concepts of their discipline
05/06
08/09
09/10
10/11
UC General Education Competencies: Communication
demonstrates effective communication in oral, visual, and language arts.
3.87
3.94
3.87
3.87
3.87
3.88
3.87
4.00
IS: demonstrate the moral imperative to teach all students;
address issues of diversity with equity; engage in collaboration
and positive systems change
03/04P
04/05
05/06
06/07
07/08
08/09
09/10
10/11
UC General Education Competencies: Social Justice
applies knowledge and skills of social responsibility for the advancement of a diverse society.
Institutional Standard: collaborate, demonstrating leadership,
and engaging in positive systems change
is willing to work with other professionals to improve the overall
learning environment for students.
3.87
03/04P
04/05
05/06
4.00
3.89
03/04P
04/05
4.00
3.98
3.85
3.89
3.89
4.00
3.93
03/04P
04/05
3.86
3.82
3.83
3.90
3.15
07/08
3.53
3.79
06/07
07/08
3.90
3.73
3.81
3.78
3.84
3.83
3.32
3.69
3.88
3.79
3.89
3.84
3.91
3.68
3.87
3.89
3.79
3.81
3.74
3.82
3.81
3.76
3.80
3.93
3.96
3.78
3.80
3.86
3.82
3.85
3.74
3.76
3.72
3.86
3.86
06/07
07/08
3.88
3.54
09/10
3.20
06/07
3.81
08/09
3.86
3.68
3.45
3.35
10/11
3.64
3.88
3.93
3.97
Institional Standard: have content knowledge, able to
articulate the central concepts, tools of inquiry, and the
structures of their discipline.
05/06
08/09
09/10
10/11
D appreciate both the content of the subject area and the
diverse needs, assets and nterests of the students
is dedicated to teaching the subject matter and to keeping
informed and is competent in the discipline and its pedagogy.
In designing curriculum, appreciates both the particular content
of the subject area and the diverse needs, assets, and interests of
the students and values both short and long-term planning.
is committed to the expression and use of democratic values in
the classroom.
IS: demonstrate the moral imperative to teach all students and
address this responsibility with tenacity; are able to address
issues of diversity with equity and skills unique to culturally
response practice..
05/06
08/09
09/10
10/11
Exhibit 1.4.d
20
D appreciate that knowledge includes multiple perspectives;
believe that all children can learn and persist in helping every
student achieve success; value all students; recognize the
fundamental need of students to develop and maintain selfworth; take responsibility for protected, preditable, and positive
climate
takes responsibility for making the classroom and the school a
"safe harbor" for learning, in other words, a place that is
4.00
3.98
3.91
3.81
3.77
3.92
3.94
3.93
3.97
3.87
3.91
3.88
3.88
4.00
4.00
3.88
3.81
3.83
3.58
3.67
3.92
3.93
3.92
3.88
3.89
3.94
3.81
3.95
4.00
3.85
3.83
3.88
3.73
3.75
3.06
3.25
2.71
2.75
3.18
3.90
3.86
3.91
4.00
3.91
3.91
3.94
3.68
3.78
3.87
3.89
3.83
3.76
3.96
3.88
3.92
4.00
4.00
3.86
3.82
3.86
3.83
3.90
3.79
3.77
3.76
3.66
3.84
3.94
3.93
3.95
9
46
58
87
60
51
224
45
128
185
56
69
120
38
protected, predictable, and has a positive climate.
recognizes fundamental need of students to develop and
maintain a sense of self-worth and that student misbehavior may
be attempts to protect self-esteem.
appreciates perspectives and that development of knowledge is
influenced by the perspective of the "knower".
believes all children can learn and persists in helping every
student achieve success.
values all students for their potential as people and helps them
learn to value each other.
Number of responses
Exhibit 1.4.d
21
Example of Advanced Program Dispositions Data
Principal Candidate Dispositions Progress Report
3.50
3.60
3.90
3.80
3.80
2010
C
3.50
3.40
4.00
4.00
4.00
2010
DL
3.40
3.28
3.35
3.78
3.78
100%
100%
100%
100%
b) The Candidate cites
program policies and
professional practices and
responds appropriately.
100%
100%
100%
100%
c) The Candidate maintains a
professional appearance.
100%
100%
100%
100%
The Candidate demonstrates a commitment to reflection, assessment, and
learning as an ongoing process.
4.00
3.90
3.90
3.71
Item
The Candidate demonstrates professional behavior in attendance.
The Candidate demonstrates initiative.
The Candidate is responsible.
The Candidate is responsive to constructive feedback/supervision.
5. The Candidate has rapport with students/peers/others.
a) Maintain high ethical and
professional standards (e.g.
respecting confidentiality).
The Candidate is committed to high ethical
and professional standards.
2008
2009
3.00
3.80
3.80
3.60
3.80
The Candidate is willing to work with other professionals to improve the
3.80
4.00
3.70
overall learning environment for students.
The Candidate appreciates that "knowledge" includes multiple perspectives
and that development of knowledge is influenced by the perspective of the
3.40
3.90
3.90
"knower."
In designing curriculum, the Candidate appreciates both the particular
content of the subject area and the diverse needs, assets, and interests of
3.80
3.90
3.70
the students and values both short and long-term planning.
The Candidate is committed to the expression and use of democratic values
3.80
3.70
3.90
in the classroom.
The Candidate takes responsibility for making the classroom and the school
a "safe harbor" for learning, in other words, a place that is protected,
3.40
3.80
4.00
predictable, and has a positive climate.
The Candidate believes that all children can learn and persists in helping
3.60
3.90
3.80
every student achieve success.
The Candidate values all students for their potential as people and helps
3.60
3.90
3.80
them learn to value each other.
Number of Responses:
5
10
10
*Percent of "Yes" responses excluding "Cannot Rate"
Means are based on a four-point scale with 1 being lowest and 4 being highest.
3.85
3.69
3.57
3.78
3.78
3.85
3.75
14
Exhibit 1.4.d
22
Appendix A. Professional Disposition Action Plan
Major/Licensure Area
Reason(s) for Improvement Plan:
Goal
Action and Assessment
Candidate’s Name
Date
Disposition(s) of Concern
Required Signatures
Teacher Candidate:
Date:
Advisor:
Date:
Instructor/Field Supervisor:
Date:
Discretionary Signatures
Program Coordinator:
Date:
Cooperating Teacher:
Date:
Department Chair:
Date:
Other:
Date:
Review of Action Plan
Disposition
Progress Key:
Date of
Review
Progress
RG = Revise goal
IP = In Progress
Final Decision Summary:
Comments
NP = No Progress on goal
TM = Goal Met
Timeline
Exhibit 1.4.d
23
 Concern has been resolved/goals have been met
 Progress toward goal(s) noted – continue with revised Action Plan
 Advised to research other career options
 Dismissed from Licensure Program (attach dismissal letter)
Comments:
Required Signatures
Teacher Candidate:
Advisor:
Instructor/Field Supervisor:
Date:
Date:
Date:
Discretionary Signatures
Program Coordinator:
Date:
Cooperating Teacher:
Date:
Department Chair:
Date:
Other:
Date:
Exhibit 1.4.d
24
Observation of Disposition Related Behaviors
Candidate:
Coding: O - observed; S - strength; D - point for discussion
Rapport and Relationships
I-Thou Interaction - interacts with each student at a person to person level
Calls students by name
Greets students at the door
Makes personal conversation with students with more that superficial knowledge
Smiles
Makes eye contact
Active listening - reflects back the emotion in a clarifying statement
Gives evidence of having heard the student by reflecting the idea of feelings of the student
Jokes to relieve tension
Asks questions and makes comments that demonstrate personal interest
Show humor
Provides praise and reprimand without producing student embarrassment
Show respect and give compliments
Encourages attendance and enthusiastically personally attends extracurricular activities
Communication
Welcoming tone of voice
Reflects a calm visage
Clarifies understanding, recognizing that they may be responsible for the lack of understanding
Paraphrases and expands on student ideas
Provides support (e.g. "I appreciate how difficult this seems.")
Varies pitch, volume, and inflection
Nods and gestures to encourage and demonstrate enthusiasm
Motivation
Encouraging Feedback, such as complimenting sincerely
Praises the accomplishment/achievement
Challenges students to think, problem solve, take up the challenge
Asks questions that intrigue students
Relates to students experiences in their community, as a class, as members of a school
Provides a rationale for the lesson, concept, skill that is accepted by students
Allows students to make some decisions
Involves students in discussion, activity, or teaching
Enforces classroom rules
Uses cooperative/collaborative learning structures
Praises the accomplishment/achievement
Learning environment
Written communication is legible, clear, and attractive
Exhibit 1.4.d
25
Books readily available in the room
Relevant posters, changed frequently
Pictures of the class/students
Computers/software available and in use for reinforcing instruction
Videos used as instructional media
Arranges the classroom to facilitate interaction
Management
Clarifies how the student might use feelings constructively
Manages classrooms through clear procedures which are verbalized and reviewed
Provides opportunities to make decisions about procedures
Refrains from using negative judgments, (e.g. should never, everybody ought, any fifth grader would
understand this)
Uses explicit reprimands (In this room people are quiet while others are talking. Please keep quiet for
our speaker).
Makes statements regarding self-management and personal responsibility rather than relying on
teacher presence and control
Moves around the classroom
Assumes role of learner, listener, supportive adult as needed
Provides clear rules and procedures
Actively teachers rules and procedures
Consistent with rules/procedures
Reminds students of rules
Provides nonverbal signals that behaviors need to change
Consistently and fairly provides natural consequences
Uses the least intense correction possible
Ignore minor issues when students continue to be engaged; picks battles
Use rational rather than power arguments
Respond positively to justified criticism
Provides redundant cues - visual and verbal; kinesthetic and verbal; written and spoken
Appropriate flexibility in applying rules
Makes rules together with students
Instruction
Frequent and varied testing
Provides adequate wait time
Changes tack when lesson is lagging
Probe for students' background, beliefs, and interests
Explain the reason for activities
Uses content specific pedagogy
Assessment
Engages students in evaluating their own work
Engages students in reviewing their progress
Exhibit 1.4.d
26
Varies assessments using:
learning logs
Performances
Portfolios/work samples
Post-test/pre-test
Questioning
Students as teachers
Other
Initiative
Seeks or accepts new tasks
Acquires resources for teaching
Identifies a mentor or model teacher who is active, positive, and engaged
Generates new ideas, relationships, applications, products
Seeks out and uses data and strategies to address classroom concerns
Consciously modifies behavior toward students to obtain desirable results
Makes predictions about the effort of one's behavior on students and tests those predictions
Reflection
Separateness one's opinions from data
Verbalizes that conditions or events can improve
Uses data as opposed to acting on impulse
Analyzes own behavior
Believes students are capable of liking him or her
Differentiates instruction
Analyzes student work and retouches
implements IEP identified accommodations and adaptations
Adaptive Technology
Alternative activities
Inclusive instruction
Independent study
Learning contracts
One on one
Peer support
Small groups
Varied assignments and activities; no single activity/assignment longer than 20 minutes without
movement or change
Varied texts
Characteristics of Effective Urban Teachers
Persevere despite challenges that may arise
Exhibit 1.4.d
27
Demonstrate commitment to carrying out all objectives, activities, and projects to promote high
standards
Describe challenges through multiple lenses
Demonstrate unique paths to problem solving
Hold high expectations
Emphasize strengths rather than deficits
Demonstrates self-examination regarding relationships
Creates learning opportunities adapted to diverse populations
Ardently interested
Persistence
Value of children's learning
Putting ideas into practice
Approach to at-risk students
Professional/personal orientation to students
Professional/personal orientation to bureaucracy
Professional/personal orientation to fallibility
Strong planning and organization
Works Cited
American Association of School Personnel Administrators. (1997). Teacher of the future: A continuous
cycle of improvement.
Bebeau, M.J., Rest, J.R., & Narvaez, D. (1999). Beyond the promise: A perspective on research in moral
education. EJ587024.
Benfu, L. (2000) Ethics teaching in medical schools. The Hastings Report. 30(4)AN00930334. Retrieved
February 28, 2005.
Benninga, J.S., Berkowitz, M., Kuehn, P., & Smith, K. (2003). The relationships of character education
and academic achievement in elementary schools. Journal of Research in Character Education, 1(1),
17-30.
Darling-Hammond, L., & Sykes, G. (Eds.) (1999). Teaching as the learning profession. San Francisco:
Jossey-Bass.
Darling-Hammond, L., Wise, A.E., Pease, S.R. (1983). Teacher evaluation in the organizational context:
A review of the literature. Review of Educational Research, 53(3), 285-328.
Dispositions for professional teaching practice - Chicago UTEP seeks these attributes in their applicants
Esquivel, G.B. (1995). Teacher behaviors that foster creativity. Educational Psychology Review, 7(2),
185-202.
Goodlad, J. (2002).Kudza, rabbits, and school reform. Phi Delta Kappa, 84 (1), 16-23.
Greenwood, C.R., & Maheady, L. (1997). Measurable Change in Student Performance: Forgotten
Standard in Teacher Preparation? Teacher Education and Special Education,
Haberman, M. (1996). Selecting and preparing culturally competent teachers for urban schools. In J.
Sikula (Eds)., Handbook of research on teacher education (pp. 747-760). New York: McMillan
Exhibit 1.4.d
28
Murray, H.G. (1985). Classroom teaching behaviors related to college teaching effectiveness. New
Directions for Teaching and Learning, 1985(23), 21–34.
National Commission on Teaching and America's Future. (1996).What matters most: Teaching for
America's future.
Rabinowitz, W., & Travers, R.M.W. (1953). Problems of defining and assessing teacher effectiveness.
Educational Theory, 3 (3) 212-219.
Rey, R. B., Smith, A. L., Yoon, J., Somers, C., & Barnett, D. (2007). Relationships between teachers and
urban African American children. School Psychology International, 28 (3), 346-364.
Rogers, D., & Webb, J.(1991).The ethic of caring in teacher education. Journal of Teacher Education,
42(3), 173-181.
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Thompson, S., Rousseau, C., & Ransdell, M. (2005). Effective teachers in urban school settings: Linking
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VanTartwijk, J., Brok, P. Veldman, L., & Wubbels, T. (2009) Teacher's practical knowledge about
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education. Journal of Physical Education, Recreation, and Dance, 76(1), 34-76.
Mentor Rating of Use of Technology
During field and clinical experiences, mentors/cooperating teachers rate the use of technology of candidates
in their classrooms. The following tables show the percent of individuals successfully using the technology
names. These data are used to monitor our candidates’ application of the technologies taught in their
methodology courses. However, changes in the percent of candidates successfully using each technology is
more a factor of current patterns in the school and availability. In reviewing these data, programs review the
number of candidates successfully using each tool in terms of what they were taught and what is available in
the schools. Initial programs have revised the technologies to include those in partner schools.
Unit Wide Initial Programs
Technology
Word processing
email
overhead projector
internet resources for lessons
internet based data/programs
2009/10 2010/11 2011/12
95.3%
94.7%
95.1%
100.0% 100.0% 100.0%
53.6%
59.2%
54.1%
90.3%
94.7%
97.5%
69.5%
71.1%
66.4%
Exhibit 1.4.d
29
VCR/DVD
educational software
electronic grade book
handhelds
Powerpoint
camrecorder
digital camera
scanner
Videoconferencing, web-cam
creating webpages
SMART board
Survey Applications
Other
N
69.5%
74.8%
65.1%
65.7%
38.0%
37.3%
44.9%
63.2%
41.4%
29.0%
27.7%
48.6%
28.3%
321
76.3%
71.1%
76.3%
69.0%
65.8%
26.0%
73.2%
45.4%
55.9%
44.1%
26.3%
28.3%
49.3%
152
73.8%
66.4%
73.8%
63.9%
71.3%
36.9%
55.7%
70.5%
64.8%
46.7%
27.0%
28.7%
42.6%
122
Unit Wide Advanced Programs
20062007200820092010Technology
2007
2008
2009
2010
2011
Word Processing
88.00% 92.10% 76.19% 86.88% 87.76%
email
88.00% 97.36% 100.00% 97.44% 81.84%
overhead projector
60.00% 60.52% 85.71% 59.02% 59.18%
internet resources for lessons 96.00% 89.47% 66.60% 91.80% 87.76%
internet based data/programs
64.00% 65.79% 57.14% 67.00% 55.10%
VCR/DVD
76.00% 81.58% 71.42% 68.80% 65.30%
educational software
68.00% 71.05% 47.61% 72.13% 59.18%
electronic grade book
56.00% 44.74% 33.33% 73.77% 48.98%
handhelds
40.00% 39.47% 28.57% 55.73% 34.69%
Powerpoint
72.00% 55.26% 52.38% 85.00% 59.18%
camrecorder
64.00% 86.84% 76.19% 86.88% 75.51%
digital camera
60.00% 63.16% 61.90% 80.32% 61.22%
scanner
82.00% 44.74% 38.09% 68.80% 44.90%
Videoconferencing, webcam
44.00% 31.58% 38.09% 67.21% 36.73%
creating webpages
40.00% 34.21% 28.57% 62.29% 36.73%
N
25
38
21
61
49