Exhibit 1.3.e Initial Program
Exhibit Key assessments and scoring guides used for assessing professional
1.3.e
dispositions, including fairness and the belief that all students can learn
(Initial Program)
Initial Program
Developmental key assessments of dispositions are tied to CSC’s Visionary Leader
conceptual framework. There are three developmental key assessments designed around the
candidate’s field experiences that include measures of professional dispositions; each field
experience is tied to a professional education course. Each of these key assessments features
both an internal reviewer (course professor) and an external reviewer (P-12 cooperating
teacher(s)).
Key Assessment #1: Freshman Level—EDUC 131 Intro to Teaching
The conceptual framework components measured on the professors’ rubric that are
directly linked to dispositions include: Leadership, Assessment, Communication, Human
Relations/Diversity, and Professionalism.
Scoring guide/rubric: CSC EDUC 131 Observation Experience & Report Evaluation (professors’
rubric)
Each area of the cooperating teacher’s evaluation of the candidate is dispositions-related.
Scoring guide/rubric: CSC EDUC 131/PSYC 231 Field Log and Classroom Teacher Candidate
Evaluation Report (P-12 cooperating teachers’ rubric)
Key Assessment #2: Sophomore Level—PSYC 231 Educational Psychology
The conceptual framework components measured on the professors’ rubric that are
directly linked to dispositions include: Leadership, Communication, Human Relations/Diversity,
and Professionalism.
Scoring guide/rubric: CSC PSYC 231 Observation Experience & Report Evaluation (professors’
rubric)
Each area of the cooperating teacher’s evaluation of the candidate is dispositions-related.
Scoring guide/rubric: CSC EDUC 131/PSYC 231 Field Log and Classroom Teacher Candidate
Evaluation Report (P-12 cooperating teachers’ rubric)
Key Assessment # 3: Junior Level—EDUC 300/EDUC 320 Observation and Participation
Each area of the conceptual framework measured on the O&P rubric is related to the
candidate’s dispositions.
Scoring guide/rubric: EDUC 300/320Observation & Participation (P-12 cooperating teachers’
rubric); EDUC 300 Observation & Participation Written Assignment and 320 Observation &
Participation Written Assignment
Note: Due to an oversight, only the cooperating teachers completed the rubric for this level; the
professor evaluated the candidate’s report, and entered course grades partially based on the candidate’s
report and the result of the cooperating teacher’s evaluation.
New additional developmental assessments of professional dispositions. In February
of 2011 the Education Department finalized the design of its Dispositions Survey and began pilot
testing this instrument to measure professional dispositions of those candidates enrolled in the
freshman level EDUC 131 Introduction to Teaching course, during the 2011-2012 academic year
(fall and spring semesters). The survey will be utilized in PSYC 231, EDUC 300/320, and the
Professional Year in future semesters. This survey will not be used as a key assessment. Data
will be collected and analyzed for supporting candidate development. The Tk20 data management
system will allow both group and individual analysis and tracking. Once the candidate
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Exhibit 1.3.e Initial Program
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Dispositions Survey is fully implemented at all program levels (freshman through senior, along
with graduate follow-up), it is hopeful that data will illustrate unit programs are effective in
promoting a positive trend in candidates’ professional dispositional growth.
Scoring guides/rubrics: Dispositions (Attitudes and Behaviors) Survey—Student/ Candidate by
Others (professors’ rubric); Dispositions (Attitudes and Behaviors) Survey—Student/Candidate’s
Self-Assessment (candidates’ rubric)
Culminating key assessments of professional dispositions are tied to CSC’s
Visionary Leader conceptual framework. The culminating key assessments of professional
dispositions are designed to measure candidate performance during the clinical experience
(teacher internship/student teaching) semester.
Key Assessment # 4: Senior Level—Performance during Teacher Internship
Multiple reviewers rate the candidate’s dispositions-related performance, including the
candidate’s own self-evaluation and reflection. Each of these ratings is based on the same rubric.
Scoring guides/rubrics: Teacher Intern Checklist (P-12 Cooperating Teacher; College
Supervisor; Candidate Self-Evaluation)
Key Assessment # 6: Senior Level—Effects on P-12 Student Learning
Candidates are required to develop a Teacher Work Sample (TWS) as part of their
clinical practice semester. Included in the TWS are two components that are disposition-related.
These tasks (1) prompt candidates to become more aware of the contextual factors related to
student, classroom, and community culture (Instruction Setting/Contextual Factors), and (2) guide
candidates into becoming reflective teachers (Instructional Decision making, Reflection, and SelfEvaluation). Candidates are given the following lesson reflection questions that are designed to
guide them through a reflective process related to their impact on their P-12 students’ learning.
1.
2.
3.
4.
5.
6.
7.
As I reflect on the lesson, to what extent were the students productively engaged in the learning process?
(Academic engaged time/Time on task).
Were students interested and motivated to learn during these lessons? Why or why not? Did you make
changes during the lessons to enhance interest or motivation?
Did the lesson allow for students to achieve mastery of the objective(s); and engage in activities and learning
situations that were aligned with district, state, or national standards?
Did I adjust my teaching strategies and activities as I taught the lesson? If so, why and how?
What kind of feedback did I receive from the students indicating they had achieved understanding and that
the objective(s) were met for the lessons? (Formative Assessment)
If I had the opportunity to teach these lessons again to this same group of students, what would I do
differently? Why?
Did you receive any suggestions from the students or cooperating teacher that you did incorporate in the
lessons or that you would incorporate if you taught the lessons again?
Scoring guide/rubric: Teacher Work Sample rubric; Teacher Work Sample assignment
Additional developmental assessments of professional dispositions before and
during the Professional Year. Dispositions are assessed and used for program admission
processes and candidate growth. Data are not collected or analyzed on these rubrics. Evidence of
their existence and use may be found in the director of field experiences’ office.
Before admission to the Professional Year. Candidates are evaluated by their
subject/content endorsement department as part of the admission process (gateway) into the
Professional Year.
Scoring guides/rubric: Student Rating
If a candidate’s professional dispositions are not deemed at the appropriate level, they
will be provided with “Conditional Admission with Reservations” to the Professional Year. The
Exhibit 1.3.e Initial Program
concerns are outlined in a formal letter sent to the candidate along with a Plan of Assistance
describing a plan for remediation and a timeline for meeting the specific objectives.
During the Professional Year. Elementary and secondary Block faculty members
evaluate each candidate by using the either the Elementary Block Candidate Evaluation or the
Secondary Block Candidate Evaluation Form. Candidates are provided with direct feedback on
professional dispositions pertaining to academic content knowledge, professionalism,
communication skills, human relations skills, cooperative/collaborative abilities, and leadership
skills.
Follow-up studies of content knowledge, professional knowledge, skills, and
dispositions are tied to CSC’s Visionary Leader conceptual framework. Follow-up studies
are conducted to measure initial program candidates’ perception of their preparation and their
employers’ assessment of their preparation as teachers. Each of these ratings is based on the same
rubric.
Key Assessment # 7: Post-graduation—Follow-up Survey
Scoring guide/rubric: Initial Program Follow-up Survey
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