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1g. Professional Dispositions for All Candidates

1g.1.      Describe the professional dispositions candidates are expected to demonstrate by completion of programs. 

The Unit acknowledges and emphasizes the critical importance of professional dispositions throughout the teacher candidate’s experiences in on-campus classes and in each field and clinical experience.  The unit’s 13 professional dispositions that the teacher candidate is expected to demonstrate are clearly defined in the Teacher Candidate Core Professional Dispositions Assessment instrument.

The unit’s Advisory Committee and additional PK-12 partners worked alongside the faculty to develop the Teacher Candidate Core Professional Dispositions Assessment instrument.  The unit faculty, including adjunct faculty who have recent administrative and instructional experience in local PK-12 schools, met to discuss, analyze, and make appropriate changes to the instrument.  An initial draft of the revised instrument was sent to each faculty member for comments and feedback prior to the Division’s meeting to finalize the instrument.  After piloting the instrument, the unit faculty met to discuss each item and made changes, as appropriate.

The teacher candidate is assessed by the unit faculty each semester.  Unit faculty make annotated notes each semester related to the teacher candidate’s performance on each component of the Teacher Candidate Core Professional Dispositions Assessment instrument using the Teacher Candidate Professional Disposition Log.  This instrument provides a method for faculty to make annotations related to teacher candidate professional disposition concerns and can be used in the end-of-semester meeting when faculty discuss the candidate’s performance related to professional dispositions.  Assessment of the teacher candidate is based upon faculty consensus.  The evaluation of the teacher candidate is entered into LiveText and the teacher candidate receives feedback. The candidate with an unacceptable rating is required to meet with the faculty to discuss the concerns and possible strategies for improvement.  A Professional Development Plan is developed by the teacher candidate, approved by the advisor, and placed in the teacher candidate’s file. 

 

1g.2.      Describe how candidates will demonstrate that they are developing professional dispositions related to fairness and the belief that all students can learn.

The teacher candidate is expected to demonstrate behaviors that are consistent with the dispositions related to fairness and the belief that all PK-12 students can learn in both university courses and in field and clinical experiences.  During the teacher candidate’s second and third semesters in the education program, he/she takes EDU 320, Understanding Diversity, and EDU 468, Exceptional Learners.  EDU 320 and EDU 468 help the teacher candidate develop an awareness of diversity in teaching and learning, and help the teacher candidate develop knowledge, skills, and professional dispositions and adapt instruction for diverse populations including linguistically and culturally diverse students and students with exceptionalities.

The teacher candidate is assessed in each course on the level of commitment to this belief.  Initially, the teacher candidate completes a self-evaluation of this and other dispositions in EDU 200, Introduction to Education.  As the teacher candidate progresses through the program, the Teacher Candidate Core Professional Dispositions Assessment is used every semester to ascertain the teacher candidate’s rating on dispositions.  The unit faculty works collaboratively to discuss and evaluate each individual teacher candidate on the Teacher Candidate Core Professional Dispositions Assessment which uses a qualitative analytic rubric that allows the division to aggregate and disaggregate the data to identify individual student concerns as well as program and unit trends that indicate potential areas for program improvements.

In methods courses, the teacher candidate must demonstrate the ability to plan effectively to meet the needs of all students, attending to differentiation for ability levels, learning styles, and student interests.  The unit Lesson Plan Assessment allows for scoring the teacher candidate on the ability to differentiate instruction to help all students learn.

The Field Experiences/Student Teaching Midterm/Final Summative Assessment (Early Childhood Education provided as example),  which is completed collectively by the mentor teacher and university supervisor, assesses the teacher candidate on being sensitive to diverse cultures, planning for and teaching the diverse population of learners in the classroom, having a positive impact on PK-12 learning, and demonstrating a belief that all PK-12 students can learn.

In EDU 400 E-folio Workshop, the teacher candidate acquires the technology skills to complete E-folio assignments in LiveText related to diversity and all elements of the Thomas University Conceptual Framework.  The E-folio Assignments in each of the unit’s methods courses and field courses require the teacher candidate to address this element of diversity using the Portfolio Rubric.   During Clinical Practice, the teacher candidate’s completed E-folio project is evaluated by unit faculty advisors using the Portfolio Rubric on the dispositions related to fairness and belief that all PK-12 students can learn.

 

1g.3.      Describe the key assessments that will be used to indicate that candidates demonstrate the professional dispositions listed in 1.g.1 as they work with students, families, colleagues, and communities.

Seven key assessments are used to indicate that the teacher candidate demonstrates professional dispositions as when working with PK-12 students, colleagues, and families.  They include:

Teacher Candidate Core Professional Dispositions Assessment.  This assessment instrument identifies 13 critical dispositions for each teacher candidate to become an effective classroom teacher. The teacher candidate is assessed at the end of each semester by the faculty and provided feedback.  

Field Experience/Student Teaching Midterm/Final Summative Assessment (for all programs).  The teacher candidate participates in multiple field experiences throughout the program and student teaching where opportunities to demonstrate positive dispositions with PK-12 students, colleagues, and families occur. Thomas University’s summative evaluation instrument for field and clinical experiences indicate requirements for the teacher candidate’s development and growth related to professional dispositions.

E-Folio Rubric - Professionalism.  The electronic portfolio and the Division’s conceptual framework are introduced in EDU 400, E-Folio Workshop in Professional Core I.  During EDU 316, Methods and Strategies for Teaching and Learning, also in Professional Core I, the teacher candidate is provided opportunities to discuss the conceptual framework element of professionalism and makes an entry in LiveText.  Throughout the program the teacher candidate gathers artifacts to support his/her understanding of professionalism and a final posting occurs during student teaching.

New Teacher Hire Survey.  Administrators who have hired recent Thomas University Division of Education graduates are surveyed to gain their assessment of the graduate’s professional dispositions necessary to help all students learn.

Recent Graduate Self-Assessment Survey.  Recent graduates are also surveyed and asked to rate the degree to which they feel they have developed professional dispositions necessary to help all students learn as a result of their Thomas University preparation.

Mentor Teacher Survey of Teacher Candidate Performance. Following each field experience the mentor teacher is surveyed to gain their assessment of the graduate’s professional dispositions necessary to help all students learn.

Teacher Candidate Self-Assessment Survey. Following each field experience the teacher candidate completes a self-assessment of his/her professional dispositions necessary to help all students learn.

Scores from the above assessment instruments are entered into LiveText for future analysis. Members of Division of Education Assessment Review Committee review teacher candidate performance data reports and makes recommendations to the Advisory Committee and Curriculum Committee, as needed. Additionally, a report to Faculty Council is provided each semester so that program changes can be made, as necessary.

 

1g.4.      Describe plans for the use of follow-up studies of graduates/completers and employers and how they will be used to inform graduates’, or completers’, preparedness to demonstrate the desired professional dispositions.

 The Division of Education receives feedback from partner school administrators, mentor teachers, and graduates through annual meetings and surveys. The bi-annual Clinical Teacher Program provides an avenue for partner school administrators, mentor teachers, and clinical faculty to meet with unit faculty and the University Provost and Vice President for Academic Affairs to discuss ways to enhance the unit’s teacher education programs.  Follow up surveys of program graduates and principals include:

New Teacher Hire Survey.  Administrators who have hired recent Thomas University Division of Education graduates are surveyed to gain their assessment of the graduate’s professional dispositions necessary to help all students learn. The target behaviors listed on the survey are:

  • New teachers from Thomas University have the appropriate teacher dispositions needed to be successful; professional in attitude, appearance, and work habits. 
  • New teachers from Thomas University demonstrate behaviors that are consistent with the idea of fairness and the belief that all students can learn.

Recent Graduate Self-Assessment SurveyRecent graduates are also surveyed and asked to rate the degree to which they feel they have developed professional dispositions as a result of their Thomas University preparation, necessary to help all students learn. The target behaviors listed on the survey are:

The T.U. Division of Education Program:

  • Encouraged my development of appropriate teacher dispositions needed to be successful; professional in attitude, appearance, and work habits. 
  • Encouraged my development of behaviors that are consistent with the idea of fairness and the belief that all students can learn.

Scores from the above assessment instruments are entered into LiveText for future analysis. Members of Division of Education Assessment Review Committee review teacher candidate performance data reports and makes recommendations to the Advisory Committee and Curriculum Committee, as needed. Additionally, a report to Faculty Council is provided each semester so that program changes can be made, as necessary.

 

 

 

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