Candidate Dispositions, Related Assessments, Scoring Guides and Data Relative the Unit’s Conceptual Framework
Candidates in the Professional Education Unit will:
- Demonstrate the knowledge and the ability to represent content accurately by applying effective strategies and techniques in their field of study, by actively engaging in reflective activities, by critically analyzing their practice and by applying higher order thinking skills to a wide array of investigative pursuits (Academic excellence, critical inquiry, and reflection).
- Strive to create and support collaborative learning communities in their classrooms and their professional fields of practice by bridging theory and practice and engaging in community service (Community and service).
- Understand and adhere to the values and ethical codes of the university, of the schools they work in, and of the professional organizations to which they belong. They will support the creation of inclusive, unified, caring and democratic learning communities that value each individual regardless of background or ability, and they will equitably support student learning and optimal development (Ethics, values, and diversity).
Academic Excellence, Critical Inquiry and Reflection: candidates should demonstrate 1) a belief that all individuals can learn and succeed, and 2) a commitment to reflection and critical inquiry.
Community and service: candidates should demonstrate 1) a willingness to collaborate with peers and members of the educational community, and 2) an appreciation for and willingness to form partnerships with parents/guardians and community agencies that serve children and youth.
Ethics, Values and Diversity: candidates should demonstrate 1) respect for the value of diversity in a democratic society, and 2) a commitment to high professional and ethical standards.
Numerous candidate dispositions are assessed at admission, midpoint, and final points across each program in the Professional Education Unit (PEU). Faculty in the School of Leadership and Education Sciences are committed to the preparation of educational leaders as is exemplified in our Conceptual Framework by the acronym “ACE”, which describes an expert in the field of education. Because there is a wide range of dispositions identified for assessment across the PEU, select “target dispositions” linked to the Conceptual Framework are presented in this exhibit.
Sample Initial Programs Target Disposition Assessment
Undergraduate Teacher Education
Multiple Subjects (Elementary)/Single Subject (Secondary)
Faculty in the College of Arts and Sciences rate undergraduate candidates who wish to apply to the teacher credential program. With organizational assistance from the department Program Specialist, prospective candidates are then interviewed and rated on another scale by the Department of Learning and Teaching credential faculty. Results from the Academic Year 2010-11 Undergraduate Credential Applicant Recommendation Data Summary and the Undergraduate Credential Applicant Admissions Interview Data Summary charts appear in the links below:
Graduate and Undergraduate
Multiple Subject Student Teaching Student Teaching Midterm Evaluation
and Single Subject Student Teaching Midterm Evaluation
At mid-semester, University Supervisors (with input from Cooperating Teachers) rate all student teachers on select dispositions. The charts in the link below depict ratings on dispositions on a four point scale for student teachers at mid-semester during the fall 2010 semester:
Special Education: Mild/Moderate Disabilities
The Preliminary Special Education programs require that an Individual Induction Plan (IIP) be completed at the end of the practicum, or culminating student teaching experience. Domain 6: Developing as a Professional Educator is a focus area for assessment of dispositions relative to the IIP. Candidate data derived from dispositions assessments of the Induction Plans (IIP’s) from the 2007-2008, 2008-2009, and 2009-2010 academic years appears under Domain 6 in the link below.
Special Education: Deaf and Hard of Hearing
Candidate data derived from the M. Ed. in Special Education: Deaf and Hard of Hearing program based in Los Angeles at the John Tracy Clinic (JTC) appear in the link below that pertains to Final scores for the M. Ed. Research Project. Refer to Criterion 5 CEC Standard 9 Professional & Ethical Practices-Dispositions for data regarding candidate performance in this area over 2006-2010.
This link also includes charts that provide data on Variance Performance Criterion and Average Scores from 2008-1010.
Sample Advanced Program Target Disposition Assessment
Preliminary Administrative Services
One of the primary target disposition areas assessed in the Preliminary Administrative Services credential program is to what degree the student advocated, nurtured, and sustained a school culture and instructional program conducive to student learning and staff professional growth. Data reflecting candidate performance on this item is determined using a rating scale that that serves as a framework for discussions between the student, university supervisor, and supervising/mentor principal. The final rating is provided by the university supervisor. A sample of disposition data pertaining to the program’s Standard 2 gleaned from Cohorts 8, 9, and 10 appears in the link below:
Student Success Committee
Early in the 2010 fall semester, a Student Success Committee was appointed by the Chair of the Department of Learning and Teaching for the purpose of assuring that any struggling student be identified early and provided appropriate guidance and assistance, whether in standard credential or master’s degree courses, or actively engaged in clinical field experiences. Operating in the true spirit of fostering student success, faculty, staff, and/or administrators meet with struggling candidates as issues surface and collaboratively design a meaningful Student Assistance Plan. Student performance relative to those plans is carefully monitored by the appropriate faculty or staff member, and regular feedback is provided to the student about their progress and status.
Attention to candidate dispositions has historically been given high priority across the PEU. Preparations for this program review process raised faculty interests once again and brought this area into sharper focus. Given the rich discussions that resulted, the Dean’s Office appointed an NCATE Ad Hoc PEU Dispositions Committee with representation across the PEU. This committee is providing a forum to develop an even greater understanding of common dispositions across programs and well as those considered unique to teacher, counselor and school leader development. These conversations and investigations are being explored in the spirit of continuous program improvement. Our assessment component relative to dispositions will be further strengthened as a result of the ad hoc committee work over the spring 2011 semester. It is anticipated that the work of the Student Success Committee, considering the student concerns and issues that require extra attention, will also inform the work of the NCATE Ad Hoc PEU Dispositions Committee, and vice versa. A report on the evolution of the disposition component across the PEU will be prepared during the summer of 2011.