1

1.3 e 2: Key Assessments And Scoring Guides Used For Assessing Professional

Dispositions – Advanced Programs

Candidates for advanced licensure are expected to develop and adhere to the following

professional dispositions, derived from the Ohio Educator Standards and the Conceptual

Framework Domains:

Candidates understand student learning and development and respect the diversity of

their students.

Candidates use evidence-based models to advance the learning of each student.

Candidates assume responsibility for professional growth, performance and involvement

as an individual and as a member of a learning community.

Because of the variation in content, practice, and standards across advanced programs,

assessment of dispositions is unique to each program. In the case of the M. Ed. program for

professional teachers, the individualized nature of the course of study means that assessment may

be unique to each candidate.

2

Alignment of Professional Dispositions for Advanced Programs with Conceptual Framework Domains and Key Assessments

*Data limited to the four advanced programs with largest enrollment over the study period.

Conceptual Framework Domains

Contexts, Learner Development Practice Person

Professional Dispositions for Advanced Program Candidates

Program*

Candidates understand student

learning and development and

respect the diversity of their

students

Candidates use evidence-based

models to advance the learning

of each student.

Candidates assume

responsibility for professional

growth, performance and

involvement as an individual

and as a member of a learning

community.

Educational Administration Impact on Student Learning

Action Research Project (AIMS:

ELLC, Assessment 5)

Impact on Student Learning

Action Research Project (AIMS:

ELLC, Assessment 5)

Internship Portfolio (AIMS:

ELLC, Assessment 6)

School Counseling Professional Performance Fitness

Evaluation

Internship Case Study (Included in

internship course grade)

Site Supervisor Evaluation

School Psychology Intervention Cases (AIMS: NASP

Assessment 6) and Internship

Portfolio (AIMS: NASP

Assessment 5)

Intervention Cases (AIMS: NASP

Assessment 6) and Internship

Portfolio (AIMS: NASP

Assessment 5)

Internship Evaluation Tool

(AIMS: NASP Assessment 4)

M. Ed. - Reading ED 578, Diagnostic Case Report ED 573, Tutorial Case Report ED 565, Literacy Perspectives

Final Project

3

John Carroll University

School Counseling Program

Professional Performance Fitness Evaluation N- No opportunity to observe

0- Does not meet criteria for program level

1- Meets criteria only minimally or inconsistently for program level

2- Meets criteria consistently at this program level

Therapeutic Skills and Abilities

1. The student demonstrates the ability to establish a therapeutic relationship.

N

0

1

2

2. The student demonstrates therapeutic communication skills including:

a. Creating appropriate structure: setting and maintaining the boundaries of the therapeutic relationship

throughout the work (i.e. setting parameters for meeting time and place, maintaining time limits, etc)

N

0

1

2

b. Understanding content: understanding the primary elements of the client’s story.

N 0 1 2

c. Understanding context: understanding the uniqueness

of the story elements and their underlying meaning. N 0 1 2

d. Responding to feelings: identifying client affect and addressing those feelings in a therapeutic manner.

N 0 1 2

e. Congruence-genuineness: demonstrating external

behavior consistent with internal affect. N 0 1 2

f. Establishing and communicating empathy: taking the perspective of the client without over-identification

with the client’s experience.

N 0 1 2

g. Non-verbal communication: demonstrates effective use of head, eye, hands, feet, posture, voice, attire, etc.

N 0 1 2

h. Immediacy: staying in the here and now. N 0 1 2 i. Timing: responding at the optimal moment. N 0 1 2

j. Intentionality: responding with a clear understanding of one’s own therapeutic intention.

N 0 1 2

k. Self-disclosure: skillful and carefully considered for a specific purpose.

N 0 1 2

3. The student demonstrates awareness of power differences in the therapeutic relationship and manages these

differences therapeutically.

N 0 1 2

4. The student collaborates with the client to establish clear therapeutic goals.

N 0 1 2

5. The student facilitates movement toward the client goals. N 0 1 2

6. The student demonstrates adequate knowledge of a wide variety of theoretical bases.

N 0 1 2

7. The student demonstrates the capacity to match appropriate interventions to the presenting clinical profile

N 0 1 2

4

in a theoretically consistent manner. 8. The student creates a safe clinical environment. N 0 1 2

9. The student demonstrates willingness and ability to articulate analysis and resolution of ethical dilemmas.

N 0 1 2

10. Student demonstrates focus: establishes and maintains concentration on client goals.

N 0 1 2

Professional Responsibility

1. The student conducts self in an ethical manner so as to promote confidence in the counseling profession and

school district.

N 0 1 2

2. The student relates to professors, colleagues, supervisors and others in a manner consistent with stated school

standards.

N 0 1 2

3. The student demonstrates sensitivity to real and ascribed differences in power between themselves and others, and

does not exploit or mislead other people during or after professional relationships.

N 0 1 2

4. The student demonstrates application of legal requirements relevant to counseling training practice and the school.

N 0 1 2

Competence

1. The student recognizes the boundaries of her/his particular

competencies and the limitations of her/his expertise.

N 0 1 2

2. The student takes responsibility for compensating for her/his deficiencies. Openness to supervision.

N 0 1 2

3. The student takes responsibility for assuring client welfare when encountering the boundaries of her/his expertise.

N 0 1 2

4. The student provides only those services and applies only those techniques for which she/he is qualified by education,

training, or experience.

N 0 1 2

5. The student demonstrates basic cognitive, affective, sensory, and motor capacities to respond therapeutically to clients.

N 0 1 2

6. The student demonstrates knowledge and respect for school policies and procedures.

N 0 1 2

Maturity

1. The student demonstrates appropriate self-control (such as anger control, impulse control) in interpersonal relationships with supervisors, colleagues and clients.

N 0 1 2

2. The student is honest, fair, and respectful of others. N 0 1 2

3. The student is aware of his/her own belief systems, values, needs, and limitations and the effect of these on his/her work.

N 0 1 2

4. The student demonstrates ability to receive, integrate and utilize feedback from colleagues and supervisors.

N 0 1 2

5

5. The student exhibits appropriate levels of self assurance, confidence, and trust in own ability.

N 0 1 2

6. The student follows professionally recognized problem solving processes, seeking to informally solve problems

first with the individuals(s) with whom the problem exists.

N 0 1 2

Integrity

1. The student refrains from making statements which are false, misleading or deceptive.

N 0 1 2

2. The student avoids improper and potentially harmful dual relationships.

N 0 1 2

3. The student respects the fundamental rights, dignity and worth of all people.

N 0 1 2

4. The student respects the rights of individual to privacy, confidentiality, and choices regarding self-determination

and autonomy.

N 0 1 2

5. The student respects cultural, individual, and role differences, including those due to age, gender, race,

ethnicity, national origin, religion, sexual orientation, disability, language, and socioeconomic status.

N 0 1 2

Comments:

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John Carroll University

School Counseling Program

Site Supervisor Evaluation of School Counseling Intern

School Counselor Intern____________________________________________________

Name of School/District____________________________________________________

Site Supervisor___________________________________________________________

Dates of Internship________________________________________________________

Total hours completed by School Counseling Intern: __________

Instructions: Please complete the following information regarding the above named student and

make additional comments as indicated. Please provide specific comments where

ratings are unusually high or low.

A. General Supervision:

Poor Avg. Good NA

1. Demonstrates a personal commitment to the

development of professional competencies. 1 2 3 4 5 6 NA

2. Invests time and energy into the process of

becoming a counselor. 1 2 3 4 5 6 NA

3. Appropriately receives and utilizes feedback—

both positive and negative—from supervisors

and professional peers. 1 2 3 4 5 6 NA

4. Engages in open, comfortable, clear communication

with peers and supervisors. 1 2 3 4 5 6 NA

Comments:____________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

B. The Counseling Process:

1. Keeps appointments on time. 1 2 3 4 5 6 NA

2. Explains the nature and objectives of counseling

when appropriate. 1 2 3 4 5 6 NA

3. Is relaxed and comfortable in the counseling

interview. 1 2 3 4 5 6 NA

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4. Shows appropriate non-verbal skills (eye contact,

body language, etc.) 1 2 3 4 5 6 NA

5. Builds therapeutic alliance. 1 2 3 4 5 6 NA

6. Facilitates client expression of concerns and

feelings. 1 2 3 4 5 6 NA

7. Uses silence effectively in the counseling

interview. 1 2 3 4 5 6 NA

8. Demonstrates awareness of personal feelings in

the counseling session. 1 2 3 4 5 6 NA

9. Recognizes and appropriately handles negative

affect of the client. 1 2 3 4 5 6 NA

10. Demonstrates sound observation skills. 1 2 3 4 5 6 NA

11. Demonstrates adequate listening skills. 1 2 3 4 5 6 NA

12. Facilitates realistic goal-setting with client. 1 2 3 4 5 6 NA

13. Employs effective judgment in timing and

utilization of counseling techniques. 1 2 3 4 5 6 NA

14. Is perceptive in evaluating the effects of

counseling techniques. 1 2 3 4 5 6 NA

15. Bases interventions on known counseling theory. 1 2 3 4 5 6 NA

16. Conducts appropriate recruiting and screening

procedures for groups. 1 2 3 4 5 6 NA

17. Demonstrates competence in providing group

leadership. 1 2 3 4 5 6 NA

18. Develops interventions appropriate to group

settings. 1 2 3 4 5 6 NA

19. Shows awareness of factors influencing group

dynamics. 1 2 3 4 5 6 NA

20. Appropriately handles issues related to termination

(referrals, resistance, contacts, timing, etc.) 1 2 3 4 5 6 NA

Comments:

______________________________________________________________________________

______________________________________________________________________________

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C. Consultation Services:

1. Provides assistance to teachers and other staff to

develop interventions to respond to students’

needs/concerns. 1 2 3 4 5 6 NA

2. Meets with parents to help clarify students’ problems

and develop effective interventions. 1 2 3 4 5 6 NA

3. Follows up effectively with parents whose children

are having difficulty. 1 2 3 4 5 6 NA

4. Meets with parents and/or staff to make appropriate

referrals when necessary. 1 2 3 4 5 6 NA

Comments:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

D. Services Coordination:

1. Knowledge of school/district’s programs and

policies. 1 2 3 4 5 6 NA

2. Ability to make use of referral source. 1 2 3 4 5 6 NA

3. Ability to maintain accurate and updated records. 1 2 3 4 5 6 NA

4. Ability to advocate for the client. 1 2 3 4 5 6 NA

Comments: __________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

E. Professional Behavior:

1. Demonstrates ethical behavior in counseling activity

and case management. 1 2 3 4 5 6 NA

2. Adheres to school policies and procedures. 1 2 3 4 5 6 NA

3. Utilizes school resources. 1 2 3 4 5 6 NA

4. Participates in school/district’s staff development. 1 2 3 4 5 6 NA

9

5. Demonstrates promptness, reliability, and

responsibility. 1 2 3 4 5 6 NA

6. Gets along well with staff members. 1 2 3 4 5 6 NA

Comments:____________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

F. Additional Questions:

1. Would you recommend this intern for a school counselor’s position in your school if one

were available? Please explain.

2. Please provide a short indication of your assessment of the intern as a prospective school

counselor. You may wish to signify specific strengths or weaknesses that are not sufficiently

detailed in the preceding items.

___________________________________ ____________

Signature of Site Supervisor Date

___________________________________ ____________

Signature of School Counseling Intern Date

Reviewed by:

___________________________________ ____________

Signature of JCU Internship Instructor Date

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ED 591: Case Study

Each candidate will prepare a study of one individual or group counseling case. Satisfactory

completion of this project is a condition of advancement to licensure.

In addition to an audio or videotape of a single counseling session, candidates must prepare a

presentation and written report including the following components:

Demographic information

Student concern(s)

Plan of action

Helping strategies used

Client outcomes, including impact on learning

Disposition of the case

Candidates are required to discuss current literature as it relates to he case.

Evaluation criteria:

All components completed

All components demonstrate an evidence-based approach to clinical practice

Presentation and written report reflect professional language and dispositions.

.

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ED 565 Literacy Perspectives Final Project Purpose: Create a product that demonstrates a strong understanding of the multi-dimensional nature of literacy, i.e., understanding of important concepts associated with historical, political, psychological, neuroscience and socio-cultural perspectives on literacy teaching and learning. Ideas for the format of your presentation are: enhanced PowerPoint presentation with notes, voice graphic organizer with elaborated explanation pictorial display with description and elaborated explanation enhanced podcast [uses PPT slides for emphasis] iMovie other, including combination of any of the above

Present the work in a Wiki at the end of the semester. Evaluation criteria include: evidence that shows understanding of literacy from multiple perspectives, i.e., historical-political;

psychological/neuroscience; socio cultural integration of readings (required course readings and student selected) synthesis of course content Inclusions: list of references (APA) 75 - 100 word abstract that summarizes the project All necessary materials and explanations such that the work can stand alone, i.e., reader will be

able to read and follow the logic/thinking without further explanation. Evaluation: content (40%); organization (30%); delivery (30%). Final Project Rubric [50 points total]

Criterion 3 points 2 points 1 point Total Points

Content demonstrates strong understanding of many concepts in each perspective evidenced through explanation, illustration, and examples

demonstrates understanding of some concepts in each perspective but lacks explanation or example in one of the perspectives

Does not include major concepts from each of the 4 literacy perspectives; explanation and examples are vague or not represented

12 possible [ ] X 4

Research support and elaboration

makes clear and explicit connections to research; connections to other concepts with explanations of relationships

makes some connections to research; some connections to other concepts and explanations of relationships are unclear

research base is not evidenced; few connections to other concepts and explanations of relationships are unclear

12 possible [ ] X .4

Critical analysis

Includes several of the following: description of patterns; synthesis;

includes some of the following: description of patterns; synthesis;

Includes only a few of the following: description of patterns; synthesis;

12 possible [ ] X 4

12

interpretation; argument; hypothesis; evaluation

interpretation; argument; hypotheses; evaluation; analysis of some perspectives are at surface level

interpretation; argument; hypothesis; evaluation; much of the analysis is at a surface level

Organization and coherence

concise, well-organized, clear presentation; appropriate use of conventions and APA style for references and citations

concise, organized, and clear presentation; does not follow appropriate use of APA for references and citations

lacks conciseness or organization in presentation; does not use APA style for references and citations as appropriate

9 possible [ ] X 3

Conventions No errors in spelling, punctuation, etc. easy to read

<two errors in spelling, punctuation, etc.; easy to read

Many errors; difficult to follow

5 possible [ ] X 1.5

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JOHN CARROLL UNIVERSITY

ED 573 READING TUTORIAL PROGRAM

FINAL REPORT

Name: Date:

Tutor:

No. of Sessions:

Focus of Instruction

Describe the focus of your instruction. Name the target skills you taught and reference the

standard(s) to which they apply. Make it clear so the parent can quickly see that you taught

standards-based skills.

Assessment Data Focus Area January April

Comprehension Independent level

>90% comprehension

Grade [x]

Grade [x]

Instructional Level

70%-90% comprehension

Grade [x]

Grade [x]

Frustration Level

<70% comprehension

Grade [x]

Grade [x]

Fluency

Independent Level

>97% accuracy with good pace

and expression

Grade [x] Grade [x]

Instructional Level

90%-97% accuracy with

appropriate pace and expression

Grade [x] Grade [x]

Frustration Level

<90% accuracy with slow pace

and little expression

Grade [x] Grade [x]

Word

Knowledge

[ Stage of Development] Score

[Below, On, Above

Grade Level]

Score

[Below, On, Above

Grade Level]

Weekly Progress Monitoring Provide a brief description of the skill you progress monitored and how you measured it. Insert

final graph on target skill; keep the graph or chart simple and easy to read. Provide enough

information so anyone could interpret the chart

Summary of Progress Briefly describe the information in the assessment results table and progress monitoring charts &

explain what it means. Provide 2-3 paragraphs that clearly state the progress that the student

made and why it is important to reading development. These paragraphs should go beyond the

information given in the table and chart(s).

14

Also, in 2-3 paragraphs, summarize the tutorial activities. These paragraphs should consist of an

articulate description that provides a knowledgeable and justified account of your instruction in

these areas: comprehension, word study, fluency, and writing.

Recommendations Provide 2 specific recommendations in the targeted area of need; provide information about how

much the student should practice (# of minutes/day); for how long (# of weeks or months); and

under what conditions (e.g., computer; textbooks; homework; library books, etc.).

NOTE: USE PROPER HEADINGS FOR EACH SECTION. INDICATE THE HEADINGS IN BOLD AS IN

THE OUTLINE AND FLUSH WITH THE LEFT MARGIN. USE BLOCK PARAGRAPHS. DOUBLE-SPACE

THE TEXT. USE TIMES NEW ROMAN 12-PT FONT. USE THIRD PERSON POINT OF VIEW.

NOTE: DON’T FORGET TO COMPLETE THE ASSESSMENT APPENDIX!

“PERFECT” DRAFT DUE MAY 5. THE DRAFT WILL BE EVALUATED FOR THIS ASSIGNMENT.

FINAL DRAFT DUE MAY 12.

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PARENT REPORT RUBRIC TOTAL POINTS POSSIBLE = 50

COMPONENT DEMONSTRATES

STRONG

KNOWLEDGE

AND SKILL;

THOROUGH

AND ACCURATE

4

DEMONSTRATES

SOLID KNOWLEDGE

AND SKILL; MOSTLY

THOROUGH AND

ACCURATE

3

DEMONSTRATES

KNOWLEDGE AND

SKILL THAT IS WEAK

IN SOME AREA; MAY

NOT BE THOROUGH

AND/OR

INCONSISTENTLY

ACCURATE

2

DEMONSTRATES

WEAK KNOWLEDGE

AND SKILL;

INCOMPLETE AND/OR

WITH MANY

INACCURACIES

1

WEIGHT

DATA DISPLAY X2

REPORT

FOCUS OF INSTRUCTION X2

ASSESSMENT DATA X1

PROGRESS MONITORING X2

SUMMARY OF PROGRESS X2

RECOMMENDATIONS X2

FORMAT X1

WRITING STYLE AUDIENCE

APPROPRIATE;

CLEAR AND

CONCISE; NO

MECHANICAL

ERRORS

2

MINOR PROBLEM

RELATED TO:

AUDIENCE, CLARITY,

SUCCINCTNESS; 1 OR

2 MECHANICAL

ERRORS

1

0 POINTS FOR CONTENT THAT HAS SEVERAL

PROBLEMS RELATED TO AUDIENCE, CLARITY,

SUCCINCTNESS, MECHANICS; MAJOR

REVISIONS ARE NEEDED

X1

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ED 578

DIAGNOSTIC CASE REPORT The course includes 3 clinics to practice assessment techniques, procedures and applications. Clinics 1-2 are conducted by small teams (2-3 members) and provide practice in early literacy, primary grade and/or middle grade assessment. In clinic 3 individual students are assigned an assessment case and prepare a case report for multiple audiences. LEVEL Exemplary Assessment

Report [100 pts] Excellent Assessment Report [95 pts]

Very Good Assessment Report [90 pts]

Good Assessment Report [85 pts]

Adequate Assessment Report [80 pts]

CRITERION

a cogent, well-articulated diagnosis & demonstrates mastery of the elements of effective report writing

a well-developed diagnosis & demonstrates good control of the elements of effective report writing

a competent diagnosis and demonstrates adequate control of the elements of writing.

some competence & skill in diagnostic reasoning skills and in control of the elements of critical writing but diagnosis has flaws

some strengths, but a general weakness in diagnostic reasoning skills and in analytical writing skills

INDICATORS *clearly identifies and

insightfully analyzes

assessment information

*develops diagnostic ideas

cogently, organizes them

logically, and connects them

with clear transitions

*effectively supports the main

ideas of a diagnostic analysis

& conclusion

*demonstrates control of

language, including diction

and syntactic variety

*communicates effectively in

writing to explain assessment

results to parents & the wider

community

*demonstrates facility with the

conventions of standard

written English with few

minor flaws

*clearly identifies important

assessment information and

analyzes it in a generally

thoughtful way

*develops diagnostic ideas

clearly, organizes them

logically, and connects them

with appropriate transitions

*sensibly supports the main

points of a diagnostic analysis

& conclusion

*demonstrates control of the

language, including diction

and syntactic variety

*communicates effectively in

writing to describe assessment

results to parents & the wider

community

*demonstrates facility with the

conventions of standard

written English but; occasional

flaws

*identifies and analyzes

important features of the

assessment information

*develops and organizes

diagnostic ideas satisfactorily

but may not connect them with

transitions

*supports the main points of a

diagnostic analysis &

conclusion

*demonstrates sufficient

control of language to convey

ideas with reasonable clarity

*communicates effectively in

writing to summarize

assessment results to parents &

the wider community

*generally follows the

conventions of standard

written English but may have

some flaws

*does not identify or analyze

some of the important features

of the assessment information,

although some major points

are present

*devotes most of report to

description without

interpreting relevant

assessment information

*is limited in the logical

development and organization

of the diagnosis

*does not convey meaning

clearly

*communicates in writing to

state assessment results to

parents & the wider

community, but meaning is not

conveyed effectively

*contains occasional major errors or frequent minor errors in grammar, usage, and mechanics

*does not present a clear

diagnosis based on logical

analysis, but may instead

present a broad generalization

or disparate set of facts.

*does not develop ideas

clearly or may be disorganized

in major sections of the report

* provides some relevant or

reasonable support for

conclusions

*has serious and frequent

problems in the use of

language and in sentence

structure

*communicates in writing to

state assessment results to

parents & the wider

community, but meaning is

unclear

*contains several errors in

grammar, usage, and

mechanics that can interfere

with meaning

17