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:

demonstrate initiative on behalf of all learners.

Exhibit 1.4.d 2

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.

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

Exhibit 1.4.d 3

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 OutcomeD Candidates are 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

The Candidate demonstrates professional behavior in attendance. 3.53 3.53 3.54 3.53 3.32 3.59 3.54 3.53 3.62

The Candidate demonstrates professional behavior by being punctual. 3.86 3.72 3.68 3.76 3.59 3.82 3.54 3.72 3.76

The Candidate is committed to high, ethical and professional standards.

a) Maintains high ethical and professional standards (e.g. respecting confidentiality)

100% 100% 100% 94% 98.38% 100% 99.14% 99.2% 99.7%

b) The Candidate cites program policies and professional practices and responds appropriately

100% 100% 100% 92.5% 96.98% 100% 99.1% 99.3% 99.52%

c) The Candidate maintains a professional appearance

84% 89% 92% 100% 98.50% 99.04% 99.79% 99.4% 99.12%

D Candidates demonstrate a commitment to reflection, assessment, and learning as an ongoing process grounded in inquiry.

02/03P

03/04P 04/05 05/06 06/07 07/08 08/09 09/10 10/11

The Candidate is responsive to constructive feedback/supervision. 3.11 2.95 3.83 3.88 3.81 3.95 3.30 3.85 3.88

The Candidate demonstrates a commitment to reflection, assessment, and learning as an ongoing process.

3.53 4.82 3.58 3.85 3.68 3.85 3.69 3.75 3.76

D Candidates demonstrate initiative on behalf of all learners02/03

P03/04

P 04/05 05/06 06/07 07/08 08/09 09/10 10/11

The Candidate demonstrates initiative. 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

02/03P

03/04P 04/05 05/06 06/07 07/08 08/09 09/10 10/11

The Candidate is responsible. 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

02/03P

03/04P 04/05 05/06 06/07 07/08 08/09 09/10 10/11

The Candidate has rapport with students/peers/others. 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 02/03

P03/04

P 04/05 05/06 06/07 07/08 08/09 09/10 10/11GE CommunicationThe 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

02/03P

03/04P 04/05 05/06 06/07 07/08 08/09 09/10 10/11

GE Social Justice

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

02/03P

03/04P 04/05 05/06 06/07 07/08 08/09 09/10 10/11

The Candidate is willing to work with other professionals to improve the overall learning environment for students.

3.36 3.80 3.36 3.96 3.78 3.91 3.69 3.83 3.83

IS Candidates having content knowledge, able to articulate the central concepts, tools of inquiry & structures of discipline. 02/03

P03/04

P 04/05 05/06 06/07 07/08 08/09 09/10 10/11D Candidates appreciate both the content of the subject area and the diverse needs, assets and interests of the studentsThe 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

In designing curriculum, the Candidate appreciates both the particular content of the subject area and the diverse needs,

3.87 3.87 3.94 3.70 3.64 3.86 3.69 3.60 3.63

Exhibit 1.4.d 4

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. 3.85 3.78 3.32 3.56 3.76 3.94 3.69 3.83 3.79

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

02/03P

03/04P 04/05 05/06 06/07 07/08 08/09 09/10 10/11

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 climateThe 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.

3.64 3.74 3.33 3.51 3.78 3.95 3.69 3.81 3.84

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.

3.40 3.63 3.31 3.51 3.74 3.92 3.69 3.78 3.76

The Candidate appreciates that "knowledge" includes multiple perspectives and that development of knowledge is influenced by the perspective of the "knower".

3.09 3.09 3.66 3.64 3.73 3.89 3.69 3.73 3.74

The Candidate believes that all children can learn and persists in helping every student achieve success.

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 and helps them learn to value each other.

3.86 3.95 3.92 3.54 3.84 3.85 3.69 3.86 3.83

Number of responses 252 138 864 635 310 216 491 674 686

P - pilots; some scores were re-calculated due to changes in scales Percent of "Yes" responses after removal of "Unable to Judge"

2009-2011 Advanced Candidate Classroom Dispositions Report

D Candidates are committed to high ethical and professional standards.09/1

010/1

1Attendance 3.00 2.50

Punctuality and Commitment 3.00 2.58

D Candidates demonstrate a commitment to reflection, assessment, and learning as an ongoing process grounded in inquiry.

09/10

10/11

Preparation for Class 3.57 3.33

D Candidates demonstrate rapport with students, peers, and others09/1

010/1

1Classroom Participation 3.29 3.50

D Candidates demonstrate initiative on behalf of all learners09/1

010/1

1Critical Thinking 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

Social Responsibility 3.00 3.42D 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

09/10

10/11

Communication Oral 3.00 3.50

Communication Written 3.29 3.42

N 14 12

1-2 not met; 3 - met; 4-5 exemplary

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 5

Exhibit 1.4.d 6

Inter-Rater Reliability - Candidate Dispositions Progress Report

Item Reliability1. The Candidate demonstrates professional behavior in attendance. 89.25%2. The Candidate demonstrates professional behavior by being punctual. 100.00%3. The Candidate demonstrates initiative. 100.00%4. The Candidate is responsible. 100.00%5. The Candidate is responsive to constructive feedback/supervision. 100.00%6. The Candidate has rapport with students/peers/others. 96.50%8. The Candidate demonstrates a commitment to reflection, assessment, and learning as an ongoing process. 96.50%9. The Candidate is willing to work with other professionals to improve the overall learning environment for students. 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. 95.75%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. 93.75%13. The Candidate is committed to the expression and use of democratic values in the classroom. 100.00%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. 100.00%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. 95.75%16. The Candidate believes that all children can learn and persists in helping every student achieve success. 100.00%17. The Candidate values all students for their potential as people and helps them learn to value each other. 100.00%

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.

02/03P 03/04P 04/05 05/06 06/07 07/08 08/09 09/10 10/11

3.72 3.773.54 3.54

3.323.59 3.60 3.62 3.683.77 3.86

3.543.76

3.593.76

3.60 3.70 3.78

High Professional Standards: Attendance and Puntuality - Initial Programs

Attendance. Punctuality

Exhibit 1.4.d 7

03/04 04/05 06/07 07/08 08/09 09/10 10/11

3.40 3.443.64 3.71

3.57 3.58 3.513.55

3.89 3.95 3.933.76

3.61 3.56

High Professional Standards: Attendance and Punctuality Advanced Programs

Attendance Punctuality

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.

09/10 10/11

3.00 3.003.00

2.58

Advanced Candidate Classroom Disposition Report

Attendance Punctuality

03/04P 04/05 05/06 06/07 07/08 08/09 09/10 10/11

100.

0%

100.

0%

100.

0%

97.4

%

100.

0%

99.5

%

99.2

%

99.0

%

100.

0%

98.7

%

99.4

%

95.7

%

100.

0%

98.8

%

98.5

%

98.2

%

100.

0%

99.3

%

99.7

%

98.1

%

100.

0%

99.4

%

99.3

%

99.2

%

Commitment to High Ethical and Professional Standards - Initial Programs

Standards such as respecting confidentialityCites program policies/professional practices and responds appropriatelyProfessional Appearance

Exhibit 1.4.d 8

03/04 04/05 06/07 07/08 08/09 09/10 10/11

100% 100% 100% 100% 100% 100% 100%100% 100% 100% 100% 100% 100% 100%100% 100% 100% 100% 100% 100% 100%

Committment to High Ethical and Professional Standards - Advanced Programs

Standards such as respecting confidentialityCites program policies/ professional practices and responds appropriately Professional Appearance

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.

02/03P 03/04P 04/05 05/06 06/07 07/08 08/09 09/10 10/110.00

0.50

1.00

1.50

2.00

2.50

3.00

3.50

4.00 3.87 3.92 3.89 3.95 3.95 3.97

3.74 3.82 3.873.75

3.973.86 3.87 3.87 3.88

3.66 3.73 3.70

Commitment to reflection, assessment, inquiry - Initial Programs

The Candidate is responsive to constructive feedback/supervision. The Candidate demonstrates a com-mitment to reflection, assessment, and learning as an ongoing process.

Exhibit 1.4.d 9

03/04 04/05 07/08 08/09 09/100.00

0.50

1.00

1.50

2.00

2.50

3.00

3.50

4.00 3.94 3.89 3.803.92 3.93

3.16

4.00 4.003.87 3.85

Commitment to reflection, assessment, inquiry - Advanced Programs

The Candidate is respon-sive to constructive feedback/supervision.

The Candidate demon-strates a commitment to reflection, assessment, and learning as an ongoing process.

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

02/03P 03/04P 04/05 05/06 06/07 07/08 08/09 09/10 10/110

0.5

1

1.5

2

2.5

3

3.5

4

3.48

3.693.58 3.53 3.53 3.52

3.263.34

3.42

Initiative - Initial Programs

The Candidate demonstrates initiative.

03/04 04/05 07/08 08/09 09/100.00

0.50

1.00

1.50

2.00

2.50

3.00

3.50

4.003.63

3.78 3.803.72 3.78

Initiative - Advanced Programs

The Candidate demonstrates initiative.

09/10 10/110

0.5

1

1.5

2

2.5

3

3.5

4

4.5

5

Advanced Candidate Classroom Dispositions Report - Initative as Indicated by Critical thinking

Critical Thinking

Exhibit 1.4.d 11

02/03P 03/04P 04/05 05/06 06/07 07/08 08/09 09/10 10/11

3.90 3.96 3.93 3.84 3.84 3.843.63 3.75 3.74

Responsibility - Initial Programs

The Candidate is responsible.

03/04 04/05 07/08 08/09 09/10

3.87 3.893.60

3.733.93

Responsibility - Advanced Programs.

Mean ratings of initiative and responsibility are also consistently high across initial and advanced programs.

02/03P 03/04P 04/05 05/06 06/07 07/08 08/09 09/10 10/11

3.86 3.92 3.89 3.84 3.92 3.923.66 3.72 3.72

The Candidate has rapport with students/peers/others. - Initial ProgramsThe Candidate has rapport with students/peers/others.

Exhibit 1.4.d 12

03/04 04/05 07/08 08/09 09/10

3.723.89

4.003.77 3.87

Advanced Programs

The Candidate has rapport with students/peers/others

09/10 10/110

0.5

1

1.5

2

2.5

3

3.5

4

4.5

5

Advanced Candidate Classroom Disposition Report - Rapport with Students, Peers, Others

Participation

02/03P 03/04P 04/05 05/06 06/07 07/08 08/09 09/10 10/11

2.69

3.90

3.30

3.90 3.90 3.92

3.65 3.69 3.733.763.89 3.82 3.82 3.82 3.85

3.56 3.61 3.67

2.94

3.95

3.44

3.79 3.793.91

3.72 3.643.77

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.

Exhibit 1.4.d 13

03/04 04/05 07/08 08/09 09/10

3.24

3.75 3.80 3.88 3.894.00

3.71

3.40

3.753.933.95 3.88 3.80 3.82 3.88

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 studentscommitted to the expression and use of democratic values in the classroom

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.

Communication Oral Communication Written0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

5

Advanced Candidate Classroom Dispositions Report - Appreciating multiple perspectives as demonstrated by oral and written communication

09/1010/11

Exhibit 1.4.d 14

08/09 09/10 10/11

3.81

3.54

3.84

3.71

3.79

3.30

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.

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.

02/03P 03/04P 04/05 05/06 06/07 07/08 08/09 09/10 10/11

2.94

3.95

3.44

3.79 3.793.91

3.72 3.643.77

3.90 3.92 3.913.77 3.77

3.873.77 3.70 3.73

2.88

3.97

3.42

3.86 3.86 3.87

3.563.43

3.753.90 3.90 3.90 3.95 3.95 3.94

3.85 3.80 3.803.90 3.89 3.89 3.96 3.96 3.95

3.76 3.75 3.80

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. Linear (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.

Exhibit 1.4.d 15

03/04 04/05 07/08 08/09 09/10

3.12

3.86 3.80 3.87 3.893.933.80

3.40

3.91 3.933.973.71

4.00 3.903.76

3.12

3.60 3.60

3.95 3.88

3.08

3.803.60

3.95 3.85

Advanced Programssafe, 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.

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 7-12Social 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

The Candidate is committed to high, ethical and

professional standards *Data is the percent of

“Yes” responses of “yes” or “no” responses.

a) Maintains high ethical and professional standards (e.g. respecting confidentiality) 96.8%* 100%* 98.74%*

b) The Candidate cites program policies and professional practices and responds appropriately96.8%* 97.9%* 98.73%*

c) The Candidate maintains a professional appearance 100%* 97.9%* 98.82%*

D Candidates demonstrate a commitment to reflection, assessment, and learning as an ongoing process grounded in inquiry. 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

D Candidates demonstrate initiative on behalf of all learners 08/09 09/10 10/11

The Candidate demonstrates initiative. 3.57 3.37 3.24

D Candidates demonstrate responsibility to promote effort and excellence in all learners 08/09 09/10 10/11

The Candidate is responsible. 3.77 3.78 3.50

Disposition: Candidates demonstrate rapport with students, peers, and others 08/09 09/10 10/11

The Candidate has rapport with students/peers/others. 3.53 3.49 3.43

IS Candidates have foundation knowledge; Candidates have content knowledge, able to articulate the concepts of their discipline08/09 09/10 10/11

University of Cincinnati General Education Competencies: Communication

The Candidate demonstrates effective communication in oral, visual, and language arts. 3.93 2.98 3.75

IS Candidates demonstrate the moral imperative to teach all students; address issues of diversity with equity; engage in collaboration and positive

systems change 08/09 09/10 10/11

University of Cincinnati General Education Competencies: Social Justice

The Candidate applies knowledge and skills of social responsibility for the advancement of a diverse society. 3.60 3.58 3.50

Institutional Standard: Candidates collaborate, demonstrating leadership, and engaging in positive systems change 08/09 09/10 10/11

The Candidate is willing to work with other professionals to improve the overall learning environment for students. 3.47 3.71 3.49

IS Candidates have content knowledge, able to articulate the central concepts, tools of inquiry, and tructures of their discipline.08/09 09/10 10/11

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. 3.48 3.71 3.45

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.3.47 3.24 3.29

The Candidate is committed to the expression and use of democratic values in the classroom. 3.60 3.61 3.54

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..

08/09 09/10 10/11D 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.3.61 3.61 3.70

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.3.53 3.41 3.43

The Candidate appreciates that "knowledge" includes multiple perspectives and that development of knowledge is influenced by the perspective of

the "knower".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

Number of responses 31 49 85

Exhibit 1.4.d 17

Example of Initial Program Dispositions Data: Early Childhood Education PreK-32002-2011 ECE Candidate Dispositions Progress Report

D committed to high ethical and professional standards. 02/03P 03/04

P 04/05 05/06 06/07 07/08 08/0909/10 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

committed to high, ethical and professional standards. Percent of Yes responses shown.

a) Maintains high ethical and professional standards

95% 100% 99.6% 100% 100% 100% 100% 100% 100% 100% 100%

b) cites program policies practices and responds appropriately

96.75% 100% 99.5% 100% 100% 100% 100% 100% 100% 96% 100%

c) professional appearance 93.5% 96% 99.6% 100% 99.3

% 98%* 99.5% 100% 100% 100% 100%

D demonstrate a commitment to reflection, assessment, and learning as an ongoing process grounded in inquiry.

02/03P 03/04P 04/05 05/06 06/07 07/08 08/09 09/10 10/11

responsive to constructive feedback 3.87 3.92 3.92 3.90 3.87 3.86 3.96 4.00 4.00 3.95 4.00

demonstrates a commitment to reflection, assessment, and learning as an ongoing process.

3.75 3.90 3.80 3.82 3.77 3.83 3.95 3.92 3.92 3.75 3.86

D demonstrate initiative on behalf of all learners 02/03P 03/04

P 04/05 05/06 06/07 07/08 08/09 09/10 10/11

demonstrates initiative. 3.48 3.28 3.54 3.53 3.64 3.60 3.89 3.77 3.85 3.30 3.67D demonstrate responsibility to promote effort and excellence in all learners

02/03P 03/04P 04/05 05/06 06/07 07/08 08/09 09/10 10/11

is responsible. 3.9 3.87 3.85 3.83 3.84 3.82 3.89 3.92 4.00 3.75 3.86

D demonstrate rapport with students, peers, and others

02/03P 03/04P 04/05 05/06 06/07 07/08 08/09 09/10 10/11

has rapport with students/peers/others. 3.86 3.75 3.88 3.90 3.86 3.94 3.73 3.92 4.00 3.75 3.71

IS have foundation knowledge; have content knowledge, able to articulate the concepts of their discipline 02/03P 03/04

P 04/05 05/06 06/07 07/08 08/09 09/10 10/11

UC General Education: Communication

demonstrates effective communication in oral, visual, and language arts.

Items addedd Autumn 2008 to provide additional inpput into assessing general

education outcomes3.83 3.89 3.96 4.00 3.90 4.00

IS demonstrate the moral imperative to teach all students; address issues of diversity with equity; engage in collaboration & systems change

02/03P 03/04P 04/05 05/06 06/07 07/08 08/09 09/10 10/11

UC General Education : Social Justice

applies knowledge and skills of social responsibility for a diverse society.

Items addedd Autumn 2008 to provide additional inpput into assessing general

education outcomes3.83 3.95 3.96 4.00 3.21 3.14

IS collaborate, demonstrating leadership, and engaging in positive systems change

02/03P 03/04P 04/05 05/06 06/07 07/08 08/09 09/10 10/11

willing to work with professionals to improve the overall learning environment for students.

2.47 3.76 3.90 3.88 3.84 3.90 3.87 3.88 3.85 3.85 3.86

IS have content knowledge, able to articulate the central concepts, tools of inquiry, and the structures of their discipline.

02/03P 03/04P

04/05 05/06 06/07 07/08 08/09 09/10 10/11

Exhibit 1.4.d 18

D appreciate content of the subject area&the diverse needs, assets & nterests of studentsdedicated to teaching the subject matter and to keeping informed and is competent in the discipline and its pedagogy.

2.69 3.70 3.74 3.78 3.79 3.83 3.64 4.00 3.92 3.68 3.71

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.

3.76 3.88 3.71 3.65 3.76 3.63 3.96 3.96 4.00 3.75 3.86

ommitted to the expression and use of democratic values in the classroom.

2.94 3.86 3.87 3.86 3.84 3.92 3.89 4.00 4.00 3.83 3.67

IS demonstrate the moral imperative to teach all students; tenacity; able to address idiversity with equity and skills unique to culturally response practice..

02/03P 03/04P 04/05 05/06 06/07 07/08 08/09 09/10 10/11

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.

2.94 3.70 3.87 3.83 3.93 3.90 3.91 4.00 4.00 3.78 3.71

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.

3.90 3.90 3.80 3.80 3.83 3.90 3.98 4.00 4.00 3.85 3.57

appreciates that "knowledge" includes multiple perspectives and that development of knowledge is influenced by the perspective of the "knower".

2.88 3.75 3.76 3.81 3.75 3.83 3.84 3.92 3.92 3.79 3.71

believes that all children can learn and persists in helping every student achieve success.

3.90 3.90 3.90 3.91 3.91 3.95 3.98 3.92 4.00 3.85 4.00

values all students for their potential as people and helps them learn to value each other.

3.90 3.90 3.89 3.90 3.94 3.97 3.98 3.96 3.92 3.75 3.71

Number of responses 52 50 220 155 138 63 61 41 13 30 7

Exhibit 1.4.d 19

2003-2011 Special EducationCandidate Dispositions Progress Report

D are committed to high ethical and professional standards.03/04P 04/05 05/06 06/07 07/08 08/09 09/10 10/11

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

committed to high, ethical &

professional standards. % of

yes responses shown

a) high ethical and professional

standards

100% 100% 100% 100% 97% 100% 100% 100% 100% 100% 100% 100% 100% 100%

b) cites program policies and

professional practices and responds

appropriately

100% 98% 94% 100% 96% 100% 100% 100% 100% 100% 100% 100% 100% 100%

c) maintains a professional appearance

100% 100% 100% 99% 98% 100% 100% 100% 100% 100% 100% 99% 99% 100%

D demonstrate a commitment to reflection, assessment, and learning as

an ongoing process grounded in inquiry.03/04P 04/05 05/06 06/07 07/08 08/09 09/10 10/11

is responsive to constructive feedback/supervision. 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

demonstrates a commitment to reflection, assessment, and learning as an

ongoing process.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

D demonstrate initiative on behalf of all learners 03/04P 04/05 05/06 06/07 07/08 08/09 09/10 10/11

demonstrates initiative. 3.89 3.68 3.82 3.37 3.41 3.58 3.13 3.29 3.13 3.40 3.16 3.55 3.61 3.68

D demonstrate responsibility to promote effort and excellence in all

learners03/04P 04/05 05/06 06/07 07/08 08/09 09/10 10/11

is responsible. 4.00 3.93 3.84 3.78 3.62 3.75 3.78 3.77 3.78 3.81 3.56 3.75 3.83 3.84

D demonstrate rapport with students, peers, and others03/04P 04/05 05/06 06/07 07/08 08/09 09/10 10/11

has rapport with students/peers/others. 4.00 3.91 3.82 3.72 3.72 3.87 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 03/04P 04/05 05/06 06/07 07/08 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 change03/04P 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. 3.87 3.86 3.82 3.86 3.83 3.90 3.20 3.15

Institutional Standard: collaborate, demonstrating leadership, and

engaging in positive systems change03/04P 04/05 05/06 06/07 07/08 08/09 09/10 10/11

is willing to work with other professionals to improve the overall learning

environment for students.4.00 3.89 3.81 3.88 3.53 3.79 3.54 3.68 3.45 3.35 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.03/04P 04/05 05/06 06/07 07/08 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.4.00 3.98 3.85 3.90 3.73 3.81 3.78 3.84 3.83 3.32 3.69 3.88 3.79 3.89

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.

3.89 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

is committed to the expression and use of democratic values in the

classroom.4.00 3.93 3.93 3.96 3.78 3.80 3.86 3.82 3.85 3.74 3.76 3.72 3.86 3.86

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..

03/04P 04/05 05/06 06/07 07/08 08/09 09/10 10/11

D appreciate that knowledge includes multiple perspectives; believe

that all children can learn and persist in helping every student achieve

Exhibit 1.4.d 20

success; value all 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.

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

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.

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

appreciates perspectives and that development of knowledge is influenced

by the perspective of the "knower".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

believes all children can learn and persists in helping every student achieve

success.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

values all students for their potential as people and helps them learn to

value each other.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

Number of responses 9 46 58 87 60 51 224 45 128 185 56 69 120 38

Exhibit 1.4.d 21

Example of Advanced Program Dispositions Data

Principal Candidate Dispositions Progress Report

Item 2008 2009 2010 C

2010 DL

The Candidate demonstrates professional behavior in attendance. 3.00 3.50 3.50 3.40The Candidate demonstrates initiative. 3.80 3.60 3.40 3.28The Candidate is responsible. 3.80 3.90 4.00 3.35The Candidate is responsive to constructive feedback/supervision. 3.60 3.80 4.00 3.785. The Candidate has rapport with students/peers/others. 3.80 3.80 4.00 3.78

The Candidate is committed to high ethical and professional standards.

a) Maintain high ethical and professional standards (e.g. respecting confidentiality).

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

The Candidate is willing to work with other professionals to improve the overall learning environment for students. 3.80 4.00 3.70 3.85

The Candidate appreciates that "knowledge" includes multiple perspectives and that development of knowledge is influenced by the perspective of the "knower."

3.40 3.90 3.90 3.69

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.

3.80 3.90 3.70 3.57

The Candidate is committed to the expression and use of democratic values in the classroom. 3.80 3.70 3.90 3.78

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.

3.40 3.80 4.00 3.78

The Candidate believes that all children can learn and persists in helping every student achieve success. 3.60 3.90 3.80 3.85

The Candidate values all students for their potential as people and helps them learn to value each other. 3.60 3.90 3.80 3.75

Number of Responses: 5 10 10 14*Percent of "Yes" responses excluding "Cannot Rate"

Means are based on a four-point scale with 1 being lowest and 4 being highest.

Exhibit 1.4.d 22

Appendix A. Professional Disposition Action PlanCandidate’s Name Major/Licensure Area Date Reason(s) for Improvement Plan:

Disposition(s) of Concern Goal Action and Assessment Timeline

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 Date of Review

Progress Comments

Progress Key: RG = Revise goal NP = No Progress on goalIP = In Progress TM = Goal Met

Final Decision Summary:

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: Date:

Advisor: Date:

Instructor/Field Supervisor: 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 discussionRapport and Relationships

I-Thou Interaction - interacts with each student at a person to person levelCalls students by nameGreets students at the doorMakes personal conversation with students with more that superficial knowledge

SmilesMakes eye contactActive listening - reflects back the emotion in a clarifying statementGives evidence of having heard the student by reflecting the idea of feelings of the studentJokes to relieve tensionAsks questions and makes comments that demonstrate personal interestShow humorProvides praise and reprimand without producing student embarrassment

Show respect and give complimentsEncourages attendance and enthusiastically personally attends extracurricular activitiesCommunicationWelcoming tone of voiceReflects a calm visageClarifies understanding, recognizing that they may be responsible for the lack of understandingParaphrases and expands on student ideasProvides support (e.g. "I appreciate how difficult this seems.")Varies pitch, volume, and inflectionNods and gestures to encourage and demonstrate enthusiasmMotivationEncouraging Feedback, such as complimenting sincerelyPraises the accomplishment/achievementChallenges students to think, problem solve, take up the challengeAsks questions that intrigue studentsRelates to students experiences in their community, as a class, as members of a schoolProvides a rationale for the lesson, concept, skill that is accepted by studentsAllows students to make some decisionsInvolves students in discussion, activity, or teachingEnforces classroom rulesUses cooperative/collaborative learning structuresPraises the accomplishment/achievementLearning environmentWritten communication is legible, clear, and attractiveBooks readily available in the roomRelevant posters, changed frequently

Exhibit 1.4.d 25

Pictures of the class/studentsComputers/software available and in use for reinforcing instructionVideos used as instructional mediaArranges the classroom to facilitate interactionManagementClarifies how the student might use feelings constructivelyManages classrooms through clear procedures which are verbalized and reviewedProvides opportunities to make decisions about proceduresRefrains 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 classroomAssumes role of learner, listener, supportive adult as neededProvides clear rules and proceduresActively teachers rules and proceduresConsistent with rules/proceduresReminds students of rulesProvides nonverbal signals that behaviors need to changeConsistently and fairly provides natural consequencesUses the least intense correction possibleIgnore minor issues when students continue to be engaged; picks battles

Use rational rather than power argumentsRespond positively to justified criticismProvides redundant cues - visual and verbal; kinesthetic and verbal; written and spokenAppropriate flexibility in applying rulesMakes rules together with studentsInstructionFrequent and varied testingProvides adequate wait timeChanges tack when lesson is laggingProbe for students' background, beliefs, and interestsExplain the reason for activitiesUses content specific pedagogyAssessmentEngages students in evaluating their own workEngages students in reviewing their progressVaries assessments using:learning logsPerformancesPortfolios/work samples

Exhibit 1.4.d 26

Post-test/pre-testQuestioningStudents as teachersOtherInitiativeSeeks or accepts new tasksAcquires resources for teachingIdentifies a mentor or model teacher who is active, positive, and engaged

Generates new ideas, relationships, applications, productsSeeks 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

ReflectionSeparateness one's opinions from dataVerbalizes that conditions or events can improveUses data as opposed to acting on impulseAnalyzes own behaviorBelieves students are capable of liking him or herDifferentiates instructionAnalyzes student work and retouchesimplements IEP identified accommodations and adaptationsAdaptive TechnologyAlternative activitiesInclusive instructionIndependent studyLearning contractsOne on onePeer supportSmall groupsVaried assignments and activities; no single activity/assignment longer than 20 minutes without movement or changeVaried textsCharacteristics of Effective Urban TeachersPersevere despite challenges that may ariseDemonstrate commitment to carrying out all objectives, activities, and projects to promote high standardsDescribe challenges through multiple lensesDemonstrate unique paths to problem solvingHold high expectationsEmphasize strengths rather than deficitsDemonstrates self-examination regarding relationships

Exhibit 1.4.d 27

Creates learning opportunities adapted to diverse populationsArdently interestedPersistenceValue of children's learningPutting ideas into practiceApproach to at-risk studentsProfessional/personal orientation to studentsProfessional/personal orientation to bureaucracyProfessional/personal orientation to fallibilityStrong planning and organizationWorks CitedAmerican 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 applicantsEsquivel, 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

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.

Exhibit 1.4.d 28

Rogers, D., & Webb, J.(1991).The ethic of caring in teacher education. Journal of Teacher Education, 42(3), 173-181.

Simon, A., & Boyer, E.G. (Eds.). (1974). Mirrors for behavior III: An anthology of observation instruments. Wyncote, PA: Communication Materials Center.

Thompson, S., Rousseau, C., & Ransdell, M. (2005). Effective teachers in urban school settings: Linking teacher disposition and student performance on standardized tests.

VanGyn,G. (1996). Reflective practice: The needs of professions and the promise of cooperative education. Journal of Cooperative Education, 31(2-3), 103-131.VanTartwijk, J., Brok, P. Veldman, L., & Wubbels, T. (2009) Teacher's practical knowledge about classroom management in multicultural classrooms. Teaching and Teacher Education, 25, 453-460.

Wayda, V. & Lund, J. (2005).Assessing dispositions: An unresolved challenge in teacher 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

Technology2009/10

2010/11

2011/12

Word processing 95.3% 94.7% 95.1%email 100.0% 100.0% 100.0%overhead projector 53.6% 59.2% 54.1%internet resources for lessons 90.3% 94.7% 97.5%internet based data/programs 69.5% 71.1% 66.4%VCR/DVD 69.5% 76.3% 73.8%educational software 74.8% 71.1% 66.4%electronic grade book 65.1% 76.3% 73.8%handhelds 65.7% 69.0% 63.9%Powerpoint 38.0% 65.8% 71.3%camrecorder 37.3% 26.0% 36.9%digital camera 44.9% 73.2% 55.7%scanner 63.2% 45.4% 70.5%Videoconferencing, web-cam 41.4% 55.9% 64.8%

Exhibit 1.4.d 29

creating webpages 29.0% 44.1% 46.7%SMART board 27.7% 26.3% 27.0%Survey Applications 48.6% 28.3% 28.7%Other 28.3% 49.3% 42.6%N 321 152 122

Unit Wide Advanced Programs

Technology2006-2007

2007-2008

2008-2009

2009-2010

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, web-cam 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