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Assessment of Dispositions in

Initial Teacher Education Programs

The preparation of this document was a collaborative effort among all members of the Committee

on Dispositions, a committee within McNeese State University’s Professional Education Unit.

Each member was elected to the Committee by all members of the entities he or she represents.

Dr. Lisa Dardeau Department of Health and Human Performance

Dr. Elizabeth Hait Secondary Advisory Council

Department of English and Foreign Languages

Dr. Michelle Haj-Broussard Department of Teacher Education

Dr. Dustin Hebert, Co-Chair Office of Student Teaching and Professional Education Services

Dr. Barbara Lewis Department of Educational Leadership and Instructional

Technology

Dr. Brett Welch, Co-Chair Office of Student Teaching and Professional Education Services

NCATE’s Standard 1 requires that units implement measures to assess candidates’

dispositions; Standard 2 requires that assessment practices be strategic and used for

program improvement. Thus, dispositional assessments are addressed in both Standards.

Such assessments should address the candidate’s personal and professional characteristics

and qualities that are conducive to promoting a suitable learning environment for students

within which the ethic of care is demonstrated and competency in pedagogy and content

is evident. These assessments should occur at milestones in teacher education programs,

selected strategically so that the results are used in decision-making and the results are

not gathered for the sake of gathering data.

A pilot study was conducted during the fall of 2007, and this pilot study employed a

research-based dispositional assessment instrument. The instrument used in the pilot

study is the result of a collaboration among three special education faculty members—

two from Metro State College of Denver (MSCD) and one from the University of

Northern Colorado (UNC). The Professional Disposition Questionnaire (PDQ) is a 30-

item instrument related to professionalism, inter/intrapersonal characteristics, and

attitudes toward learners. Developed from current literature, the PDQ has been

implemented in the field-experience-driven special education courses of MSCD and

UNC.

MSU will conduct a pilot study using the PDQ during the spring of 2008.

Revisions to the PDQ will be made for an early administration of the instrument in

SPED 204, Introduction to Multicultural Education. Because SPED 204 students

participate in Level 1 field experiences, their instructional delivery skills are not assessed.

Therefore, the initial administration of the instrument in SPED 204 will include the

intra/interpersonal-skills items only. Subsequent administrations in professional

education courses will utilize the full instrument. The following presents a proposed

timeline for PDQ administrations:

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Semester Anticipated Action

Spring 2008 Level I FE pilot study with selected SPED 204 faculty and candidates

(Faculty n=1; Candidate n=25-75)

Level II FE pilot study with selected methodology course faculty and

candidates

(Faculty n=2 or 3; Candidate n=30-50)

Level III pilot study with selected clinical experience course faculty

and candidates

(Faculty n=2 or 3; Candidate n=5-10)

Spring/Summer

2008

Revision of PDQ

Fall 2008 Full implementation of PDQ as outlined here:

Administration 1 (Early Assessment) with FEE I: All sections of

SPED 204 and EDUC 647

Administration 2 (Mid-point Assessment) with FEE II: Selected early

professional courses in each program

Administration 3 (Capstone Assessment) with FEE III: All sections of

program-specific classroom management courses

In each course, candidate self-evaluations will be administered at the beginning of the

semester where the PDQ will be utilized. This will permit the candidates to become

familiar with the faculty’s expectations regarding dispositions. As a culminating activity

in the course, candidates will complete a second self-evaluation to accompany a

university supervisor’s evaluation. For professional courses (the mid-point and pre-

capstone assessments), cooperating teacher evaluations (the FEE II or III and the PDQ)

will accompany the candidates’ and university supervisors’ evaluations.

PDQ evaluations will be reviewed, and the Professional Growth Plan (described in the

following section) will be enacted if the university faculty member’s or the cooperating

teacher’s evaluation calls for intervention:

Administration 1 (Early Assessment) with FEE I: If more than five items are

ranked at 3 or below

Administration 2 (Mid-point Assessment) with FEE II: If more than three items

are ranked at 3 or below

Administration 3 (Capstone Assessment) with FEE III: If any items are ranked at

3 or below

The PDQ will be implemented and utilized in prescribed courses with all three levels of

the FEE, permitting three administrations of the instrument per candidate per program.

However, dispositional concerns may emerge in courses outside those prescribed for

PDQ implementation. In those instances, faculty may submit a Statement of Concern in

writing to the Committee. The Statement of Concern must include the following:

PDQ category or categories of concern,

description of incident(s) where the concern emerged,

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discussion of intervention measures taken by faculty member with candidate up to

the time the Statement is composed, and

faculty member’s desired or recommended outcome regarding candidate’s status

in program.

PROFESSIONAL GROWTH PLAN

Assessing dispositions is futile if the assessments are not enforced by an intervention

process. Essentially, an intervention process provides a response to a dispositional

concern. The following items define the three areas of dispositional characteristics upon

which candidates will be evaluated.

Professional Commitment and Responsibility: A candidate’s ability to demonstrate

an ethic of caring and collegiality toward others and conduct himself or herself in a

manner that reflects characteristics of a professional educator.

Intra/Interpersonal Skills: A candidate’s ability to reflect critically on his or her

interactions with others and adapt constructively to diverse settings.

Attitudes Toward Learners: A candidate’s ability to serve as a positive influence for

all students and impart the value and significance of life-long learning in a learning-

conducive environment.

The title of Professional Growth Plan (PGP) was selected over a title including

“intervention” or something synonymous because the general mission of all teacher

education programs is to prepare pre-service teachers to be professional educators.

Dispositions are imperative to that process, and professional growth is what teacher

educators seek to elicit from their students.

The PGP must be simple enough to be understood and implemented by all individuals

involved while holding enough authority to be effective. In response to this, the following

three-tier PGP Action Council plan is presented:

Tier Individuals involved Task(s) to be

accomplished

Result

I Candidate

Faculty member

Advisor1

Committee member2

Discuss disposition(s) of

concern and

resolution(s)

Reach consensus

Complete PGP

requirements and

timeline

Discuss possible follow-

up session/discussion

Discuss Tier II if Tier I

PGP not fulfilled

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II Candidate

Faculty member

Advisor

Department head3

Committee member

Discuss Tier I PGP

Discuss new

disposition(s) of concern

and resolution(s)

Discuss alternative

majors or other options

that are suitable for

candidate

Reach consensus

Complete PGP

requirements and

timeline

Discuss Tier III if Tier II

PGP not fulfilled

III Candidate

Faculty member

Advisor

Department head3

Committee member

Discuss Tier II PGP

Discuss alternative

majors or other options

that are suitable for

candidate

Recommend candidate’s

dismissal from program

to Burton College of

Education dean

Reach consensus

Complete dismissal

documentation and

submit to Burton

College of Education

dean

1 The candidate’s advisor should either be involved directly with the process or be kept

informed of the process by the Committee member. 2 The Committee member will serve as the neutral party in the process, representing the

Committee on Dispositions. Committee members will be assigned to each case on a

rotating basis, and the Committee member assigned at Tier I will serve in that capacity

at each tier. 3 In the event that a department head is the faculty member presenting a concern, the

Committee member will mediate the process.

Faculty members are encouraged to address minor dispositional concerns with candidates

and reserve the PGP process for more serious dispositional concerns or instances when a

minor concern becomes habitual.

REPORTING A DISPOSITIONAL CONCERN: ENACTING THE PGP

Step Procedure

1 Faculty member addresses dispositional concern with candidate. If

dispositional concern is unresolved, faculty member discusses situation with

department head. The department head may elect to meet with the faculty

member and candidate to mediate the resolution or enact PGP Tier I. (Note: No

formal record of issues is recorded until PGP Tier I is enacted.)

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2 If department head elects to enact PGP Tier I, he or she contacts one of

Committee on Dispositions’ co-chairpersons. Co-chairperson will assign one

Committee member (per a predefined rotation) to serve on PGP Action

Council. (Note: In order to ensure the neutrality of the Committee member, a

Committee member is excused from serving on PGP Action Council involving

a candidate from his or her department or one of his or her advisees. In such

instances, the Committee co-chairperson will assign the next Committee

member within the rotation.)

3 Committee member will convene committee with department head and faculty

member.

4 PGP Tier I enacted. Committee member will brief advisor on issue prior to

PGP Tier I meeting.

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McNeese State University

Professional Education Unit

PROFESSIONAL GROWTH PLAN

Note: A PGP is completed for each dispositional concern. A record of PGPs is kept on file with the Committee on Dispositions and the candidate’s advisor.

Candidate name

Content area/major

Method of

Submission1

Disposition(s) of Concern2 Goal(s) or Decision(s)

3 Timeline

4 Follow-up Date,

Result(s), and Initials5

1 PDQ or Statement of Concern 2 PDQ item numbers or category or categories from Statement of Concern 3 Describe briefly the goals set or decisions made for addressing the concern. 4 Identify the date by which goals should be met. 5 Note the date and result(s) of the follow-up with candidate regarding goals. The department head will designate a PGP Action Council member to conduct the

follow-up.

Signatures of the individuals indicated below are required. Signing this document indicates approval of the PGP presented here.

Candidate

Faculty member

Advisor

Department head

Committee member

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McNeese State University

Professional Education Unit

PROFESSIONAL GROWTH PLAN TRACKING AND DECISION RECORD

Candidate name

Content area/major

Date of PGP

Meeting

Disposition(s) of Concern Date of

Follow-up

Result(s) of Follow-up Comments

A candidate who has three PGPs on record is recommended for dismissal from the program.

Committee member drafts dismissal recommendation and has signatures of Committee member and advisor.

Date ________________

Dismissal recommendation is submitted to Burton College of Education dean (Copies of all PGP documentation are attached.).

Date ________________

© 2006 Brewer, Reid, Coval

Professional Disposition Qualities (PDQ) For Teacher Candidates Teacher Candidate: Date: Please rate yourself on the following form by selecting the number on the continuum that you believe best describes your qualities. Your cooperating teacher and/or instructors will also complete the PDQ. If needed, an improvement plan will be developed to increase your overall effectiveness as a teacher candidate and professional teacher.

Professional Commitment and Responsibility

Always (100%)

Frequently (90%)

Occasionally (75%)

Infrequently (45%)

Rarely (20%)

Not Applicable

1. Engages in the learning process 5 4 3 2 1 N/A

2. Demonstrates enthusiasm for learning 5 4 3 2 1 N/A

3. Produces high quality work

5 4 3 2 1 N/A

4. Demonstrates initiative suitable to the context 5 4 3 2 1 N/A

5. Conveys confidence when interacting with students, peers, and/or professionals in small group situations

5 4 3 2 1 N/A

6. Conveys confidence when interacting with students, peers, and/or professionals in a large group situations

5 4 3 2 1 N/A

7. Prepares, organizes, and meets assignment due dates 5 4 3 2 1 N/A

8. Demonstrates reliability by following through with commitments

5 4 3 2 1 N/A

9. Maintains confidentiality of student information and records. 5 4 3 2 1 N/A

10. Follows timelines and due dates 5 4 3 2 1 N/A

11. Arrives on time 5 4 3 2 1 N/A

12. Dresses appropriately for the situation 5 4 3 2 1 N/A

13. Is well-groomed 5 4 3 2 1 N/A

Comments on Professional Commitment and Responsibility:

Intra/ Interpersonal Skills Always (100%)

Frequently (90%)

Occasionally (75%)

Infrequently (45%)

Rarely (20%)

Not Applica

ble 14. Reflects on own practices and

behavior 5 4 3 2 1 N/A

15. Accepts evaluative feedback from peers and/or professionals 5 4 3 2 1 N/A

© 2006 Brewer, Reid, Coval

Intra/ Interpersonal Skills Always (100%)

Frequently (90%)

Occasionally (75%)

Infrequently (45%)

Rarely (20%)

Not Applica

ble

16. Monitors and changes behavior to improve teaching skills 5 4 3 2 1 N/A

17. Collaborates effectively with peers 5 4 3 2 1 N/A

18. Collaborates equally during group activities. 5 4 3 2 1 N/A

19. Contributes relevant information during group activities 5 4 3 2 1 N/A

20. Considers all points of view and shows appreciation for diversity 5 4 3 2 1 N/A

21. Uses effective communication strategies when speaking with students, families peers and professionals

5 4 3 2 1 N/A

22. Communicates respectfully when speaking with students, families peers and professionals

5 4 3 2 1 N/A

23. Maintains professional boundaries with all individuals 5 4 3 2 1 N/A

24. Demonstrates good judgment and discretion when interacting with peers and professionals

5 4 3 2 1 N/A

Comments on Intra/Interpersonal Skills:

Attitudes Towards Learners Always (100%)

Frequently (90%)

Occasionally (75%)

Infrequently (45%)

Rarely (20%)

Not Applicable

25. Interacts positively with learners, including those from diverse backgrounds

5 4 3 2 1 N/A

26. Uses effective communication strategies to teach learners 5 4 3 2 1 N/A

27. Demonstrates high energy and enthusiasm when teaching 5 4 3 2 1 N/A

28. Expects children and adolescents to learn and be successful 5 4 3 2 1 N/A

29. Motivates and engages children and adolescents in learning 5 4 3 2 1 N/A

30. Creates flexible learning environments to meet the needs of all learners

5 4 3 2 1 N/A

Comments on Attitudes towards Learners:

© 2006 Brewer, Reid, Coval

Professional Disposition Qualities (PDQ) For Instructors or Cooperating Teachers Evaluating Teacher Candidates

Name of Teacher Candidate: Rater: Date: Please rate the teacher candidate you are working with this semester on the following form by selecting number on the continuum that you believe best describes their qualities. Please share this information with the teacher candidate. In order to improve disposition qualities that are needed to be an effective teacher, an improvement plan can be developed for those teacher candidates� that demonstrate problematic disposition qualities (a 3 or below on any item). You may provide comments to clarify any response.

Professional Commitment and Responsibility

Always (100%)

Frequently (90%)

Occasionally (75%)

Infrequently (45%)

Rarely (20%)

Not Applicable

1. Engages in the learning process 5 4 3 2 1 N/A

2. Demonstrates enthusiasm for learning 5 4 3 2 1 N/A

3. Produces high quality work

5 4 3 2 1 N/A

4. Demonstrates initiative suitable to the context 5 4 3 2 1 N/A

5. Conveys confidence when interacting with students, peers, and/or professionals in small group situations

5 4 3 2 1 N/A

6. Conveys confidence when interacting with students, peers, and/or professionals in a large group situations

5 4 3 2 1 N/A

7. Prepares, organizes, and meets assignment due dates 5 4 3 2 1 N/A

8. Demonstrates reliability by following through with commitments

5 4 3 2 1 N/A

9. Maintains confidentiality of student information and records . 5 4 3 2 1 N/A

10. Follows timelines and due dates 5 4 3 2 1 N/A

11. Arrives on time 5 4 3 2 1 N/A

12. Dresses appropriately for the situation 5 4 3 2 1 N/A

13. Is well-groomed 5 4 3 2 1 N/A

Comments on Professional Commitment and Responsibility:

Intra/ Interpersonal Skills Always (100%)

Frequently (90%)

Occasionally (75%)

Infrequently (45%)

Rarely (20%)

Not Applicable

14. Reflects on own practices and behavior 5 4 3 2 1 N/A

15. Accepts evaluative feedback from peers and/or professionals

5 4 3 2 1 N/A

© 2006 Brewer, Reid, Coval

Intra/ Interpersonal Skills Always (100%)

Frequently (90%)

Occasionally (75%)

Infrequently (45%)

Rarely (20%)

Not Applicable

16. Monitors and changes behavior to improve teaching skills

5 4 3 2 1 N/A

17. Collaborates effectively with peers 5 4 3 2 1 N/A

18. Collaborates equally during group activities. 5 4 3 2 1 N/A

19. Contributes relevant information during group activities

5 4 3 2 1 N/A

20. Considers all points of view and shows appreciation for diversity

5 4 3 2 1 N/A

21. Uses effective communication strategies when speaking with students, families peers and professionals

5 4 3 2 1

N/A

22. Communicates respectfully when speaking with students, families peers and professionals

5 4 3 2 1

N/A

23. Maintains professional boundaries with all individuals

5 4 3 2 1 N/A

24. Demonstrates good judgment and discretion when interacting with peers and professionals

5 4 3 2 1

N/A

Comments on Intra/Interpersonal Skills:

Attitudes Towards Learners Always

(100%) Frequently

(90%) Occasionally

(75%) Infrequently

(45%) Rarely (20%)

Not Applicable

25. Interacts positively with learners, including those from diverse backgrounds

5 4 3 2 1 N/A

26. Uses effective communication strategies to teach learners 5 4 3 2 1 N/A

27. Demonstrates high energy and enthusiasm when teaching 5 4 3 2 1 N/A

28. Expects children and adolescents to learn and be successful 5 4 3 2 1 N/A

29. Motivates and engages children and adolescents in learning 5 4 3 2 1 N/A

30. Creates flexible learning environments to meet the needs of all learners

5 4 3 2 1 N/A

Comments on Attitudes towards Learners: