1. Measuring Dispositions Dr. Sallie Averitt Miller, Associate Dean Office for Assessment and Accreditation Columbus State University GaPSC Regional Assessment Workshops May 17, 2012, 1:30 – 3:00 p.m. Paine College, Augusta, Georgia

2. Workshop Participant Anticipation Guide 1.What are candidate dispositions? 2.What is the purpose of the disposition evaluation? 3.Why do institutions use a disposition evaluation? 4.Is the disposition evaluation a requirement? 5.Who has access to the data generated by the disposition evaluation? 6.How are the disposition data used? 7.Is the disposition evaluation reliable? Sample University Reports 8.Is the disposition evaluation valid? Sample University Reports Reference Workshop participant disposition evaluation!

3. Participant Anticipation Guide Question 1 What are candidate dispositions? Group Participation University Examples --Interacts appropriately and positively with others. --Displays the ability to work with diverse individuals. … Professional Dispositions Professional attitudes, values, and beliefs demonstrated through both verbal and non- verbal behaviors as educators interact with students, families, colleagues, and communities. NCATE: http://www.ncate.org/Standards/NCATEUnitStandards/NCATEGlossary/tabi d/477/Default.aspx

4. Participant Anticipation Guide Question 2

5. Participant Anticipation Guide Question 3 Why do institutions use disposition statements? Although teachers must have appropriate content knowledge, they must also have the requisite skills and professional dispositions to help all students learn. Professional Dispositions Requisite Skills Content Knowledge

6. Participant Anticipation Guide Question 4 Is the disposition evaluation a requirement? National Council for the Accreditation of Teacher Educators Southern Association of Colleges and Schools –Major Field Assessments Georgia Professional Standards Commission –Program Approval Annual Report Aligned with the Unit’s Conceptual Framework Online Fact Book Assessment System

7. Participant Anticipation Guide Question 4 continued NCATE expects institutions to assess teacher candidate dispositions based on observable behavior in the classroom. Both NCATE and the states believe that dispositions are an essential element in teacher preparation and licensing standards.

8. Participant Anticipation Guide Question 4 continued Disposition Evaluation Data Requirement Online Fact Book

9. Participant Anticipation Guide Question 4 continued Initial Program Transition Points Gates 1-4 Gate 1 Entry to Teacher Education GPA at Entry, EDUC 2130 or EDUF 2215 Gate 2 Entry to Student Teaching GPA, Content Course Grades, MAP, Dispositions Gate 3 Exit from Initial Program GPA, MAP, Dispositions, GACE Scores Gate 4 Induction for Graduate Initial Certification Alumni Survey, Employer Survey Advance Program Transition Points Gates 5-6 Gate 5 Entry to Advance Degree Program Undergraduate GPA, GRE Scores, Candidate Interview, Writing Sample, and Reference Letters Gate 6 Exit from Advance Degree Program GPA, Grades in Graduate Courses, GMAP, Dispositions, Exit Exam or Research Project, Alumni Survey, and Employer Survey Disposition Evaluation Data Requirement Assessment System

10. Participant Anticipation Guide Question 4 continued Doctorate Transition Points Gates 7-10 Gate 7 Entry to Ed.D. Education GRE Scores, Interview and Writing Sample Gate 8 Coursework completion / Admission to Candidacy GPA and Ed.D. Course Grades, E-Portfolio, Performance Evaluations (Dispositions and Leadership Assessments), and Comprehensive Examination Gate 9 Dissertation Proposal Written Dissertation Proposal and Oral Defense of Proposal Gate 10 Exit from Ed.D. Program Written Dissertation and Oral Defense of Dissertation Disposition Evaluation Data Requirement Assessment System

11. Participant Anticipation Guide Questions 5 & 6 Disposition Assessment Data Access and Use Who has access to the candidate disposition data? How are the data used? Dean Department Chairs Program Coordinators Assessment Director Program Faculty NCATE Coordinator … Major Field Assessment Reports National Reports State Reports Local / Internal Reports Fall Faculty Planning Retreat Online Fact Book Program Improvement Candidate Improvement [See next slide]

12. Participant Anticipation Guide Question 6 continued Disposition Assessment Data Access and Use Candidate Improvement What action is taken if a student does not meet expectations on the disposition evaluation? The student may go under a Contract of Understanding during that same semester and/or the next semester. In some cases, depending on the disposition situation a student can be removed from a program/student teaching. Decisions are made by program coordinators and department chairs. Sample Actions

13. Participant Anticipation Guide Questions 7 & 8 The degree to which an assessment tool produces stable and consistent results. Reliability How well an assessment tool measures what it is purported to measure. Validity Reliability of an assessment tool does not warranty its validity.

14. Participant Anticipation Guide Questions 7 & 8 continued Reliability How can the unit ensure that its disposition evaluation is reliable? Validity How can the unit ensure that its disposition evaluation is valid?

15. Participant Anticipation Guide Questions 7 & 8 continued Reliability Candidate disposition evaluation is administered by university supervisors, program faculty, cooperating teachers, self- evaluations. Validity Face validity is concerned with how a measure or procedure appears. Does it seem like a reasonable way to gain the information? Does it seem well designed? Does it seem as though it will work reliably? Face validity does not depend on established theories for support (Fink, 1995).

16. Participant Anticipation Guide Questions 7 & 8 continued Columbus State University –Dispositions Measure Review, share, and discuss your institution’s disposition evaluation. Is the assessment valid? Reliable?

17. Questions, Comments, Discussion ReliableValid