CEHD Assessment of Dispositions: timelines and process
Dispositions reflect one’s attitudes and deeply held beliefs. They can be positive or negative. Dispositions are not directly visible but are inferred from a person’s actions and behaviors. Throughout a candidate’s program of study at George Mason University, s/he should demonstrate behaviors that reflect the positive dispositions of a professional educator.
At the College of Education and Human Development, dispositions may play a part in the discussions and assignments of any/all courses in a student’s program (and thus, as part or all of the grade for those assignments). However, dispositions are formally and separately evaluated at three points in each student’s program:
1)a self-evaluation at the start of their program
2)an instructor’s evaluation at some point in the middle of their program (a point selected by the program)
3)a university supervisor’s evaluation during internship
The most compelling reason for dispositions to be evaluated is to give students the opportunity to note their strengths and proactively address any areas requiring growth. Therefore, when dispositions are assessed, it is important that for any/all areas where a positive disposition is ‘sometimes evident’ or ‘seldom evident’, the student takes steps to grow as an educator.
When a dimension is noted as being ‘sometimes evident’ (or a ‘2’), the evaluator should schedule a time to review this with the student, explain the reasons for that score, and recommend steps for the student to take in order to address the concern.
When a dimension is noted as being ‘seldom evident’ (or a ‘1’), the evaluator should schedule a time to review this with the student, explain the reasons for that score, and create a detailed Development Plan for the student to successfully complete before the end of the course. This Development Plan should be collaboratively developed by the student and evaluator and include the requirements noted below. If consensus between the student and evaluator is not reached, the evaluator shall independently determine the Development Plan.
CEHD Student Dispositions Development Plan Requirements:
All Development Plans must include:
- Identification of the specific dimensions requiring further development.
- The student’s comments (if any).
- Measurable goals for improving to a satisfactory or higher level.
- Specific professional development or activities to accomplish the goals, including but not limited to: reflections; multiple observations; role-playing activities, and other opportunities for feedback to the student by the evaluator regarding the dimension(s) in question.
- Specific resources necessary to implement the plan, including but not limited to readings; opportunities for the student to work with specialists, faculty, classroom teachers, fellow students, or others with relevant expertise; and other materials such as training videos,
- Procedures and evidence must be collected to determine whether or not the goals of the plan were met.
- A timeline for the plan (typically 4-8 weeks) to determine progress. The final conference should take place before the end of the course.
- Indicators of satisfactory improvement.
Development Plan – Initial Conference:
The student and assessor should review the requirements of the Development Plan before they meet for the initial conference. This gives each the time to prepare for their discussion and generate ideas for the Plan. At the conference, the student and assessor develop the finalized Development Plan.
Development Plan – Monitoring and Modifications:
The student and evaluator then proceed, with the evaluator ensuring that professional development and resources are provided, while the student ensures that activities and assignments are carried out with fidelity to the plan.
If either the evaluator or student feels that a modification to the plan is necessary, they should meet and discuss potential modifications to the original plan. As with the original Development Plan, any modifications should be developed collaboratively. If consensus between the student and evaluator is not reached, the evaluator shall independently determine what modifications, if any, will be added to the Development Plan. Modifications cannot include an extension of the plan past the end date of the course.
Development Plan – Completion:
The evaluator and student meet at the end of the plan and review the student’s progress. This should include a review of all professional development or activities, observation notes, reflections, and other evidence of growth. The evaluator and student shall sign and date that it has been completed.