Essential Dispositions for Educators: Commitment, Caring and Collaboration

Initial Certification Program Requirements and Assessment Plan

  • Stage 1:PREASSESSMENT(Self-Evaluation by Candidate)

Each Department identifies the first professional semester course/courses in which dispositions are introduced. Candidates are introduced to:

  1. the TU Conceptual Framework’s concept of professional conscience and
  2. to the definition of dispositions (the values,commitments, and professional ethics that influence behaviors toward students, families, colleagues and communities and affect student learning, as well as professional growth),
  3. TowsonUniversity’s Essential Dispositions for Educators
  4. The Essential Dispositions Scoring Guide, Stage One,Preassessment.

Students are given the list of Essential Dispositionsand asked to self-assess their current competence in each disposition, using theEssential Dispositions Scoring Guide, which describes the observable behaviors characteristic of each disposition. Instruction in the dispositions should be a part of the course and documented in its syllabus as a topic. Candidates are informed that dispositions are a part of all professional coursework, and their progress in understanding and demonstrating the Essential Dispositionswill be expected throughout their program. Mastery atthe acceptable or target level must be demonstratedand will be formally assessed by the University Supervisor during the Professional Year. Candidates are encouraged to schedule individual conferences with the instructor or with the advisor to discuss their self-evaluations.

  • Stage 2:FORMATIVE ASSESSMENT(University Supervisor Evaluates Candidate)

At the end of the first semester of the professional year, the university supervisor, in consultation with the mentor teacher, will assess the candidate’s mastery of dispositions, using theEssential Dispositions Scoring Guide. TheDispositions Data Chart must be filled in by the University Supervisor with the names of all of their candidates for that semester.

The University Supervisor submitsthe Dispositions Data Chart to the department chair; each department aggregates the formative data from all Data Charts and submitsaggregated dataelectronically for the department to the Center for Professional Practice as part of the unit assessment plan. Departments discuss the performance of their candidates and the implications for their respective programs following receipt of the regular semester data report.

University supervisors schedule conferences with candidates who score a one on any of the Essential Dispositionsto discuss how the disposition must be improved. The candidate must submit a written improvement plan.

  • Stage 3: SUMMATIVEASSESSMENT(University Supervisor Evaluates Candidate)

When the last semester begins, University Supervisors are givenDisposition Data Charts by their department chairs, which record the formative assessment data for their interns. Candidates who scored a one on any of the Essential Dispositions on the formative assessment are closely monitored by the University Supervisor and Mentor Teacher to ensure implementation of the candidate’s improvement plan.

At the end of the semester, all candidates are evaluated on their mastery of dispositions by the University Supervisor, in consultation with the mentor teacher, using the Essential Dispositions Scoring Guide, Summative Assessment Form. Failure to achieve the Acceptable Level of any disposition is documented by the University Supervisor in the Summative Internship Evaluation.