1g.1. What professional dispositions are candidates expected to demonstrate by completion of programs?

Teacher candidates in the initial and advanced programs are expected to demonstrate the following six dispositions as they progress through their respective programs: (1) Prepare & Manage, (2) Communicate, (3) Enhance Learning, (4) Evaluate, (5) Respect, (6) Commit to Professionalism. (Exhibit C1.6 Dispositions)

Dispositions of the teacher candidates in both the initial and advanced programs are measured at least once within each of the four portals as they progress through the program.  Course instructors or university supervisors (in student teaching or internship) evaluate the teacher candidates on their dispositions at the end of the course using a 3 point scale, where “1” is unacceptable, “2” is acceptable and “3” is on target. Teacher candidates also do a self-evaluation at the end of these courses. (Exhibit 1g1.1 B.S., M.A.T., M.Ed Disposition Instrument & Data)

In the fall of 2009, changes were made based upon both quantitative and qualitative data, and the following dispositions were adopted:  (1) prepares, (2) manages, (3) delivers content, (4) enhances learning, (5) evaluates, (6) accommodates, (7) collaborates, and (8) commits to professionalism.  Faculty and candidates wanted a more detailed disposition to measure their progress through the program. To accommodate this, a committee was set up to create a new instrument and then based on their work, eight new categories will be implemented starting in the fall of 2009. (Exhibit C2.3 Dispositions Revised 2009)

Faculty in the other school professional programs (educational leadership, school counseling, and school psychology) constructed disposition instruments to measure their candidates’ dispositions based on their state and national standards. During their professional internship and clinical hours candidate dispositions are measured by faculty and clinical supervisors.  Candidates’ scores from each of the programs indicate they are meeting the various disposition requirements at an acceptable level. (Exhibits 1g1.2 Other School Professional Disposition)

1g.2. How do candidates demonstrate that they are developing professional dispositions related to fairness and the belief that all students can learn? [A table summarizing these data could be attached at Prompt 1g.5 below.]

In the initial teacher preparation programs, candidates are required to complete a special education course (SPED 202, CURR 302, CURR 545 MAT). The signature assessment for these courses require candidates to perform a case study where they develop student-specific interventions that are referenced to the individual learner’s characteristics rather than general recommendations, and designed to promote academic success and fairness. In CURR 386 candidates must create an artifact that demonstrates their ability to teach all students, which can be done in a lesson plan or project. CURR 450 requires candidates to demonstrate ability to generate a variety of well-designed strategies or approaches that might help develop intercultural competence between them and their students. Also, during student teaching (initial teacher preparation, includes assistive technology component) and the internship (MAT program) candidates are required to create a lesson plan that addresses learning for all students. Lastly, the final assessment during student teaching and internship assesses the candidate’s disposition about learning for all students. (Exhibit 1c1.1 Undergraduate Signature Assessment Description, Rubrics and Data, Exhibit 1b1.1 MAT Signature Assessment Description, Rubrics and Data)

Teacher candidates in the advanced programs demonstrate their ability to develop professional dispositions related to fairness and belief that all students can learn through the construction and implementation of signature assessments from SPED 545 (teacher worksample), EDLE 505 (research & develop a brochure utilizing their knowledge and ability to promote the success of all students), CURR 518 (technology portfolio), CURR 573 (teacher worksample). (Exhibit 1b2.1 M.Ed. Signature Assessment Description, Rubrics and Data)

A progress evaluation is completed on school counseling and psychology candidates working in applied settings during practicum and internship which reports their professional dispositions related to fairness and the belief that all students can learn. Educational Leadership candidates are dispositions in terms of fairness and all students can learn are measured in EDLE 505 as well as the internship. Candidates in the Educational Technology Leader program are required to take CURR 518, the signature assessment in this course addresses working with students with disabilities and using technology to aid in their learning. (1g1.2 Other School Professional Disposition)

1g.3. What data from key assessments indicate that candidates demonstrate the professional dispositions listed in 1.g.1 as they work with students, families, colleagues, and communities? [A table summarizing these data could be attached at Prompt 1g.5 below.]

Course instructors or university supervisors evaluate the teacher candidates on their dispositions in selected courses throughout their program.  Teacher candidates also do a self-evaluation at the end of these courses. Candidates in the undergraduate Elementary Education program had an aggregated three year average score of 2.37 or higher on evaluation of dispositions by course instructors or university supervisors. Undergraduate Secondary Education majors had an aggregated three year average score of 2.00 or higher. Candidates in the undergraduate Health & Physical Education have an average score of 2.20 or higher. Elementary Education and Secondary Education MAT candidates had an aggregated three year average score of 2.70 or higher. MAT Special Education Mild/Moderate candidates had an average score of 2.76 or higher. (Exhibit 1g1.1 B.S., M.A.T., M.Ed Disposition Instrument & Data).

Another source of data on measuring candidate dispositions as they work with students, families, colleagues and communities comes from the signature assessment in course work.  In the initial (undergraduate & MAT) teacher education program, signature assessments in SPED 202, CURR 545, 302, 386, and 450 and lesson plan on learning for all students, learning community profile and final assessment during student teaching and internship all directly measure our students dispositions and ability to work with students, families, colleagues and communities. (Exhibit 1c1.1 Undergraduate Signature Assessment Description, Rubrics and Data, Exhibit 1b1.1 MAT Signature Assessment Description, Rubrics and Data)

In the advanced programs, similar to the undergraduate initial program, a candidate’s disposition is measured at every portal, which totals four times within the program. Signature assessment from CURR 545, CURR 518, CURR 573 and EDLE also especially measure candidates’ ability to work and communicate with students, families, colleagues and communities. For other school professionals dispositions are assessed during the practicum or internship semester. Data from various programs show that candidates have scored 2 or higher on dispositions assessments. (Exhibit 1b2.1 M.Ed. Signature Assessment Description, Rubrics and Data, 1g1.2 Other School Professional Disposition)

1g.4. What do follow-up studies of graduates and employers indicate about graduates' demonstration of professional dispositions? If survey data have not already been reported, what was the response rate? [If these survey data are included in a previously attached table, refer the reader to that attachment; otherwise, a table summarizing the results of follow-up studies related to professional dispositions could be attached at Prompt 1g.5 below.]

There were 90 responses from the 2009-2010 graduate follow up survey. This gave a response rate of 47%. Data from the survey shows that 30.4% of the graduates rated ULM very good in terms of preparing to collaborate with administrators, faculty, related service providers and parents. (Exhibit 1a4.1 Administrator & Graduate Follow Up Survey)

Employer’s surveys are administered every two years.  In 2005, 32 responses were received from the 145 that were sent out to principals.  As the data shows, all 32 principals rated the graduated teacher candidates from ULM with an average or above score in their ability to collaborate with administration, faculty, and related services.  In 2007, 40 responses were received out of the 145 sent out. As the data shows, all 40 responses had a rating of average or above average in terms of their ability to collaborate with administration, faculty, and related services. In the 2009, the scale was changed on the survey instrument, principals rated 26 of ULM graduates as being good or better in terms of collaboration with administrations, faculty, and students. (Exhibit 1a4.1 Administrator & Graduate Follow Up Survey)

1g.5. (Optional Upload for Online IR) Tables, figures, and a list of links to key exhibits related to professional dispositions may be attached here. [Because BOE members should be able to access many exhibits electronically, a limited number of attachments (0-5) should be uploaded.]

1. What does your unit do particularly well related to Standard 1?

• Elementary Education Mathematics program ranked in top 10 in the nation to produce qualified mathematics teachers according to National Council of Teacher Quality (2008-2009).

• M.Ed in Educational Leadership has again been commended by national reviewers for its redesign which closely aligns with No Child Left Behind standards.

• Governor Bobby Jindal visited ULM in August 2008 to announce the CEHD as the state’s Premier provider for the Louisiana Leader Fellows program.  Funded by the Wallace Foundation this pilot program trained highly-qualified teachers to become principals or administrators in high-poverty and high-need schools in Louisiana.

• Value Added Research Study – Examined effect of post-redesigned alternate certification programs. Report indicated that ULM’s teacher-preparation program produces teachers who are more effective at teaching math, reading and language arts than more experienced educators. ULM’s CEHD graduates ranked at the highest levels of achievement among the five programs participating in the study and received recognition from THE NEW YORK TIMES December 12, 2008 Editorial “What Louisiana Can Teach”. “States and the federal government… should look to Louisiana’s accountability based reform efforts. The most striking innovation is an evaluation system that judges teacher-preparation programs based on how much their graduates improve student performance in important areas, including reading, math and science. This year’s report, released earlier this month, gives high marks to the teacher preparation program at the University of Louisiana at Monroe.”

• Counseling – Council for Accreditation of Counseling and Related Educational Programs (CACREP) – through 2012.

• Partnerships and negotiations are being initiated in order to provide students broadened educational training that includes opportunities to experience new places and cultures.  Taiwan, Australia, China, San Antonio, Texas.

2. What research related to Standard 1 is being conducted by the unit or its faculty?