CONTEXTUALIZACIÓN

DELTA STATE UNIVERSITY COLLEGE OF EDUCATION DISPOSITIONS RATING SCALE

Appraisal Scale:

1 – Does not meet expectations 2 – Meets a few expectations but not sufficient 3 – Meets expectations 4 – Exceeds expectation

N/O – No Opportunity to Observe

Characteristic (Disposition) Rating

CANDIDATES

1 2 3 4 5

Flexibility:

1.1 responds promptly and effectively to unexpected occurrences in the classroom and to the needs of colleagues and administrators

4 4 4 4 4

1.1 adapts willingly to change and contributes

positively to the needs of the workplace 4 4 4 4 4 Poise and Confidence:

2.1 handles self professionally in actions and speech 4 4 4 4 4 2.2 carries self with self-assurance without feeling

threatened by others’ accomplishments or abilities

4 4 4 4 4

2.3 realistically appraises own abilities and the

ability to risk despite perceived weaknesses 3 3 3 3 3 Maturity and Judgment:

3.1 accurately assesses the context of complex situations in the workplace and responds appropriately

4 3 4 4 3

3.2 consults with colleagues and administrators as needed and acts independently within the scope of training

4 4 4 4 4

3.3 avoids personalizing conflict in emotionally

charged situations 3 3 3 3 3

3.4 knows safety measures and how to handle

emergencies 4 4 4 4 4

Attendance and Participation:

4.1 attends all expected classes, meetings, and

trainings required 4 4 4 4 4

4.2 contributes meaningfully to meetings and

Punctuality:

5.1 arrives to all expected classes, meetings, and

trainings required on or before expected start time 4 4 4 4 4 5.2 completes assignments on/before due date(s) 4 4 4 4 4 Dependability:

6.1 behaves in a consistent and professional manner that

contributes positively to the environment 4 4 4 4 4 6.2 shows responsibility in all aspects of

professional functioning 3 3 3 3 3

Sensitivity:

7.1 effectively demonstrates empathy and compassion toward others within the

professional context while maintaining learning expectations

4 4 4 4 4

7.2 maintains confidentiality of sensitive student

and colleague information 4 4 4 4 4

7.3 effectively demonstrates acceptance of diversity

(e.g., exceptionalities, gender, race, SES) 4 4 4 4 4 Enthusiasm:

8.1 generates excitement, passion, and interest

within students and colleagues 3 3 3 3 3 8.2 motivates self to perform well in spite of

circumstances that are not optimal 4 4 4 4 4 Grooming and Appearance:

9.1 appears well groomed, attending to both

neatness and personal hygiene 4 4 4 4 4

9.2 selects attire that does not detract from

professional functioning and is consistent with other professionals within the workplace

4 4 4 4 4

Attitude:

10.1 conveys a positive (helpful, upbeat) disposition

in the workplace 4 4 4 4 4

10.2 takes responsibility for emotional states and

behavior and adjusts when needed 4 3 3 4 4 10.3 hears and responds appropriately to feedback

from peers and supervisors without becoming defensive

4 4 4 4 4

Initiative:

11.1 is proactive and anticipates what a situation

calls for and responds appropriately 3 3 3 4 3 11.2 consults with others when necessary 4 4 4 4 4 11.2asks for feedback about the impact of work 4 4 4 4 4 Creativity:

12.1 is inventive 3 3 4 4 3

professional functioning 3 3 3 3 3 Resourcefulness:

13.1 uses materials appropriately in the classroom

and other professional settings 3 3 4 4 4

13.2 employs multiple technologies to aid the

teaching process 3 3 3 3 3

13.3 responds with flexibility 4 4 4 4 4

Professional Growth:

14.1 demonstrates value of lifelong learning 3 3 4 4 3 14.2 engages in self-reflection for continuous

improvement 4 4 4 4 4

14.3 takes advantage of opportunities for

professional development 4 4 4 4 4

Collaboration:

15.1 engages in successful home-school partnerships 3 3 3 3 3 15.2 works effectively with community and social

services agencies 3 3 3 3 3

15.3 collaborates appropriately with professional

ASSESSMENT 5

EFFECT ON STUDENT LEARNING STAI DOMAIN V

17. A brief description of the assessment and its use in the program (one sentence may be sufficient)

The Student Teacher Assessment Instrument (STAI) is used in the program to assess the candidate’s ability to develop and implement lessons. The STAI is introduced in PER 382, 314, and 315. It is reinforced in PER 386 and PER 455, refined in PER 487, and used as part of the capstone assessment in CUR 498. Domain V of the STAI specifically deals with assessment of (the effect on) student learning.

The example shown here was used as a part of the capstone assessment in CUR 498 – Directed Teaching, spring, ‘06.

18. A description of how this assessment specifically aligns with the standards it is cited for in Section III

Domain V of the STAI includes the following Indicators:

39. Communicates assessment criteria and performance standards to the students Standards 5, 7 (Outcomes 5.1, 5.2, 5.3, 5.4, 7.4)

This indicator aligns with Outcomes 5.1 and 5.2. Outcome 5.3 is an expectation related to candidate performance in Directed Teaching. Outcome 5.4 is addressed during the candidate’s post-assessment conference with the DSU supervisor.

Outcomes 7.4 and 8.1 are addressed during the candidate’s post- assessment conference with the DSU supervisor.

40. Develops and uses a variety of formal and informal performance assessments Standards 3, 7 (Outcomes 3.1, 7.2, 7.4)

This indicator aligns directly with Outcome 7.2.

When a variety of assessment approaches is used, students have opportunities to display and document their knowledge and skills in different ways. This is especially important in cross-cultural class settings. A connection can be made here to Outcome 3.1

Outcomes 7.4 and 8.1 are addressed during the candidate’s post- assessment conference with the DSU supervisor.

41. Encourages students to assume responsibility for learning and to engage in self-evaluation

Standards 4, 7 (Outcomes 4.4, 7.3)

Indicator 41 aligns with Outcome 7.3. A connection can also be noted to Outcome 4.4

42. Maintains records of student work and performance and communicates student progress to students, parents, guardians, and colleagues.

Standards 5, 7, 10

Indicator 42 cannot be directly linked to the wording in any of the Standards/Outcomes.

However, it seems logical that records and progress reports to students and others can be connected to Communication, Student Assessment, and Collaboration.

19. A brief analysis of the data findings

Scores were expected to be high, since this data was collected during Directed Teaching, the capstone experience. Some improvement can be noted as the candidates reviewed each formative assessment with the DSU supervisor in preparation for the next

assessment. All candidates demonstrated a satisfactorily level of competence.

20. An interpretation of how that data provides evidence for meeting standards

Domain V of the STAI requires candidates to communicate assessment criteria and performance standards to their students, to develop and use a variety of performance assessments, to encourage students to take responsibility for their own learning and evaluation, and to maintain and communicate records and progress reports.

A demonstration of competence on the STAI - Domain V indicates that the candidates have developed skills necessary to meet, totally or partially, the outcomes included in Standards 4, 5, 7, and 10. The alignment of specific Outcomes and Indicators is discussed in #2, above.

ATTACHMENT A ASSESSMENT TOOL STAI – DOMAIN V STAI INDICATORS FORMATIVE ASSESSMENT FORMATIVE ASSESSMENT FINAL ASSESSMENT COMMENTS V. ASSESSMENT OF STUDENT LEARNING 39. Communicates

assessment criteria and standards

40. Uses a variety of assessments

41. Encourages student responsibility for learning and self-evaluation 42. Maintains records of work and communicates progress to students, parents, and colleagues

ATTACHMENT B SCORING GUIDE

STAI – DOMAIN V - ASSESSMENT OF STUDENT LEARNING*