Bachelor of Science in Physical Education with Teacher Certification

Assessment #6: Candidate Dispositions Assessment

HPE Candidate Dispositions Assessment Data Chart

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Candidate Dispositions Form

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Description

While collaborative curriculum planning and consensus on critical common course assessments have long been a feature of the HPE program, the process of professional portfolio development is relatively new. Teacher candidate development of professional portfolios serves a number of purposes. It allows both faculty and teacher candidates to holistically view professional development and accomplishments and form professional goals. The portfolio development process heightens the candidates’ awareness of the professional standards that govern their discipline. The portfolio also serves as a tool for disseminating information in the employment process.

Formal and informal discussion and assessment of candidate dispositions in relationship to teaching are characteristic of the HPE program culture. Teacher candidates are first introduced to the Georgia Code of Professional Ethics in each of the Area F pre-education course. When candidates enter Block A, specifically in the PHED 3003 lab, PHED 3025, and PHED 3400, teacher candidates are re-introduced to the Georgia Code of Ethics as they begin their first structured and supervised field experiences. Teacher candidates are also made aware of the SOE conceptual Framework in this block and how it relates to the HPE Teacher Education program. Candidates are reminded of the importance of dispositions in the program, specifically time management and prompt and regular attendance in class and for field experience assignments. Candidates are re-introduced to the professional organization in Block A. During admission to the program, teacher candidates self –evaluate their status with regard to professional dispositions for the purpose of professional development goal setting. All formal and informal evaluations of teacher candidate performance in the field include assessment of dispositions. Each candidate meets for formal evaluation of dispositions with their supervising faculty members at the end of Block B (prior to internship). When it is deemed necessary, faculty of the HPE Teacher Education program meet and identify concerns about a teacher candidate’s progress in the program. The faculty agrees on a course of action, which may involve creation of a structured professional development plan, counseling, and/or removal from the program. Retention of enrolled candidates in the HPE program is very high. In the past four years, none (of about 15 - 20 enrolled HPE teacher candidates in each academic year) leave or is removed from the program. On several occasions, candidates have been delayed and/or made to attend counseling for time management strategies. The structuring of the program with regard to orientation and long term supervisory and advisement relationships are credited with sustaining retention in the program.

Analysis

Teacher candidates’ dispositions are assessed formally and informally throughout the HPE program. During admission to the program, teacher candidates self –evaluate their status with regard to professional dispositions for the purpose of professional development goal setting. At the end of candidates’ first semester, the assigned cooperating teachers assess the candidates’ dispositions PHED 3003L, the classroom management lab. At the end of the pre-internship, all candidates meet for formal evaluation of dispositions with their supervising faculty members. The final formal assessment comes at the end of the internship when university supervisors complete a final evaluation on each candidate. On an informal basis, teacher candidates are reminded each semester of the leadership and professionalism expectations of the program in course syllabi. When teacher candidates repeatedly fail to meet program expectations, HPE faculty meet with such candidates to discuss the concerns and to plan a course of action.
On rare occasions, HPE faculty intervention occurs for those candidates who may not demonstrate appropriate dispositions for teachers. In these instances, candidates have been counseled (by university counseling services) and their internship placement has been delayed or extended. Specifically, the dispositions in question relate to time management and promptness in assignments and attendance.