DISPLAY OF APPROPRIATE ATTITUDES / BEHAVIORS RELATED TO PROFESSIONAL CONTEXTS

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1 Proposal for dispositions assessment remediation The goal of the professional education program at Ball State University is to prepare the most qualified and competent educators. The conceptual framework for professional education at Ball State University revolves around three themes: expertise, engagement, and context. These themes are tied together and form a thematic program that guides the preparation and training of quality educational professionals. Consequently, expert engagement in context is the foundational theme of the conceptual framework, and is expressed in the following mission statement: The mission of the professional education program at Ball State University is to prepare engaged educational experts who are sensitive and responsive to the contextual bases of teaching, learning, and development. The themes of the conceptual framework entail a set of assumptions about teaching, learning, and professional competence and imply a set of commitments for professional education at Ball State. Dispositions related to the Conceptual Framework themes of expertise, engagement and context are a critical element in each program of study. The three themes of the conceptual framework are expressed in terms of dispositions as COMMITMENT TO ACADEMIC EXPERTISE ENGAGEMENT WITH PEOPLE AND IDEAS DISPLAY OF APPROPRIATE ATTITUDES / BEHAVIORS RELATED TO PROFESSIONAL CONTEXTS Graduates of Ball State University s professional education unit should bear a distinctive level of professionalism by virtue of their undergraduate preparation and commitment to excellence. The National Council for Accreditation of Teacher Education is the premiere accreditation agency for teacher education programs and has accredited in all 50 states, plus the District of Columbia and Puerto Rico. Ball State University s Teacher Preparation Program has been accredited by NCATE through NCATE accreditation provides assurances that teacher education graduates have acquired the knowledge, skills, and dispositions necessary to help all students learn (NCATE, 2006, p. 1). NCATE standards focus on assessment and accountability and necessitate that teacher education programs engage in self-assessment and continuous improvement (NCATE, 2006, p. 9). It is this last statement that is the focus of the current Office of Academic Assessment and Institutional Research Summer Assessment Grant. In particular, the activities of this grant focused on disposition data from Decision Points 1 and 2. As outlined in BSU s disposition document and rubric, expectations in regard to dispositions will take into account the developmental level of preservice candidates. It is also expected that all preservice candidates will achieve at least a basic rating throughout their program of study.

2 As part of grant activities, faculty developed a remediation plan or corrective action plan for preservice teacher education candidates who receive an unacceptable rating on any theme of the dispositions rubric. Through the process of reviewing other university s disposition documents and locating resources on campus faculty developed a better understanding of what we at BSU expect of our students. On the following pages is the remediation plan that BSU teacher education faculty involved in the grant designed for unsatisfactory disposition ratings. The addition of remediation plans for failed disposition assessments will be used by faculty in all areas of the Teacher Preparation Program at BSU to analyze strengths and weaknesses of dispositional assessments and use this data for program improvement.

3 Disposition Assessment Remediation Plan Corrective Action Plan

4 Dispositions Assessment Ball State University Teacher Preparation Program Dispositions related to the Conceptual Framework themes of expertise, engagement and context are a critical element in each program of study. Graduates of Ball State University s professional education unit should bear a distinctive level of professionalism by virtue of their undergraduate preparation and commitment to excellence. Whenever a teacher candidate earns an unsatisfactory rating in any theme at a Decision Point, he/she must meet with the licensure area designee to determine the major issue(s) and a corrective course of action. DP 1 DP 2 DP 3 DISPOSITION THEMES: (1) COMMITMENT TO ACADEMIC EXPERTISE Unsatisfactory: Shows little interest or motivation with regard to class work and academic performance. (2) ENGAGEMENT WITH PEOPLE AND IDEAS Unsatisfactory: Does not tend to engage with people or ideas, accept other people, or see other points of view. (3) DISPLAY OF APPROPRIATE ATTITUDES / BEHAVIORS RELATED TO PROFESSIONAL CONTEXTS Unsatisfactory: Shows little awareness or respect for professional conventions or expectations in terms of behavior and performance. Student s Name (Print) BSU ID# Program (Major) Theme(s) Rated as Unsatisfactory This assessment has been discussed with the teacher candidate. My signature below indicates that I have seen this document. Faculty/Staff Signature Date Student Signature Date Faculty/Staff (Print) Student (Print)

5 Individualized Corrective Action Plan Ball State University Teacher Preparation Program Student: Other Participants: Theme(s) Rated as Unsatisfactory Details: Corrective Action Plan (attach additional sheets if necessary): Faculty/Staff Signature Date Student Signature Date Faculty/Staff (Print) Student (Print)

6 6 Individualized Corrective Action Plan Completion and Follow-up Record Ball State University Teacher Preparation Program Individualized Corrective Action Plan Ball State University Teacher Preparation Program Student: Other Participants: Theme(s) Rated as Unsatisfactory Details: Successful Completion of Corrective Action Plan (attach any documentation from CAP, if available): Comments: Yes No Additional Corrective Action Plan Requirements (attach additional sheets if necessary): Faculty/Staff Signature Date Student Signature Date Faculty/Staff (Print) Student (Print)

7 Disposition Assessment Remediation Plan Remediation Resource List 7

8 8 Decision Point 2 Workshop Disposition Rubric Remediation Ideas for Academic Expertise I. Suggested interventions Academic Skills: Use the suggested remediation resources if you believe the student is generally in the appropriate academic field as well as the appropriate related areas, yet the student needs additional academic support. If deficiency is with Specific Course Grade Repeat of Course Sometimes this is the only option available when GPAs do not meet Decision Point requirements. Students must keep an eye on each numbered box on the DAPR to ensure compliance for that particular group of courses. A single grade of C- may be enough to pull the overall GPA below 2.5. **If the original course was taken at Ball State, the repeat course must also be taken here. If deficiency is with Study Skills Suggest that student make an appointment with a Study Strategies tutor in the Learning Center. Study Strategies Tutors can: teach various study strategies so student can see what works best in their classes guide study sessions so students learn to study efficiently provide test taking strategies and tips examine specific strengths and weaknesses in study habits develop reading comprehension increase reading speed Tutoring provided by appointment only. The Learning Center offers free tutoring to any Ball State student. Students may arrange a tutoring appointment by stopping in NQ 323 or by calling (765) If deficiency is with Writing Skills Suggest that student make an appointment with a Writing tutor in the Learning Center. Writing Tutors can assist with: Paper review Editing skills MLA/APA format Brainstorming and outlining Library research skills Speeches and presentations Grammar and mechanics PPST and Writing Competency Exam review In-class workshops on the writing process, research strategies, essay exams

9 9 Consultation on writing assignments Staffed by students (any major) who have been recommended by the English department. Writing tutoring provided through appointment and walk-in service. The Learning Center offers free tutoring to any Ball State student. Students may arrange a tutoring appointment by stopping in NQ 323 or by calling (765) Or Writing Program (part of the English Department, Robert Bell) Staffed by English majors and grad students. This is by appointment only, but provides one-on-one tutoring for all kinds of writing problems. Contact Mrs. Karen Taylor at for specific information. If deficiency is with a Specific Course Suggest that student make an appointment with a course specific tutor in the Learning Center. Specific course tutors, can help students in the following ways: answer questions review material for quizzes and tests provide test preparation and test taking tips establish short and long term study goals Specific course tutoring provided through appointment and walk-in service. The Learning Center offers free tutoring to any Ball State student. Students may arrange a tutoring appointment by stopping in NQ 323 or by calling (765) Supplemental Instruction (SI) (part of the Learning Center in North Quad) While this is the most widely known source of specific-subject tutoring, many individual departments also offer such help from faculty and grad students in a variety of forms. One example is in the Physics and Astronomy Department where students who are having difficulty with physics concepts may enroll in a one credit hour problem-solving course (PHYCS 111) to receive extra help with a course for which they are concurrently enrolled. If deficiency is with a Core Courses in General Suggest that student make an appointment with a course specific tutor in the Learning Center. Core curriculum course tutors, can help students in the following ways: course content tutoring for most Core Curriculum classes a wide range of study skills materials Tutoring provided by appointment only.

10 10 If deficiency is with College Work in General Suggest that student logon to the Learning Center Website for web-based resources on the following topics: Time Management < Management#Time Management> Test Taking < Taking#Test Taking> Test Anxiety < Anxiety#Test Anxiety> Lectures and Note Making < and Note Making#Lectures and Note Making> Textbook Reading and Comprehension < Reading and Comprehension#Textbook Reading and Comprehension> Concentration and Memory < and Memory#Concentration and Memory> Problem Solving and Critical Thinking < Solving and Critical Thinking#Problem Solving and Critical Thinking> Learning Theory < Theory#Learning Theory> Effective Study Tips < Study Tips#Effective Study Tips> Freshman Advising used to offer Study Skills classes, but that has been discontinued mostly because advisors are not paid stipends to do so. There is a Study Strategies desk in the Learning Center. See above. II. Suggested interventions Program Placement Issues: If you have concern that the student s lack of motivation and success may be a result of being in the wrong major generally or perhaps in the wrong specific areas you might suggest one of the following interventions: Quest: Majors, Interests, and Career Explorations Interest survey The interest survey requires students to answer a variety of yes/no questions and then provides a list of careers that may be appropriate based on their responses. Links are available to explore the career options in more detail as well as BSU majors and courses related to the career. TypeFocus TypeFocus is a detailed assessment program that can help students identify their interests. It takes about half an hour to complete. When finished, students will get reports

11 11 on their personality type and potential careers, as well as how to build upon their strengths on their résumé and in interviews. Careers in... Series Students could attend one of the Careers in Series sessions that match the information gleaned from the Quest interest survey analysis or the TypeFocus program. Are you thinking about a career in... Government? Sales? Nonprofit organizations? Hospitality? Before you leap out into the unknown, come to these programs to see what careers in these areas might be like. Each Careers in... program will offer information about career options in the featured industry and tips on how to break into a related field, regardless of your major. You'll see that life beyond college is an adventure that's full of options. Come to the Careers in... sessions of your choice, and let your life's adventures begin! Sample courses from Spring 2006 Careers in Government Careers in Sales, Marketing, and Advertising Careers in Hospitality, Travel, and Tourism Careers in Nonprofit Organizations Careers in Forensic Sciences Careers in Research and Writing Careers in Design and Architecture Self-Assessment Students could complete the self-assessment at the below link. Information about the self-assessment directly from the Career Center webpage: As you begin to explore careers, you will need to understand yourself: What do you want to do? What are you prepared to do? What is important to you? What are your goals? You need to know yourself before you choose a career or begin a job search. If your values and interests are not compatible with your job, you probably will not be happy in your career. To get started, answer the following questions: What is my long-term career goal? Where can I get more information about my ideal career? What skills and experiences do I need to attain that goal? What classes do I need to take to obtain those skills? What kinds of jobs (part-time, summer, internship) can I get to test my career choice and obtain the experience I need? Sometimes these questions are not easy to answer. But don't worry Ball State University offers many services to help you conduct a thorough self-assessment and find answers to these questions.

12 The Career Center, Lucina Hall 235, offers TypeFocus, a web-based selfassessment program that takes approximately one hour to complete. Call the Career Resource Lab at for the password, then click the TypeFocus link on the right side of this page. You can also meet with a Career Center advisor specializing in majors that interest you. The Counseling and Psychological Services Center offers in-depth career testing and counseling by appointment. Contact the Counseling Center at The Counseling Center's web site includes a self-assessment section. The Learning Center features the Major/Minor Center with several computerized self-assessment tools to help you discover a major that is right for you. Explore a variety of self-assessment web sites that are from links on the Career Center's Great Links web page. The Career Center is in Lucina Hall 220 and is open 8 a.m. to 5 p.m., Monday-Friday (7:30 a.m. to 4 p.m. during the summer). Short-term metered parking is available adjacent to the building. 12

13 13 Decision Point 2 Workshop Disposition Rubric Remediation Ideas for Engagement with People and Ideas I. Suggested Interventions for Student Engagement: If you have concern that the student s lack of motivation and success may be a result of being unengaged with the people and ideas, acceptance of other people, or of other points of view related to course expectations, you might suggest one of the following interventions. II. If deficiency is associated with Student Engagement - Suggest student make an appointment with staff from the Counseling Center. Comprehensive services offered by the Counseling Center office are free and confidential psychological and career resources available to all Ball State students. Specific services of the agency relate to their primary mission of assisting students in reaching their educational goals, while also improving their quality of life. Students seeking assistance will find a variety of services offered on-line at the Counseling Center website: Contact information for the Counseling Center, Lucina Hall 320, is available on the website at or call the office at The Counseling Center offers an on-line newsletter, which provides tips for coping with a variety of current issues. An accessible staff directory. The Counseling and Psychological Services Center offers in-depth career testing and counseling by appointment. Contact the Counseling Center at The Counseling Center's web site includes a self-assessment section. A question and answer webpage where students can find possible solutions to problems with school, relationships, personal issues, or just about life in general. On-line self-screening opportunities. Other resources. Counseling staff can help students in a variety of ways, including: Identify various areas of concern. Discuss issues associated with depression, anxiety, post-traumatic stress, alcohol and eating disorders. Provide support and counseling groups. Conferences are provided by appointment only.

14 14 III. If deficiency is associated with Student Acceptance and Attitudes Suggest student make an appointment with staff from the Center for Peace and Conflict Studies. The Center for Peace and Conflict Studies is located on 310 McKinley Avenue. The Center staff explains and clarifies issues surrounding the topics associated with various current topics, such as war, social oppression, and violence. Staff encourages discussion on nonviolence and social justice through education, outreach, and research. The center uses a variety of methods to raise awareness and accomplish its goals: Workshops Teach-ins Presentations Exhibits Guest speakers It also provides mediation services on campus and in the community. Contact staff for appointments by phone: Or Have students complete a interview of current teachers with regards to attitudes towards students and teaching. Teacher Interview You need to interview three different teachers in your academic area. Each of the teachers needs to be at different level: Elementary, Middle School, and High School. Your interview needs to include the following steps. 1. Create an interview/checklist survey with a minimum of 12 questions. a. 4 questions need to be related to the positive attitude of teachers towards students, parents, and colleagues b. 4 questions need to be allocated to the challenges of teaching students with different learning styles c. 4 questions need to be related to how, as they reflect back, their teacher education program prepared them for their teaching career. 2. Write a two page summary reflection of your interview with these three teachers. Make sure you include in your reflection at least two goals that you would like to integrate as you advance in your teaching career.

15 Grant Attendees and Writing Committee Coordinator: Lisa Huffman (Educational Psychology) College of Sciences and Humanities Melinda J. Messineo (Sociology) Melissa Mitchell (Biology) Denise Seabert (Health Science) Chris Luke (Foreign Language) Jason Ribblett (Chemistry) Teachers College Denise Salsbury (Elementary Education) Azar Hadadian (Special Education) College of Communication, Information, and Media Brian Hayes (Journalism) College of Applied Sciences and Technology Arlene Ignacio (Physical Education) College of Fine Arts Kristin Turner (Music) Approved by PEC January 24, 2007