Element 5: Professional Knowledge and Skills for Other Professional School Personnel

Candidates in the School Leadership concentration have an in-depth understanding of professional knowledge in their field as outlined in the ELCC standards and in the conceptual framework. The ELCC standards are assessed in the concentration courses in school leadership, focusing on content knowledge, pedagogical skills, and dispositions as identified in the Unit’s assessment system. Candidates in the School Leadership program have a solid understanding of families, students, and communities; they use current research to inform their practices, and they support learning through professional practices.

Element 6: Dispositions for All Candidates

All Furman University educator preparation programs share the same conceptual framework, “preparing educators who are scholars and leaders”. Doing so unifies the Professional Education Unit and brings cohesion to the various plans of initial, continuing, and advanced certification. There are 10 dispositional behaviors that are listed under the heading “Educators who are scholars and leaders are caring and thoughtful individuals who respond sensitively to the needs and experiences of students and others with whom they interact”. Assessment of the dispositions within the conceptual framework differs, however, at each program level. While no less important in continuing and advanced programs of preparation for teachers, more attention is given to the encouragement, development, and reflection on professional dispositions within the initial certification programs. Furman attracts a vast majority of traditional-aged students, 17-22 years old. Their own stage of development and life experiences seem to require a greater need for intentionality in setting expectations for dispositional behaviors, assessment of dispositions, and opportunities for growth, when indicated.

 Programs for Initial Preparation of Teachers
(Undergraduate and Post-baccalaureate)

The Professional Education Unit has recognized that decisions pertaining to candidate admission and continuation in the Teacher Education Program are particularly challenging when the criteria relate to dispositions rather than more objective data. While comparatively few candidates present problems with dispositions, the need to clearly state dispositional expectations and to identify or create means to assess dispositions has been a major undertaking over the past several years. Initially, dispositional assessments were created based on the conceptual framework and were implemented in introductory courses and concomitant field experiences (ED 11: Perspectives on American Education, ED 20: Human Development, and ED 21: Educating Students with Exceptionalities). Analysis by faculty teaching those introductory courses and by the Education Analyst charged with assessment collection, however, indicated that many of the conceptual framework dispositions were not observable in the classes or early field experiences. The checklist that was developed and revised did not appear to provide the information we sought.

The Unit Head attended a 2003 AACTE conference session on assessment of dispositions that was conducted by Dr. Steve Lang and Dr. Judy Wilkerson of the University of South Florida. They had constructed three types of dispositional assessments aligned with INTASC standards and were inviting a number of institutions to join them in conducting a pilot study. Institutions with varying sizes, missions, and populations were invited to participate. Furman University was one. For the past two years, we have implemented disposition assessments D 1: Event/Concern Report, D 2: Teacher Beliefs Scale, and D 3: Candidate Disposition Questionnaire. These are copyrighted and, with permission of the authors, Furman has been able to slightly adapt the D 1 and D 2 to include procedures or items that relate directly to the Unit’s conceptual framework and operational methods. The D 2: Teacher Beliefs Scale is a set of statements to which candidates agree or disagree. This is administered in one of two introductory courses, ED 11 or ED 20. In addition, for program entry, candidates are assessed by their field placement supervisor in ED 20. Both dispositional assessments are analyzed by the Admissions Committee for the Teacher Education Program as a baseline for determining demonstration of dispositions that would predict success in the profession and for consideration of admission to the program. The D 1: Event/Concern Report may be used anytime between intent to seek admission in the Teacher Education Program through program completion. It is based on a singularly serious event that alerts a faculty member, advisor, or field/clinical placement teacher to significant dispositional issues the candidate demonstrates. Also, the D 1 may be employed if a pattern of dispositions is observed (e.g. lateness to class, excessive absences, statements in reflections or class that indicate lack of respect for all groups, etc.). In this case, the candidate meets with the person initiating the D 1 and the Unit Head and/or her/his advisor to discuss the concerns and to develop a plan of action for improvement. A follow-up conference is scheduled to evaluate the progress of the candidate. The D 3 is administered at the end of the teaching internship (program completion) for those in the four-year program or at the end of the senior block practicum (transition to the teaching internship) for those in the extended program of certification. It is a set of nine questions to which the candidate provides a narrative response on their professional actions during full time teaching in the classroom. The three previously described assessments are, for now, being scored by Dr. Lang and Dr. Wilkerson based on the University of South Florida scoring guides that are aligned with INTASC standards. Furman’s next step is to have pairs or teams of faculty conduct the scoring and to establish reliability among themselves and with USF faculty.

The internal and external evidence supporting element six are: a) communication of disposition expectations in the Teacher Education Program; b) D 1, D 2, and D 3 assessment data; c) scores on ADEPT performance standard 10 for teaching interns; d) scores on ADEPT performance standard 10 for graduates in their second year of teaching; e) employer survey results referencing dispositions related to the conceptual framework, and f) alumni survey results referencing dispositions related to the conceptual framework.

Communication of Disposition Expectations in the Teacher Education Program
Candidates are apprised of disposition expectations in every professional education course. All courses taught within the Education Department and some taught outside the department require field experiences appropriate for the course content. Therefore, demonstration of professional dispositions in the field are essential to the success of candidates in the community, school, and classroom. The Education Department publishes in the university catalogue a statement on dispositions that reflect the South Carolina Code of Ethics for Teachers. Refer to page 75 of the Furman Catalog.

Further, candidates who express interest in seeking admission to the Teacher Education Program participate in an Orientation that is held twice annually. They are given a packet that includes certification worksheets, the conceptual framework, and an application to the program. The structure and theme of Furman’s conceptual framework are discussed and dispositions and their assessment throughout the program are stressed. Once admitted, candidates are sent a formal letter and a copy of the Candidate Performance Assessment System “At a Glance” that pertains to their area of certification. Two meetings occur during the junior year, one at the end of winter term, and one at the end of spring term. The winter term meeting is specific to candidates in the extended program of preparation and orients them to the expectations of the yearlong senior block. Again, demonstration of professional dispositions is emphasized. All rising seniors meet in May to review expectations for the August Early Experience in the schools. Most of those expectations relate to professional dispositions.

D 1, D 2, and D 3 Assessment Data
The disposition assessments created by Dr. Lang and Dr. Wilkerson are each intended to provide different types of data. There is a D 4: Focus Group Interview that is being revised to assess candidate effect on student learning. This will add an important dimension to the disposition assessments. No one assessment is intended to be used for not admitting a candidate to the Teacher Education Program or discontinuing a candidate, once admitted. However, each offers data that document candidate demonstration of dispositions that may be deemed professional or may be flagged as concerns. In the case of the latter, communication with the candidate is critical to their awareness and opportunity to grow.

Refer to D 1, D 2, and D 3 Assessment Forms and Data on D 2 and
D3 for 2004 and 2005. In order to protect privacy, D 1 data may be reviewed on-site.

None of the candidates who completed a D 3 completed a D 2, as that assessment was instituted after they had been admitted to the Teacher Education Program. Follow up with the candidates who scored in the "needs improvement" range on the D 3 (N=4) occurred in two cases, as patterns of concern with dispositions continued to be noted in their teaching internships. In a third case, the candidate did not complete certification. In the fourth case, the candidate was very successful in her teaching internship and induction year; thus the lower score appeared to be an anomaly.

Scores on ADEPT Performance Standard 10 for Teaching Interns
Scores on ADEPT performance standard 10 (fulfilling professional responsibilities) and its four indicators (A. The “candidate is an advocate for the students and for the overall school community; B. The candidate is an effective communicator; C. The “candidate exhibits professional demeanor and behavior; and D. The “candidate” is an active learner) demonstrate professional dispositions. ADEPT is administered in the teaching internship. The scores shown below indicate results at program completion for each program in 2004 and 2005. Scores between 1.5 and 2.4 indicate standard “met” and scores between 2.5 and 3.0 indicate standard “exceeded”.

* Spring teaching internships

Based on consensus of the candidate, mentor or cooperating teacher, and the university supervisor, all candidates met or exceeded ADEPT performance standard 10 overall, and by indicator for those programs that had fall 2005 teaching internships.

Scores on ADEPT Performance Standard 10 for Graduates in Their Second Year of Teaching
During their second year of teaching, all South Carolina teachers are evaluated by trained district personnel using a state approved ADEPT model. Thus, this is an external measure. Refer to the Furman University Classroom Teacher Evaluations and note the percentage of teachers passing performance standard 10. In 2004, 92.6 percent of Furman teachers passed this standard, while in 2005, 100 percent passed. It should be noted that the aggregated data include graduates prior to 2002 through 2003. For purposes of this report, only candidates who graduated in 2002 and 2003 provide relevant data. The data on individual candidates who graduated in 2002 reveal that only one person did not pass their Annual Formal 1 ADEPT in 2004 but did pass their Annual Formal 2 ADEPT in 2005. All candidates who graduated in 2003 passed their Annual Formal 1 ADEPT. These latter data may be reviewed on site.

Employer Survey Results Referencing Dispositions
Several standards in the October 2004 employer survey which was based on Furman’s conceptual framework relate to dispositions expected of teacher candidates. They are listed below with the number of employers (N=10) who responded that candidates were “not prepared”, or were “prepared to meet”, or were “prepared to exceed” the pertinent conceptual framework standard.

The data indicate that 90 - 100 percent of employers who responded determined the Teacher Education Program prepared candidates to meet or exceed the disposition standards of the conceptual framework. A number of strengths were particularly highlighted. Specifically, employers indicated that the Teacher Education Program prepared candidates to value and respect all students and their contributions; be sensitive to community and cultural norms; reflect on their own attitudes and practice while committing to professional renewal; and to advocate for the well-being of students. While one employer responded that Furman did not prepare candidates to be timely and responsible in meeting expectations; to use suggestions by others to improve practice; to exemplify passionate commitment to teaching; to model ethical and democratic principles in all relationships; or to use sound judgment and display confidence, this may be based on experience with only one or two candidates. However, these data are important to continue to track in order to determine if there are patterns of similar responses, indicating a need for program improvement.

Alumni Survey Results Referencing Dispositions
Several standards in the October 2004 alumni survey which was based on Furman’s conceptual framework relate to dispositions expected of teacher candidates. They are listed below with the number of alumni (N=22) who responded that candidates were “not prepared”, or were “prepared to meet”, or were “prepared to exceed” the pertinent conceptual framework standard.

The data indicate that 100 percent of alumni who responded determined the teacher preparation program prepared them to meet or exceed the disposition standards of the conceptual framework with the exception of item i. One alumnus responded that Furman did not prepare them to use sound judgment and display confidence. In the comment section of the survey, one alumnus indicated they did not think dispositions could be taught, that one develops them on their own. This could explain the fact that while overall 22 alumni responded to the survey, there were only 21 responses to this section.

Programs for Continuing Preparation of
Teachers and Other School Personnel

In the programs for the continuing preparation of teachers and the preparation of other school personnel, dispositions are assessed in three ways. At the Admission to Candidacy phase (after completion of nine credit hours in the program), candidates are required to show that they have met certain requirements including continue satisfactory demonstration of content knowledge, pedagogical skills and
dispositions related to the program’s conceptual framework and national standards of the Specialty Professional Association (SPA) related to the concentration, as stated in the Graduate Catalogue.

In the practicum or internship experience, candidates are asked to complete a self-assessment form toward the end of the experience. This self-assessment rates a number of criteria, including candidate dispositions. Since all M.A. candidates are professional educators and scholars currently serving in school or district positions, they are asked if they:

• respect and value all students and others for their diverse talents, abilities, perspectives, and contributions
• are sensitive to community and cultural norms
• are timely, respectful, and responsible in meeting expectations
• use suggestions by other professionals to meet challenges and improve practice
• reflect critically and consistently on their own attitudes and actions
• exemplify passionate commitment to teaching and continuous learning
• commit to educational renewal through active professional involvement
• model ethical and democratic principles in all relationships
• use sound judgment and display confidence in practice
• are advocates for students’ well being

Candidates rate themselves on a scale of 5 (thoroughly) to 1 (not at all) for each item. At the end of the practicum/internship experience, copies of the candidate self-assessment, areas identified for continual professional growth and development, and the faculty supervisor’s evaluation are made available to the candidate in a summary evaluation interview (review on site).

Candidates are expected to demonstrate dispositions that have been determined by the professional education criteria set forth in each M.A. concentration area. After completion of the practicum/internship, candidates must complete EDFD 199: The Master’s Seminar, where they must complete the Conceptual Framework Survey. These surveys also evaluate dispositions in relation to the conceptual framework. These surveys are filed in the Office of Graduate Studies and a summary report is compiled annually (review on site).

Element 7: Student Learning for Teacher Candidates

Programs for Initial Preparation of Teachers
(Undergraduate and Post-baccalaureate)

Throughout the program of teacher preparation, candidates develop the knowledge bases for analyzing and reflecting upon their teaching as it relates to student learning. In their field and clinical experiences, they have ample opportunities to apply their knowledge of planning, assessment, the role of assessment data in planning, and the role is the students' learning interests and prior experiences in formulating instruction. Evidence to support element seven include the following internal and external data: a) Teacher Work Samples (TWS) conducted in EDEP: 100 and EDEP: 170 professional portfolio, based on the TWS; b) scores on ADEPT performance standards 1, 2, 3, 4, 5, 6, and 7 for teaching interns; c) scores on ADEPT performance standards 1, 2, 3, 4, 5, 6 and 7 for graduates in their second year of teaching; d) employer survey results referencing student learning; and e) alumni survey results referencing student learning.

Teacher Work Samples Conducted in EDEP 100 and EDEP 170 Portfolio
Candidates in the Teacher to Teacher fifth year program enroll in the graduate level EDEP 100: Research and Inquiry in the Classroom and EDEP 170: Teaching Internship in order to complete initial certification. These two courses are integrated so that the teacher work sample is planned and implemented in the EDEP 100 course and then elaborated upon in the professional portfolio required for the EDEP 170 course. There are two sections of EDEP 100, one for elementary candidates and one for secondary and language candidates. They are team-taught as one course. For a description of the project, refer to EDEP: 100 Teacher Work Sample Description, Elementary Scores on Work Samples, Secondary/Languages Scores on Work Samples, Professional Portfolio Requirements and Scores: Elementary, ELA, Math, Social Studies.

Analysis of results indicates that all candidates met or exceeded standard on professional portfolios during the past two years. Scores in fall 2004 for elementary candidates were found to be inflated and the university supervisors worked more closely together during fall 2005 to assess candidates’ performance based on the expectation that candidates will meet standard and must qualitatively demonstrate they have earned the rating of “3” for exceeding standard. Differences in the two sets of scores are evident.

Scores on the teacher work samples indicate that overall, candidates met or exceeded standards on the scoring guide. Since the course is team-taught by one instructor for elementary and one instructor for secondary/languages, they work together on the scoring of the work samples to increase reliability. The elementary candidates all met or exceeded standard, while one secondary/language candidate in fall 2004 did not meet “design for instruction”, three candidates in fall 2005 did not meet “assessment plan”, two did not meet “design for instruction” and seven (more than 50 percent) did not meet “literature review” (a new addition to the work sample in 2005). These elements may need greater emphasis in the next year.

Scores on ADEPT Performance Standards 1, 2, 3, 4, 5, 6, and 7 for Teaching Interns
Candidate focus on student learning occurs in planning, assessment and use of assessment data, and instruction. As mentioned previously in this document, one of the strengths of the Teacher to Teacher Program is having candidates collect data from community, school, classroom and individual students to analyze and to inform instruction. The ADEPT performance standards related to planning, assessment and use of data, and instruction are most relevant to the focus on student learning. Standard 1 is long-range planning; 2 is short-range planning; 3 is assessment and use of data; and 4 is instruction. Following are the results of candidate scores on these ADEPT standards at the end of the teaching internship in 2004 and 2005. Scores between 1.5 and 2.4 indicate standard “met” and scores between 2.5 and 3.0 indicate standard “exceeded”.

Based on consensus of the candidate, mentor or cooperating teacher, and the university supervisor, all candidates met or exceeded ADEPT performance standards 1, 2, 3, 4, 5, 6, 7, and 8.

Scores on ADEPT Performance Standards 1, 2, 3, 4, 5, 6, 7, and 8 for Graduates Teaching in Their Second Year
Refer to the ADEPT Teacher Scores for percentages of passing scores on the pertinent performance standards. For 2004, the range of Furman teachers who passed these eight standards was 94.4 - 100 percent. For 2005, the range was 97.4 percent (two standards) - 100% (six standards). For purposes of this report, only data on candidates who graduated between in 2002 and 2003 are relevant. The data on individual candidates who graduated in 2002 reveal that only one person did not pass their Annual Formal 1 ADEPT in 2004 but did pass their Annual Formal 2 ADEPT in 2005. All candidates who graduated in 2003 passed their Annual Formal 1 ADEPT. These latter data may be reviewed on site.

Employer Survey Results Referencing Student Learning
Several standards in the October 2004 employer survey which was based on Furman’s conceptual framework relate to student learning that are expected to be the focus of teacher candidates. They are listed below with the number of employers (N=10) who responded that candidates were “not prepared”, or were “prepared to meet”, or were “prepared to exceed” the pertinent conceptual framework standard.

Employer survey data indicate that, with the exception of use of a variety of assessment to inform instruction, the Teacher Education Program prepares candidates to meet or exceed conceptual framework standards related to student learning. While the majority of employers responded that Furman prepares candidates to use a variety of assessments to inform instruction, this is a standard that must be examined closely each time an employer survey is conducted in order to determine if a pattern is demonstrated that might indicate a need for program improvement.

Alumni Survey Results Referencing Student Learning

Several standards in the October 2004 alumni survey which was based on Furman’s conceptual framework are related to student learning as the focus of teacher candidates. They are listed below with the number of employers (N=22) who responded that candidates were “not prepared”, or were “prepared to meet”, or were “prepared to exceed” the pertinent conceptual framework standard.

Alumni survey data indicate that the Teacher Education Program prepares the majority of candidates to meet or exceed conceptual framework standards related to student learning. However, it is important to compare future alumni survey results on these conceptual framework standards with the current set in order to determine if there are patterns of standards that indicate Furman does not prepare candidates for effective long and short range planning, establishing and maintaining high expectations for all students, use of a variety of assessments, and for demonstrating ethical use of technology. Program improvement is dependent on continuing data that would indicate that need.

Programs for the Continuing Preparation of Teachers

Early Childhood Education
Teacher candidates in the early childhood education concentration are expected to accurately assess and analyze student learning, making appropriate adjustments to instruction; monitor student learning; and have a positive impact on student learning for all students. Throughout all course work leading to the final practicum, candidates are introduced to these expectations through the Curriculum Frameworks and SPA standards as well as the standards identified by the South Carolina System for Assisting, Developing, and Evaluation Professional Teaching (ADEPT). These standards articulate the fundamental principles of competent professional teaching and reflect the targeted skills necessary to promote student learning. During EDEC 160: Practicum in Early Childhood, candidates self-assess their own growth and progress in developing these skills. They also receive weekly feedback from university staff and classroom teachers on their ability to apply these teaching skills in ways that positively impact student learning.

Special Education
In the special education concentration, candidates must assess students with diverse learning needs throughout their field experiences embedded in concentration courses (e.g. EDEX 121, EDEX 141, EDEX 145) and in their formal practicum (EDEX 162, 163, 164). The assessment of students with diverse learning needs includes, but is not limited to, administering and interpreting formal and informal measures, development of informal assessments, and using results from assessment instruments to develop Individualized Education Programs (IEPs) for further planning, instruction and refinement of adapted teaching strategies. Candidates must demonstrate knowledge and application of assessment accommodations for inclusion in state and district-wide tests, including alternative assessment. Candidates must also be familiar with assistive technology and its use for planning, instruction, and evaluation of students with diverse learning needs. These experiences reinforce and enhance the candidates’ knowledge, skills, and dispositions in working with students and their families relative to the continuum of services for children and youth with special needs.

TESOL
The concentration in TESOL continues to grow to meet the needs of an increasing number of diverse learners in South Carolina’s schools. In the designed curriculum, candidates complete courses that introduce them to the needs of English-language learners and review current theory-based practices on creating culturally diverse classrooms. Candidates must demonstrate a proficiency in a second language prior to entering the program. The field-based practicum is designed to provide candidates with opportunities to demonstrate their knowledge, skills and dispositions for teaching English Language Learners. To facilitate the transfer of course knowledge to practice, three course are linked with a practicum: EDOL 140, EDOL 141, and EDOL 142 with 4 classroom visits and 2 group meetings.

Element 8: Student Learning for Other School Professional School Personnel

In Furman’s one program for the preparation of other school personnel, School Leadership, candidates are required to create positive environments that support student learning, collect and analyze data related to student learning and achievement, and apply strategies for improving student learning within their own jobs and schools. Built into the ELCC standards and the overall curriculum framework for this program is the importance of environment on student achievement. Foundational courses reflect the research-based effects of a positive environment for students on learning. This knowledge base is integrated throughout the program, but culminates in Furman’s unique six-credit, year-long internship in School Leadership.

Candidates in the internship are evaluated through supervisor evaluations, reflective journals, and projects, such as applied research and revised school improvement plans. In the culminating course, EDFD 199: Masters Seminar, candidates complete a portfolio/project that summarizes their research and internship experience and includes reflections, artifacts, and projects, including documentation of their impact on student learning.

External Evidence of Impact on P-12 Learning
In January, 2005, after receiving feedback from program completers in School Leadership, the employer survey was mailed to principals and district office personnel supervising our School Leadership candidates who are presently employed in an administrative/leadership position. The assessment is a checklist aligned to several of the ELCC standards. Employers rated program completers on the standards in one of three categories: exceeds expectations, meets expectations, or does not meet expectations. Data from the survey show that 96 percent of our program completers who are presently in administrative/leadership positions are meeting or exceeding expectations on all standards. For (4 percent) of program completers (representing 1 person), the employer marked “does not meet expectations” in one area of Standard 4, namely 4.1. The response rate for the survey was 27 of 42 or 64 percent. Overall, the results show that Furman graduates in School Leadership are having a positive impact on student learning.