Assessment of Professional Dispositions:

Individual Learning Plan (ILP) Final Reflection Paper

Introduction

Throughout the quarter you have reflected on your growth throughout your EdS program by completing a self-assessment and having a colleague or supervisor assess your strengths and areas for growth. Now you are ready to bring it all into one document. Synthesize your reflections in a paper as described below. You will upload the ILP Final Reflection Paper, the ILP Checklist, and the revised ILP Table to your ePortfolio as MA 5 Assessment of Professional Dispositions.

The following components will be evaluated: Assessment of Professional Dispositions.

• Demonstrate familiarity with and determine where you have exceeded, met, or not met your expectations for each disposition or standards.
• Describe strengths with documented evidence for each disposition or standard.
• Describe weaknesses with documented evidence for each disposition or standard.
• Describe a plan for continued professional development for each disposition or standard.
• Compose a reflection that is written in a way that conveys a scholarly tone free from writing errors.

Major Assessments Standards Alignment

COEL Professional Dispositions

10A. The educator understands the central concepts, tools of inquiry, and structures of the discipline(s) and can create learning experiences based on best practices that make these aspects of subject matter meaningful for students.

10B. The educator understands how students learn and develop and can provide a variety of learning opportunities adapted to diverse learners that support all students' intellectual, social, and personal development.

10C. The educator understands and uses a variety of strategies to encourage students' development of critical thinking, problem solving, and performance skills.

10D. The educator uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

10E. The educator uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the learning environment.

10F. The educator understands and uses formal and informal strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.

10G. The educator is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and actively seeks out opportunities to promote positive social change and grow professionally.

10H. The educator fosters relationships with colleagues, parents, and community agencies to support students' learning and well-being.

AECT Standards

1. Standard 1: Design Candidates demonstrate the knowledge, skills, and dispositions to design conditions for learning by applying principles of instructional systems design, message design, instructional strategies, and learner characteristics.

2. Standard 2: Development - Candidates demonstrate the knowledge, skills, and dispositions to develop instructional materials and experiences using print, audiovisual, computer-based, and integrated technologies.

3. Standard 3: Utilization - Candidates demonstrate the knowledge, skills, and dispositions to use processes and resources for learning by applying principles and theories of media utilization, diffusion, implementation, and policy-making.

4. Standard 4: Management - Candidates demonstrate knowledge, skills, and dispositions to plan, organize, coordinate, and supervise instructional technology by applying principles of project, resource, delivery system, and information management.

5. Standard 5: Evaluation- Candidates demonstrate knowledge, skills, and dispositions to evaluate the adequacy of instruction and learning by applying principles of problem analysis, criterion-referenced measurement, formative and summative evaluation, and long-range planning.

NCATE Standards

Your work will also be evidence of your ability to meet relevant items of the NCATE and Professional Educational Unit Outcomes:

Standard 1: Candidate Knowledge, Skills, and Professional Dispositions

Candidates preparing to work in schools as teachers or other school professionals know and demonstrate the content knowledge, pedagogical content knowledge and skills, pedagogical and professional knowledge and skills, and professional dispositions necessary to help all students learn. Assessments indicate that candidates meet professional, state, and institutional standards.

Standard 4:Diversity

The unit designs, implements, and evaluates curriculum and provides experiences for candidates to acquire and demonstrate the knowledge, skills, and professional dispositions necessary to help all students learn. Assessments indicate that candidates can demonstrate and apply proficiencies related to diversity. Experiences provided for candidates include working with diverse populations, including higher education and P-12 school faculty, candidates, and students in P-12 schools.

Professional Education Unit Outcomes

Professional Education Unit Outcomes include the eight critical components of the conceptual framework and three additional unit outcomes addressing professional dispositions and the diversity and technology proficiencies.

Eight Critical Components of Conceptual Framework

1. Teaching and Lifelong Learning: Demonstrate current knowledge and skills with the understanding that educators are lifelong learners who continually add to their knowledge and skills.

2. Research with Application: Analyze educational issues in light of current research and best practice through Walden University's scholar-practitioner model.

3. Reflective and Analytic Thought: Reflect on and analyze educational issues in light of current research to inform best practice in P-12 classrooms.

4. Leadership: Demonstrate leadership to build a shared vision for effective teaching and learning that positively impacts all stakeholders within a given educational community.

5. Collaboration: Demonstrate collaborative skills that integrate multiple perspectives in order to create ongoing support for the learning environment.

6. Communication: Demonstrate skills to communicate effectively and appropriately in a variety of professional and interpersonal contexts.

7. Diversity: Act in ways that honor multiple perspectives and affirm the dignity and respect of all individuals internal and external to the learning environment.

8. Social Change: Demonstrate the skills and professional dispositions that advocate for social change to make a positive impact where the candidate works and lives. Walden University has also developed three additional unit outcomes-addressing diversity, professional dispositions, and use of technology-drawn directly from the Interstate New Teacher Assessment and Support Consortium (INTASC) Principles and the National Board for Professional Teaching Standards (NBPTS) Propositions.

Three additional Unit Outcomes addressing professional dispositions, and the diversity and technology proficiencies

1. Diversity Proficiencies: Create educational opportunities that are adapted to diverse learners and remove barriers that inhibit learning.

2. Professional Dispositions: Build meaningful relationships to improve student learning by effective planning, communication, use of assessment data, and high-caliber delivery of instruction.

3. Technology Proficiencies: Design and develop learning environments that integrate various technology tools and applications, connect technology usage to content areas, and embed technology into assessment strategies.