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Summarize processes for development and outcomes from key assessments based on candidates'
demonstration of professional dispositions expected by the unit.
Professional dispositions of all candidates (both initial and advanced) are measured at admission during
the interview process. Initial candidates (both undergraduate and graduate) are interviewed by two
faculty members to discern their motivation and commitment for the profession. Questions for the
interviews cover content knowledge and awareness of the Connecticut Code of Professional
Responsibilities. No applicant is admitted to the teacher education program unless they
demonstrate at least an emerging proficiency in all the criteria. CARE entry data demonstrate the average
interview score across all programs for four semesters was 2 (meets expectations) or above. At the advanced
level, this interview occurs at a more informal level after admission during the candidate's meeting with
his or her faculty advisor.
During coursework and during fieldwork, candidates are expected to maintain and demonstrate strict
adherence to the Connecticut Code of Professional Responsibilities, including respecting and supporting
the rights of their peers, school personnel, students and their families. While candidates' professional
dispositions are not monitored actively during each course, any candidate believed to be showing cause
for concern is immediately counseled using the Dispositions Counseling Form. A strict
protocol for remediation is followed. This involves documenting the concern with data, designing a plan
of action to support candidate development, and careful monitoring of successful completion of the plan
of action within six months.
Several items in the pre-student teaching and student teaching evaluation capture data pertinent to
professional dispositions. These are aligned with the Connecticut Common Core of Teaching (CCCT)
and clearly articulate the professionalism expected of all our teacher candidates. Candidates are not
permitted to proceed through the program unless they demonstrate proficiency in the professional
indicators. The specific indicators common to both pre-student teaching and student teaching are 6.1
(continually engaging in reflection), 6.3 (collaborating with colleagues to examine student data), 6.7
(understanding legal rights of students with disabilities) and 6.11(conducting themselves as
professionals). Additionally, the student teaching evaluation also includes 6.6 (proactively
communicating in culturally respectful ways to families).
Data from pre-student teaching indicates that our candidates scored at the proficient level in all but 6.3
(collaborating with colleagues to examine student data). Data from three semesters of student teaching
(Fall 2014 through Fall 2015) indicate a mean score of 3 or higher (proficient level) for all these items
(including 6.3) for all three semesters. In fact, the mean score for item 6.11 was the highest, indicating
that our candidates conduct themselves professionally in accordance with the Connecticut Code of
Professional Responsibilities for Educators.
Advanced candidates are held to the same standards of professionalism and classroom interactions and
clinical behaviors are monitored and addressed (if need be) with the Dispositions Counseling Form.
Candidate behaviors are monitored during coursework and self-evaluated during their clinical
assessments. The capstone portfolio measures professionalism as collaborating (item 4 on capstone
portfolio) and modeling digital citizenship and responsibility (item 4 on educational technology
portfolio). Candidates performed at acceptable levels and three students who scored at unacceptable
levels were counseled and supported to re-examine. In the revised Advanced program, this will continue
to be an important data point.
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