Dispositions Rubric for College of Education Graduate Programs Candidates Name: _Ryan Keesee_______________________ Evaluator: Self and Dr.

Brenda Marina Evaluation Interval: #1 ____ #2X Other: End of Program Course/Semester/Year: Spring 2014 Program: Med. Higher Education Administration

This instrument is used to rate each element relative to expectation levels of students within their current program. These expectations may differ among programs due to different contexts and graduate levels. Score using whole numbers 1, 2, or 3. Unacceptable: Score of 1 Candidate demonstrates the behavior below 70% of the time. When given feedback, the candidate continues the behavior below 70% of the time. Descriptor: rarely Acceptable: Score of 2 Candidate demonstrates the behavior between 70% and 89% of the time due to self-initiative and/or feedback. Descriptor: regularly Target: Score of 3 Candidate demonstrates behavior 90% or more of the time due to self-initiative and/or feedback.

Descriptor: consistently

1. Commitment to Knowledge, Skills, and Dispositions of the Profession Unacceptable (1)

a. Candidate rarely uses and applies current educational research and theory related to inform discipline specific educational practice. Candidate rarely demonstrates professionalism in decision making, rarely uses input from others, and rarely is decisive when needed.

Acceptable (2)
Candidate regularly uses and applies current educational research and theory to inform discipline specific educational practice. Candidate regularly demonstrates professionalism in decision making, regularly uses input from others, and regularly is decisive when needed.

Target (3)
Candidate consistently uses and applies current educational research and theory to inform discipline specific educational practice. Candidate consistently demonstrates professionalism in decision making, consistently uses input from others, and is consistently decisive when needed.

Score

b.

Comments:

2. Commitment to Diversity Unacceptable (1)

a. Candidate rarely plans educational practices that demonstrate awareness, sensitivity, and expression of fairness related to the commitment that all students can learn regardless of differences (e.g. ethnicity, gender, race, socioeconomic status, exceptionalities, language, religion, sexual orientation, and geographic area.)

Acceptable (2)
Candidate regularly plans educational practices that demonstrate awareness, sensitivity, and expression of fairness related to the commitment that all students can learn regardless of differences (e.g. ethnicity, gender, race, socioeconomic status, exceptionalities, language, religion, sexual orientation, and geographic area.)

Target (3)
Candidate consistently plans educational practices that demonstrate awareness, sensitivity, and expression of fairness related to the commitment that all students can learn regardless of differences (e.g. ethnicity, gender, race, socioeconomic status, exceptionalities, language, religion, sexual orientation, and geographic area.) Candidate consistently implements educational practices that demonstrate awareness, sensitivity, and expression of fairness related to the commitment that all students can learn regardless of differences.

Score

b.

Candidate rarely implements educational practices that demonstrate awareness, sensitivity, and expression of fairness related to the commitment that all students can learn regardless of differences.

Candidate regularly implements educational practices that demonstrate awareness, sensitivity, and expression of fairness related to the commitment that all students can learn regardless of differences.

Comments:

3.

Commitment to Technology Unacceptable (1) Acceptable (2)

Candidate regularly integrates technologies as appropriate to maximize learning opportunities for all students.

Target (3)
Candidate consistently integrates technologies as appropriate to maximize learning opportunities for all students.

Score

a.

Candidate rarely integrates technologies as appropriate to maximize learning opportunities for all students.

Comments:

4. Commitment to the Practice of Continuous Reflection and Assessment Unacceptable (1)

a. Candidate rarely engages in systematic selfassessment and reflection.

Acceptable (2)
Candidate regularly engages in systematic selfassessment and reflection..

Target (3)
Candidate consistently engages in systematic selfassessment and reflection..

Score

3 3

b.

Candidate rarely accepts and responds to feedback in a professional manner.

Candidate regularly accepts and responds to feedback in a professional manner.

Candidate consistently accepts and responds to feedback in a professional manner.

Comments:

5. Commitment to Professional Conduct Unacceptable (1)

a. Candidate rarely honors academic and professional commitment (e.g., class meetings & assignments, advisement meetings, scheduled chats & discussion boards, field and/or clinical experiences).

Acceptable (2)
Candidate regularly honors academic and professional commitment (e.g., class meetings & assignments, advisement meetings, scheduled chats & discussion boards, field and/or clinical experiences).

Target (3)
Candidate consistently honors academic and professional commitment (e.g., class meetings & assignments, advisement meetings, scheduled chats & discussion boards, field and/or clinical experiences). Candidate consistently takes responsibility for his or her actions.

Score

2 3

b.

Candidate rarely takes responsibility for his or her actions.

Candidate regularly takes responsibility for his or her actions.

c.

Candidate rarely acts professionally appropriate in all settings (e.g. in person, email, phone calls, online). This includes communication, appearances, the sharing of personal information, and relationships within the professional environment.

Candidate regularly acts professionally appropriate in all settings (e.g. in person, email, phone calls, online). This includes communication, appearances, the sharing of personal information, and relationships within the professional environment.

Candidate consistently acts professionally appropriate in all settings. (e.g. in person, email, phone calls, online). This includes communication, appearances, the sharing of personal information, and relationships within the professional environment. Candidate consistently presents information that relates to the profession and individual actions in an honest and forthcoming manner.

d.

Candidate rarely presents information that relates to the profession and individual actions in an honest and forthcoming manner.

Candidate regularly presents information that relates to the profession and individual actions in an honest and forthcoming manner.

Comments

Overall Total: 32 / 33 Unacceptable (1): 22 or below Acceptable (2): 23 29 Target (3): 30 33

Overall Score: 3

Reflection
1.

Commitment to Knowledge, Skills, and Dispositions of the Profession

a. Candidate consistently uses and applies current educational research and theory to inform discipline specific educational practice. i. I provided myself with a score of 3 because I constantly utilize material from the coursework in my everyday work environment while also utilizing personal research on student theory and current educational research in my coursework. Much of what I have done during my graduate assistantship is reflective of the information I retained from my studies. Vice versa, I am currently involved in two separate research projects that I have used information from to apply to my assignments and coursework. Throughout the program itself, we were required to review many professional journals in higher education. b. Candidate consistently demonstrates professionalism in decision making, consistently uses input from others, and is consistently decisive when needed. i. I have taken a very active role in my education during this program as well as a significant role as a graduate assistant therefore I have scored this as a 3. I consistently ask for feedback and clarification from my professors, supervisors, colleagues, and students. I have prided myself on maintaining a professional standard and have also influenced others to do the same through my Higher Education Student Organization. I had a midterm meeting with most of my professors during the program in order to receive feedback on the work I was producing.

2.

Commitment to Diversity
a. Candidate consistently plans educational practices that demonstrate awareness, sensitivity, and expression of fairness related to the commitment that all students can learn regardless of differences (e.g. ethnicity, gender, race, socioeconomic status, exceptionalities, language, religion, sexual orientation, and geographic area.) i. I gave myself a ranking of 3 because I have planned multiple interactions and conference presentations that involve discussions around active citizenship, global citizenship, diversity, and privilege. I have also partaken in events that help strengthen my understanding of cultural differences such as webinars, internships, and international conversation hours. I have also conducted the Council for the Advancement of Standards which reviews diversity and inclusion practices within my office. The curriculum also involved a course in Ethical and Professional Issues which involved much of this subject matter. b. Candidate consistently implements educational practices that demonstrate awareness, sensitivity, and expression of fairness related to the commitment that all students can learn regardless of differences. i. I gave myself a 3 for this standard because I have implemented the various interactions, conference presentations, and group meetings that discuss issues of active citizenship, global citizenship, diversity, and

privilege. I have conducted a privilege exercise at the LEAD Scholar Conference, during Community Liaison meetings, and during a LEAD 2000 Collaborative Leadership course. I have presented on Active Citizenship at the Southern Collegiate Leadership Conference, LEAD Scholar Conference, and during Community Liaison meetings. I have hosted multiple diversity training exercises to the group of Community Liaisons that I supervise and I am currently conducting research involving global citizenship. I have also conducted the Council for the Advancement of Standards which reviews diversity and inclusion practices within my office.
3.

Commitment to Technology
a. Candidate consistently integrates technologies as appropriate to maximize learning opportunities for all students. i. As a part of the curriculum I was required to take Instructional Technology Foundations which required the development of a personal blog and other technology tools. There is an assignment on the Presentations page that required me to develop a Parent Newsletter which had to be in video format. The use of technology has been present throughout the program from development of various presentations, online chat discussions, the utilization of Folio, use of Google Docs to create group presentations, and utilizing Google Hangout for various meeting purposes. Assessment of current technology standards was also a part of the CAS review which I conducted for my office programs. Therefore I provided a score of 3

4.

Commitment to the Practice of Continuous Reflection and Assessment

a. Candidate consistently engages in systematic self-assessment and reflection. i. I gave a score of 3 due to the multiple ways I sought out to improve myself through reflection and assessment. Every other week it is required that graduate students in my office have one-on-ones with their supervisor in order to reflect upon their work. There is also an end of semester review that is conducted. I participated in a resume critique session while at NODAC 2013 and a mock phone interview session through NODA. I met with my professors throughout the program in order to receive feedback on my work and when I was unable to meet in person I was sure to email and ask for feedback. b. Candidate consistently accepts and responds to feedback in a professional manner. i. I also gave myself a 3 for this standard being that I was always grateful for any feedback I received from my supervisors, professors, colleagues or students. I have also followed up with thank you emails and notes to those that take time to assist in my professional development.

5.

Commitment to Professional Conduct

a. Candidate consistently honors academic and professional commitment (e.g., class meetings & assignments, advisement meetings, scheduled chats & discussion boards, field and/or clinical experiences). i. I provided a ranking of 2 for this standard. I have maintained a professional conduct by attending classes and meetings on time and if I were ever late or absent, I would always follow up with an email or an in person apology. I have participated in my discussion board posts but missed a few posts in a couple of courses. Overall, I have been punctual and respected the time of my supervisors, professors, colleagues, and students. b. Candidate consistently takes responsibility for his or her actions i. I scored 3 for this standard because I always held myself accountable for expectations placed upon me by myself or others. As noted before, if I were to ever have an absence or tardy I would respond with a formal apology in a timely manner in person or through email. I respect the time of my professors and I accept the grade I receive for the amount of effort I put into an assignment, c. Candidate consistently acts professionally appropriate in all settings. (e.g. in person, email, phone calls, online). This includes communication, appearances, the sharing of personal information, and relationships within the professional environment. i. I maintain a professional standard as a representative of my university, my family, and myself. I avoid actions and activities that would tarnish this image and respect those around me. I maintain a level of trust with sensitive information and maintain consciousness of my communication. d. Candidate consistently presents information that relates to the profession and individual actions in an honest and forthcoming manner. i. This is most evident through my work in founding the Higher Education Student Organization. I have promoted the expansion of higher education interest and have developed a group that fosters information sharing, networking, socialization, and communication. I am always excited to speak on my higher education experience and I avoid any dishonesty.