Date post: | 25-Dec-2015 |
Category: |
Documents |
Upload: | leslie-rogers |
View: | 217 times |
Download: | 1 times |
The Individual Development Plan:
Promoting Professional Dispositions in
Preservice Teacher Preparation
Presented by:
Gregg Gassman, Southern Oregon University
April Harrison, Southern Oregon University
ORATE Conference
Friday, January 27, 2012
Overview
SOU’s Special Education Program:
• 12-month cohort model
• Integrated course work and field experiences
• Master of Art in Education degree
• Initial I teaching license with an endorsement
in Special Education
target essential qualities and dispositions required
of effective special educators
• Individual Development Plan (IDP)
• disposition ratings
• professional development
• progress monitoring
The function of the IDP is threefold:
• To promote inquiry into professional skills,
qualities and dispositions
• To create background knowledge on the
Individualized Education Program (IEP) process
• To provide an opportunity for each candidate to
develop a data-based self-reflection process,
enhancing self-advocacy
The IDP Process
• Patterned after the IEP
• IDP developed as part of orientation to professional
studies course
• Progress monitored using data collected from a
variety of sources
• Focus on self-assessment
Candidates develop goals and short-term objectives,
and collects data in;
• ACADEMIC SKILLS
• FUNCTIONAL SKILLS
• INVOLVEMENT IN THE SPED PROGRAM
• PROFESSIONAL DISPOSITIONS
Timeline:
June
• Orientation to Professional Studies
• Culminating activity is the development of the IDP
August
• 30-minute IDP meetings scheduled
• Focus on fine tuning goals and objectives
• candidate completes a survey on dimensions of
the IDP and meeting
Disposition ratings conducted by instructors after each
course.
Timeline:
September
• 30-minute IDP meetings scheduled
• Focus on data collection processes for goals
• candidate completes a survey on dimensions of
the IDP and meeting
December, February, and May
• 30-minute IDP meetings
• Focus on analyzing data collected
• candidate completes a survey on dimensions of
the IDP and meeting
The Individual Development Plan
Present Levels of Academic Achievement and Functional
Performance
• Strengths of the candidate
• Concerns of significant others in candidate’s support network
• Present level of academic performance
• Present level of developmental / functional performance
• involvement and progress in Special Education Program
• preferences, needs, interests, and abilities to be a proactive
member of Cohort
The Individual Development Plan
Present Levels of Academic Achievement and Functional
Performance
In developing the PLAAFP, the following areas are
addressed:
• Writing Skills
• Research Skills
• Communication Skills
• Collaboration Skills
• Organization and Time Management Skills
• Ability to Deal with Stress
• Acceptance of Feedback
• Self-Advocacy Skills
• Acquisition of Professional Dispositions
To determine reliability and validity of the idp and
disposition rating process:
• Pre / post survey by candidates
• ratings by faculty during idp meetings, correlated
with student ratings
• Disposition ratings correlated to student ratings
• Data supporting student attainment of Goals and
STOs
Future Applications and Directions
• Integrate data-based reflective practices throughout
SOU teacher training programs
• Deeper understanding of the IEP process,
specifically the importance of data collection and
how it relates to the development of present level
statements, goals and objectives, and progress
monitoring
• Design data collection and formative assessment
strategies as part of the IDP process
• Develop the IDP process as evidence-based practice
for teacher education
Additional Information
For additional information and copies of the
IDP and Disposition Ratings, please contact
Gregg Gassman ([email protected])
or
April Harrison ([email protected])
Southern Oregon University