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Advancing the Profession: Turning Vision into Reality NCRE Conference – February 16,

2008

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Evaluation is Preparation for the Profession

Linda Keller, Ph.D., CRC, LPC Julia Smith, Ph.D., CRC, LPC

Western Oregon UniversityMonmouth, Oregon

Sheila Hoover, M.S., CRCOregon Vocational Rehabilitation Services

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Linda Keller, Ph.D., CRC Julia Smith, Ph.D., CRC

Sheila Hoover, M.S., CRC

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Evaluation is Preparation for the Profession

Presentation Objectives: Review student evaluation tools

RCE Student Dispositions Professional Portfolio

Discuss partnering with state agency staff to co-develop these tools

Review samples

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Evaluation is Preparationfor the Profession

WHY These Evaluation Tools? Faculty and state agency staff have

grappled with ways to best prepare RCE graduate students for the profession.

Evaluation is a crucial component of this goal.

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Evaluation is Preparation for the Profession Part 1: DISPOSITIONS

Professional Qualities Disposition – used by faculty & field supervisors to provide feedback on students’ professional qualities,e.g. how the RCE student:

interacts with peers, colleagues, and clients; displays honesty, integrity, and respect; and models work habits desired in rehabilitation

counseling.

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Dispositions

Definitions of Disposition:American Heritage College Dictionary:

One’s usual mood; temperament, habitual inclination; a tendency

Lillian Katz, Dispositions as Educational Goals, ERIC (September 1995):“A tendency to exhibit frequently, consciously and voluntarily a pattern of behavior that is directed to a broader goal.”

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What is a Disposition?

Definitions of Disposition: NBPTS Professional Dispositions:NBPTS Professional Dispositions:

Enduring beliefs around something Enduring beliefs around something predisposing one to act positively or predisposing one to act positively or negatively to a particular negatively to a particular phenomenon: does not always have phenomenon: does not always have an accompanying behavior.an accompanying behavior.

Art Combs:Art Combs:For dispositions to “live” one must For dispositions to “live” one must perceive, behave and become.perceive, behave and become.

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Dispositions as Pathways

Developmental pathways act as

“a thread that makes sense by looking at its place in the whole tapestry” (Gillette, 1995)

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REFLECTION ONDISPOSITIONS AND SELF-CONCEPT

What do I believe? Why do I hold these beliefs? How do I demonstrate my beliefs? What strengthens/changes my

beliefs? How do I share my beliefs? How does “how I live,” reflect my

beliefs? Do I ever force my beliefs on others? How do I assess/validate my beliefs

on an ongoing basis?

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Dispositional Assessments for RCE Graduate Students

Evaluates performance that can be affected by knowledge and skill level and/or by student’s disposition

Charts students’ performances throughout their program on key dispositions important the RC profession

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Dispositional Assessments for RCE Graduate Students

Provides a tool for constructive criticism and allows concerns to be addressed by Instructor, Practicum Supervisor, or Field Supervisor

Creates a system that will provide opportunity for all faculty members to monitor dispositions of students in professional arenas

Promotes application of rehabilitation counseling theory and techniques to practice

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Dispositional Assessments for RCE Graduate Students

Using a field tested disposition toevaluate professional qualities

allowsstudents and supervisors to

identifywork behaviors, strengths, andhighlight areas that need

attention indeveloping a plan of action.

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Six Areas Evaluated in RCE Disposition

1. Collaboration and Communication: Students work effectively with peers, instructors, rehabilitation professionals, and clients to achieve a common goal

2. Commitment to the Rehabilitation Counseling Profession: Students conduct themselves in a manner befitting an ethical and honest rehabilitation counselor

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Six Areas Evaluated in RCE Disposition

3. Respect: Students honor, value, and demonstrate consideration and regard for oneself and for others

4. Commitment to Academic Excellence: Students value learning for self and for peers in the pursuit, development, and application of rehabilitation counseling practice

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Six Areas Evaluated in RCE Disposition

5. Emotional Maturity: Students demonstrate situation appropriate behavior

6. Leadership and Responsibility: Students act independently and demonstrate accountability, reliability, and sound judgment

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Disposition Timelines

FIRST YEAR STUDENT Faculty review and prepare students’ disposition

evaluation at a departmental meeting mid winter term

RCE faculty meet with each student individually for disposition review (30 minutes per student) end of winter term

SECOND YEAR STUDENT Faculty review prepare students’ disposition

evaluation at a departmental meeting early fall term RCE faculty meet with each student individually for

disposition review (30 minutes per student) end of fall term

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Disposition Meeting

Students bring a completed self disposition evaluation

Students and faculty jointly review disposition and offer recommendations

Students are welcome to include their own comments on the self evaluation, faculty evaluation, and/or during the meeting

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Disposition Meeting Outcome

A copy of the Professional Dispositions Rubric with assessments, anecdotal comments, the date, and the student’s name are placed in a confidential file

This documentation stays in the student’s confidential files and is expunged 5 years post graduation

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RCE Student Assessment

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RCE Student Assessment

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RCE Student Assessment

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RCE Student Assessment

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RCE Student Assessment

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Evaluation is Preparation for the Profession Part 2: Professional PORTFOLIO

Professional Portfolio - Exit evaluation for every graduating student

Comprehensive approach reflects students’ academic learning professional readiness

Committee includes RCE faculty and VR representative

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Typical RCE Final Evaluation Requirements Written Comprehensive

Examinations Thesis Pass CRC Exam Field Study Professional Project Advanced Proficiency

Documentation Portfolio

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WOU Portfolio Requirements

Degree program must be approved to offer portfolio

Includes development of an individual’s philosophical statement

Student has demonstrated professional competency in the field

Field has diverse professional philosophies

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All RCE Program Portfolios Must Include (at a minimum):

Analysis of professional literature

Application of the literature to the candidate’s specific professional goals

Associated project/case study demonstrates that the candidate incorporates the specific application

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RCE Portfolio Contents

Portfolio has Five Chapters1. Resume

Chronological Skills Based

2. Future Goals3. Ethics Application

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RCE Portfolio Contents

4. Counseling Theory ApplicationNature of PeopleRole of Rehabilitation CounselorRole of Case ManagerCounseling Theory and TechniquesCareer Theory

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RCE Portfolio Contents

5. Professional Competence: Case StudyCase Study ProposalStatement of PurposeReview of Current LiteratureCase Study ProfileDemonstrate Application of Chosen Theory Specific to Case Study

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RCE Portfolio Checklist Timeline – 2nd Year

FALL TERM Portfolio class Complete 2 Resumes, Goals,

and Counseling Theory Application

Committee Chair assigned WINTER TERM

Complete Ethics, Case Study Proposal, Literature Review

Finalize Committee Set oral defense date

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RCE Portfolio Checklist Timeline – 2nd Year

SPRING TERM Final edited portfolio due to

chair no later than April 15th

Chair approved Portfolio due to three committee members at least 2 weeks before defense

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RCE Oral Defense

Two hours in length Student must dress

appropriately Student is prepared to

answer questions on any content areas

Case Study (Chapter 5) includes power point presentation

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Portfolio Content Outline

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Portfolio Content Outline

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Portfolio Content Outline

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Pros and Cons

Cons: Lots of work for student

and facultyPros: Students benefit! Capstone experience Win-win for student and

future employer

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Evaluation is Preparation for the Profession

For more information on this presentation or

for a copy of the powerpoint and forms,please contact:

Julia Smith, Ph.D., CRCRehabilitation Counselor EducationWestern Oregon University345 N. Monmouth AveMonmouth OR 97361smithj@wou.eduwww.wou.edu/~smithj

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