1
1.3 e 2: Key Assessments And Scoring Guides Used For Assessing Professional
Dispositions – Advanced Programs
Candidates for advanced licensure are expected to develop and adhere to the following
professional dispositions, derived from the Ohio Educator Standards and the Conceptual
Framework Domains:
Candidates understand student learning and development and respect the diversity of
their students.
Candidates use evidence-based models to advance the learning of each student.
Candidates assume responsibility for professional growth, performance and involvement
as an individual and as a member of a learning community.
Because of the variation in content, practice, and standards across advanced programs,
assessment of dispositions is unique to each program. In the case of the M. Ed. program for
professional teachers, the individualized nature of the course of study means that assessment may
be unique to each candidate.
2
Alignment of Professional Dispositions for Advanced Programs with Conceptual Framework Domains and Key Assessments
*Data limited to the four advanced programs with largest enrollment over the study period.
Conceptual Framework Domains
Contexts, Learner Development Practice Person
Professional Dispositions for Advanced Program Candidates
Program*
Candidates understand student
learning and development and
respect the diversity of their
students
Candidates use evidence-based
models to advance the learning
of each student.
Candidates assume
responsibility for professional
growth, performance and
involvement as an individual
and as a member of a learning
community.
Educational Administration Impact on Student Learning
Action Research Project (AIMS:
ELLC, Assessment 5)
Impact on Student Learning
Action Research Project (AIMS:
ELLC, Assessment 5)
Internship Portfolio (AIMS:
ELLC, Assessment 6)
School Counseling Professional Performance Fitness
Evaluation
Internship Case Study (Included in
internship course grade)
Site Supervisor Evaluation
School Psychology Intervention Cases (AIMS: NASP
Assessment 6) and Internship
Portfolio (AIMS: NASP
Assessment 5)
Intervention Cases (AIMS: NASP
Assessment 6) and Internship
Portfolio (AIMS: NASP
Assessment 5)
Internship Evaluation Tool
(AIMS: NASP Assessment 4)
M. Ed. - Reading ED 578, Diagnostic Case Report ED 573, Tutorial Case Report ED 565, Literacy Perspectives
Final Project
3
John Carroll University
School Counseling Program
Professional Performance Fitness Evaluation N- No opportunity to observe
0- Does not meet criteria for program level
1- Meets criteria only minimally or inconsistently for program level
2- Meets criteria consistently at this program level
Therapeutic Skills and Abilities
1. The student demonstrates the ability to establish a therapeutic relationship.
N
0
1
2
2. The student demonstrates therapeutic communication skills including:
a. Creating appropriate structure: setting and maintaining the boundaries of the therapeutic relationship
throughout the work (i.e. setting parameters for meeting time and place, maintaining time limits, etc)
N
0
1
2
b. Understanding content: understanding the primary elements of the client’s story.
N 0 1 2
c. Understanding context: understanding the uniqueness
of the story elements and their underlying meaning. N 0 1 2
d. Responding to feelings: identifying client affect and addressing those feelings in a therapeutic manner.
N 0 1 2
e. Congruence-genuineness: demonstrating external
behavior consistent with internal affect. N 0 1 2
f. Establishing and communicating empathy: taking the perspective of the client without over-identification
with the client’s experience.
N 0 1 2
g. Non-verbal communication: demonstrates effective use of head, eye, hands, feet, posture, voice, attire, etc.
N 0 1 2
h. Immediacy: staying in the here and now. N 0 1 2 i. Timing: responding at the optimal moment. N 0 1 2
j. Intentionality: responding with a clear understanding of one’s own therapeutic intention.
N 0 1 2
k. Self-disclosure: skillful and carefully considered for a specific purpose.
N 0 1 2
3. The student demonstrates awareness of power differences in the therapeutic relationship and manages these
differences therapeutically.
N 0 1 2
4. The student collaborates with the client to establish clear therapeutic goals.
N 0 1 2
5. The student facilitates movement toward the client goals. N 0 1 2
6. The student demonstrates adequate knowledge of a wide variety of theoretical bases.
N 0 1 2
7. The student demonstrates the capacity to match appropriate interventions to the presenting clinical profile
N 0 1 2
4
in a theoretically consistent manner. 8. The student creates a safe clinical environment. N 0 1 2
9. The student demonstrates willingness and ability to articulate analysis and resolution of ethical dilemmas.
N 0 1 2
10. Student demonstrates focus: establishes and maintains concentration on client goals.
N 0 1 2
Professional Responsibility
1. The student conducts self in an ethical manner so as to promote confidence in the counseling profession and
school district.
N 0 1 2
2. The student relates to professors, colleagues, supervisors and others in a manner consistent with stated school
standards.
N 0 1 2
3. The student demonstrates sensitivity to real and ascribed differences in power between themselves and others, and
does not exploit or mislead other people during or after professional relationships.
N 0 1 2
4. The student demonstrates application of legal requirements relevant to counseling training practice and the school.
N 0 1 2
Competence
1. The student recognizes the boundaries of her/his particular
competencies and the limitations of her/his expertise.
N 0 1 2
2. The student takes responsibility for compensating for her/his deficiencies. Openness to supervision.
N 0 1 2
3. The student takes responsibility for assuring client welfare when encountering the boundaries of her/his expertise.
N 0 1 2
4. The student provides only those services and applies only those techniques for which she/he is qualified by education,
training, or experience.
N 0 1 2
5. The student demonstrates basic cognitive, affective, sensory, and motor capacities to respond therapeutically to clients.
N 0 1 2
6. The student demonstrates knowledge and respect for school policies and procedures.
N 0 1 2
Maturity
1. The student demonstrates appropriate self-control (such as anger control, impulse control) in interpersonal relationships with supervisors, colleagues and clients.
N 0 1 2
2. The student is honest, fair, and respectful of others. N 0 1 2
3. The student is aware of his/her own belief systems, values, needs, and limitations and the effect of these on his/her work.
N 0 1 2
4. The student demonstrates ability to receive, integrate and utilize feedback from colleagues and supervisors.
N 0 1 2
5
5. The student exhibits appropriate levels of self assurance, confidence, and trust in own ability.
N 0 1 2
6. The student follows professionally recognized problem solving processes, seeking to informally solve problems
first with the individuals(s) with whom the problem exists.
N 0 1 2
Integrity
1. The student refrains from making statements which are false, misleading or deceptive.
N 0 1 2
2. The student avoids improper and potentially harmful dual relationships.
N 0 1 2
3. The student respects the fundamental rights, dignity and worth of all people.
N 0 1 2
4. The student respects the rights of individual to privacy, confidentiality, and choices regarding self-determination
and autonomy.
N 0 1 2
5. The student respects cultural, individual, and role differences, including those due to age, gender, race,
ethnicity, national origin, religion, sexual orientation, disability, language, and socioeconomic status.
N 0 1 2
Comments:
6
John Carroll University
School Counseling Program
Site Supervisor Evaluation of School Counseling Intern
School Counselor Intern____________________________________________________
Name of School/District____________________________________________________
Site Supervisor___________________________________________________________
Dates of Internship________________________________________________________
Total hours completed by School Counseling Intern: __________
Instructions: Please complete the following information regarding the above named student and
make additional comments as indicated. Please provide specific comments where
ratings are unusually high or low.
A. General Supervision:
Poor Avg. Good NA
1. Demonstrates a personal commitment to the
development of professional competencies. 1 2 3 4 5 6 NA
2. Invests time and energy into the process of
becoming a counselor. 1 2 3 4 5 6 NA
3. Appropriately receives and utilizes feedback—
both positive and negative—from supervisors
and professional peers. 1 2 3 4 5 6 NA
4. Engages in open, comfortable, clear communication
with peers and supervisors. 1 2 3 4 5 6 NA
Comments:____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
B. The Counseling Process:
1. Keeps appointments on time. 1 2 3 4 5 6 NA
2. Explains the nature and objectives of counseling
when appropriate. 1 2 3 4 5 6 NA
3. Is relaxed and comfortable in the counseling
interview. 1 2 3 4 5 6 NA
7
4. Shows appropriate non-verbal skills (eye contact,
body language, etc.) 1 2 3 4 5 6 NA
5. Builds therapeutic alliance. 1 2 3 4 5 6 NA
6. Facilitates client expression of concerns and
feelings. 1 2 3 4 5 6 NA
7. Uses silence effectively in the counseling
interview. 1 2 3 4 5 6 NA
8. Demonstrates awareness of personal feelings in
the counseling session. 1 2 3 4 5 6 NA
9. Recognizes and appropriately handles negative
affect of the client. 1 2 3 4 5 6 NA
10. Demonstrates sound observation skills. 1 2 3 4 5 6 NA
11. Demonstrates adequate listening skills. 1 2 3 4 5 6 NA
12. Facilitates realistic goal-setting with client. 1 2 3 4 5 6 NA
13. Employs effective judgment in timing and
utilization of counseling techniques. 1 2 3 4 5 6 NA
14. Is perceptive in evaluating the effects of
counseling techniques. 1 2 3 4 5 6 NA
15. Bases interventions on known counseling theory. 1 2 3 4 5 6 NA
16. Conducts appropriate recruiting and screening
procedures for groups. 1 2 3 4 5 6 NA
17. Demonstrates competence in providing group
leadership. 1 2 3 4 5 6 NA
18. Develops interventions appropriate to group
settings. 1 2 3 4 5 6 NA
19. Shows awareness of factors influencing group
dynamics. 1 2 3 4 5 6 NA
20. Appropriately handles issues related to termination
(referrals, resistance, contacts, timing, etc.) 1 2 3 4 5 6 NA
Comments:
______________________________________________________________________________
______________________________________________________________________________
8
C. Consultation Services:
1. Provides assistance to teachers and other staff to
develop interventions to respond to students’
needs/concerns. 1 2 3 4 5 6 NA
2. Meets with parents to help clarify students’ problems
and develop effective interventions. 1 2 3 4 5 6 NA
3. Follows up effectively with parents whose children
are having difficulty. 1 2 3 4 5 6 NA
4. Meets with parents and/or staff to make appropriate
referrals when necessary. 1 2 3 4 5 6 NA
Comments:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
D. Services Coordination:
1. Knowledge of school/district’s programs and
policies. 1 2 3 4 5 6 NA
2. Ability to make use of referral source. 1 2 3 4 5 6 NA
3. Ability to maintain accurate and updated records. 1 2 3 4 5 6 NA
4. Ability to advocate for the client. 1 2 3 4 5 6 NA
Comments: __________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
E. Professional Behavior:
1. Demonstrates ethical behavior in counseling activity
and case management. 1 2 3 4 5 6 NA
2. Adheres to school policies and procedures. 1 2 3 4 5 6 NA
3. Utilizes school resources. 1 2 3 4 5 6 NA
4. Participates in school/district’s staff development. 1 2 3 4 5 6 NA
9
5. Demonstrates promptness, reliability, and
responsibility. 1 2 3 4 5 6 NA
6. Gets along well with staff members. 1 2 3 4 5 6 NA
Comments:____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
F. Additional Questions:
1. Would you recommend this intern for a school counselor’s position in your school if one
were available? Please explain.
2. Please provide a short indication of your assessment of the intern as a prospective school
counselor. You may wish to signify specific strengths or weaknesses that are not sufficiently
detailed in the preceding items.
___________________________________ ____________
Signature of Site Supervisor Date
___________________________________ ____________
Signature of School Counseling Intern Date
Reviewed by:
___________________________________ ____________
Signature of JCU Internship Instructor Date
10
ED 591: Case Study
Each candidate will prepare a study of one individual or group counseling case. Satisfactory
completion of this project is a condition of advancement to licensure.
In addition to an audio or videotape of a single counseling session, candidates must prepare a
presentation and written report including the following components:
Demographic information
Student concern(s)
Plan of action
Helping strategies used
Client outcomes, including impact on learning
Disposition of the case
Candidates are required to discuss current literature as it relates to he case.
Evaluation criteria:
All components completed
All components demonstrate an evidence-based approach to clinical practice
Presentation and written report reflect professional language and dispositions.
.
11
ED 565 Literacy Perspectives Final Project Purpose: Create a product that demonstrates a strong understanding of the multi-dimensional nature of literacy, i.e., understanding of important concepts associated with historical, political, psychological, neuroscience and socio-cultural perspectives on literacy teaching and learning. Ideas for the format of your presentation are: enhanced PowerPoint presentation with notes, voice graphic organizer with elaborated explanation pictorial display with description and elaborated explanation enhanced podcast [uses PPT slides for emphasis] iMovie other, including combination of any of the above
Present the work in a Wiki at the end of the semester. Evaluation criteria include: evidence that shows understanding of literacy from multiple perspectives, i.e., historical-political;
psychological/neuroscience; socio cultural integration of readings (required course readings and student selected) synthesis of course content Inclusions: list of references (APA) 75 - 100 word abstract that summarizes the project All necessary materials and explanations such that the work can stand alone, i.e., reader will be
able to read and follow the logic/thinking without further explanation. Evaluation: content (40%); organization (30%); delivery (30%). Final Project Rubric [50 points total]
Criterion 3 points 2 points 1 point Total Points
Content demonstrates strong understanding of many concepts in each perspective evidenced through explanation, illustration, and examples
demonstrates understanding of some concepts in each perspective but lacks explanation or example in one of the perspectives
Does not include major concepts from each of the 4 literacy perspectives; explanation and examples are vague or not represented
12 possible [ ] X 4
Research support and elaboration
makes clear and explicit connections to research; connections to other concepts with explanations of relationships
makes some connections to research; some connections to other concepts and explanations of relationships are unclear
research base is not evidenced; few connections to other concepts and explanations of relationships are unclear
12 possible [ ] X .4
Critical analysis
Includes several of the following: description of patterns; synthesis;
includes some of the following: description of patterns; synthesis;
Includes only a few of the following: description of patterns; synthesis;
12 possible [ ] X 4
12
interpretation; argument; hypothesis; evaluation
interpretation; argument; hypotheses; evaluation; analysis of some perspectives are at surface level
interpretation; argument; hypothesis; evaluation; much of the analysis is at a surface level
Organization and coherence
concise, well-organized, clear presentation; appropriate use of conventions and APA style for references and citations
concise, organized, and clear presentation; does not follow appropriate use of APA for references and citations
lacks conciseness or organization in presentation; does not use APA style for references and citations as appropriate
9 possible [ ] X 3
Conventions No errors in spelling, punctuation, etc. easy to read
<two errors in spelling, punctuation, etc.; easy to read
Many errors; difficult to follow
5 possible [ ] X 1.5
13
JOHN CARROLL UNIVERSITY
ED 573 READING TUTORIAL PROGRAM
FINAL REPORT
Name: Date:
Tutor:
No. of Sessions:
Focus of Instruction
Describe the focus of your instruction. Name the target skills you taught and reference the
standard(s) to which they apply. Make it clear so the parent can quickly see that you taught
standards-based skills.
Assessment Data Focus Area January April
Comprehension Independent level
>90% comprehension
Grade [x]
Grade [x]
Instructional Level
70%-90% comprehension
Grade [x]
Grade [x]
Frustration Level
<70% comprehension
Grade [x]
Grade [x]
Fluency
Independent Level
>97% accuracy with good pace
and expression
Grade [x] Grade [x]
Instructional Level
90%-97% accuracy with
appropriate pace and expression
Grade [x] Grade [x]
Frustration Level
<90% accuracy with slow pace
and little expression
Grade [x] Grade [x]
Word
Knowledge
[ Stage of Development] Score
[Below, On, Above
Grade Level]
Score
[Below, On, Above
Grade Level]
Weekly Progress Monitoring Provide a brief description of the skill you progress monitored and how you measured it. Insert
final graph on target skill; keep the graph or chart simple and easy to read. Provide enough
information so anyone could interpret the chart
Summary of Progress Briefly describe the information in the assessment results table and progress monitoring charts &
explain what it means. Provide 2-3 paragraphs that clearly state the progress that the student
made and why it is important to reading development. These paragraphs should go beyond the
information given in the table and chart(s).
14
Also, in 2-3 paragraphs, summarize the tutorial activities. These paragraphs should consist of an
articulate description that provides a knowledgeable and justified account of your instruction in
these areas: comprehension, word study, fluency, and writing.
Recommendations Provide 2 specific recommendations in the targeted area of need; provide information about how
much the student should practice (# of minutes/day); for how long (# of weeks or months); and
under what conditions (e.g., computer; textbooks; homework; library books, etc.).
NOTE: USE PROPER HEADINGS FOR EACH SECTION. INDICATE THE HEADINGS IN BOLD AS IN
THE OUTLINE AND FLUSH WITH THE LEFT MARGIN. USE BLOCK PARAGRAPHS. DOUBLE-SPACE
THE TEXT. USE TIMES NEW ROMAN 12-PT FONT. USE THIRD PERSON POINT OF VIEW.
NOTE: DON’T FORGET TO COMPLETE THE ASSESSMENT APPENDIX!
“PERFECT” DRAFT DUE MAY 5. THE DRAFT WILL BE EVALUATED FOR THIS ASSIGNMENT.
FINAL DRAFT DUE MAY 12.
15
PARENT REPORT RUBRIC TOTAL POINTS POSSIBLE = 50
COMPONENT DEMONSTRATES
STRONG
KNOWLEDGE
AND SKILL;
THOROUGH
AND ACCURATE
4
DEMONSTRATES
SOLID KNOWLEDGE
AND SKILL; MOSTLY
THOROUGH AND
ACCURATE
3
DEMONSTRATES
KNOWLEDGE AND
SKILL THAT IS WEAK
IN SOME AREA; MAY
NOT BE THOROUGH
AND/OR
INCONSISTENTLY
ACCURATE
2
DEMONSTRATES
WEAK KNOWLEDGE
AND SKILL;
INCOMPLETE AND/OR
WITH MANY
INACCURACIES
1
WEIGHT
DATA DISPLAY X2
REPORT
FOCUS OF INSTRUCTION X2
ASSESSMENT DATA X1
PROGRESS MONITORING X2
SUMMARY OF PROGRESS X2
RECOMMENDATIONS X2
FORMAT X1
WRITING STYLE AUDIENCE
APPROPRIATE;
CLEAR AND
CONCISE; NO
MECHANICAL
ERRORS
2
MINOR PROBLEM
RELATED TO:
AUDIENCE, CLARITY,
SUCCINCTNESS; 1 OR
2 MECHANICAL
ERRORS
1
0 POINTS FOR CONTENT THAT HAS SEVERAL
PROBLEMS RELATED TO AUDIENCE, CLARITY,
SUCCINCTNESS, MECHANICS; MAJOR
REVISIONS ARE NEEDED
X1
16
ED 578
DIAGNOSTIC CASE REPORT The course includes 3 clinics to practice assessment techniques, procedures and applications. Clinics 1-2 are conducted by small teams (2-3 members) and provide practice in early literacy, primary grade and/or middle grade assessment. In clinic 3 individual students are assigned an assessment case and prepare a case report for multiple audiences. LEVEL Exemplary Assessment
Report [100 pts] Excellent Assessment Report [95 pts]
Very Good Assessment Report [90 pts]
Good Assessment Report [85 pts]
Adequate Assessment Report [80 pts]
CRITERION
a cogent, well-articulated diagnosis & demonstrates mastery of the elements of effective report writing
a well-developed diagnosis & demonstrates good control of the elements of effective report writing
a competent diagnosis and demonstrates adequate control of the elements of writing.
some competence & skill in diagnostic reasoning skills and in control of the elements of critical writing but diagnosis has flaws
some strengths, but a general weakness in diagnostic reasoning skills and in analytical writing skills
INDICATORS *clearly identifies and
insightfully analyzes
assessment information
*develops diagnostic ideas
cogently, organizes them
logically, and connects them
with clear transitions
*effectively supports the main
ideas of a diagnostic analysis
& conclusion
*demonstrates control of
language, including diction
and syntactic variety
*communicates effectively in
writing to explain assessment
results to parents & the wider
community
*demonstrates facility with the
conventions of standard
written English with few
minor flaws
*clearly identifies important
assessment information and
analyzes it in a generally
thoughtful way
*develops diagnostic ideas
clearly, organizes them
logically, and connects them
with appropriate transitions
*sensibly supports the main
points of a diagnostic analysis
& conclusion
*demonstrates control of the
language, including diction
and syntactic variety
*communicates effectively in
writing to describe assessment
results to parents & the wider
community
*demonstrates facility with the
conventions of standard
written English but; occasional
flaws
*identifies and analyzes
important features of the
assessment information
*develops and organizes
diagnostic ideas satisfactorily
but may not connect them with
transitions
*supports the main points of a
diagnostic analysis &
conclusion
*demonstrates sufficient
control of language to convey
ideas with reasonable clarity
*communicates effectively in
writing to summarize
assessment results to parents &
the wider community
*generally follows the
conventions of standard
written English but may have
some flaws
*does not identify or analyze
some of the important features
of the assessment information,
although some major points
are present
*devotes most of report to
description without
interpreting relevant
assessment information
*is limited in the logical
development and organization
of the diagnosis
*does not convey meaning
clearly
*communicates in writing to
state assessment results to
parents & the wider
community, but meaning is not
conveyed effectively
*contains occasional major errors or frequent minor errors in grammar, usage, and mechanics
*does not present a clear
diagnosis based on logical
analysis, but may instead
present a broad generalization
or disparate set of facts.
*does not develop ideas
clearly or may be disorganized
in major sections of the report
* provides some relevant or
reasonable support for
conclusions
*has serious and frequent
problems in the use of
language and in sentence
structure
*communicates in writing to
state assessment results to
parents & the wider
community, but meaning is
unclear
*contains several errors in
grammar, usage, and
mechanics that can interfere
with meaning
17