Advancing the profession turning vision into reality
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Advancing the Profession: Turning Vision into Reality. NCRE Conference – February 16, 2008. Evaluation is Preparation for the Profession. Linda Keller, Ph.D., CRC, LPC Julia Smith, Ph.D., CRC, LPC Western Oregon University Monmouth, Oregon Sheila Hoover, M.S., CRC

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Advancing the profession turning vision into reality

Advancing the Profession: Turning Vision into Reality

NCRE Conference – February 16, 2008


Evaluation is preparation for the profession

Evaluation is Preparation for the Profession

Linda Keller, Ph.D., CRC, LPC

Julia Smith, Ph.D., CRC, LPC

Western Oregon University

Monmouth, Oregon

Sheila Hoover, M.S., CRC

Oregon Vocational Rehabilitation Services


Advancing the profession turning vision into reality

Linda Keller, Ph.D., CRC

Julia Smith, Ph.D., CRC

Sheila Hoover, M.S., CRC


Evaluation is preparation for the profession1

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


Evaluation is preparation for the profession2

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.


Evaluation is preparation for the profession part 1 dispositions

Evaluation is Preparation for the ProfessionPart 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.


Dispositions

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.”


What is a disposition

What is a Disposition?

Definitions of Disposition:

  • NBPTS Professional Dispositions:

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

  • Art Combs:

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


Dispositions as pathways

Dispositions as Pathways

Developmental pathways act as

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


Reflection on dispositions and self concept

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?


Dispositional assessments for rce graduate students

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


Dispositional assessments for rce graduate students1

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


Dispositional assessments for rce graduate students2

Dispositional Assessments for RCE Graduate Students

Using a field tested disposition to

evaluate professional qualities allows

students and supervisors to identify

work behaviors, strengths, and

highlight areas that need attention in

developing a plan of action.


Six areas evaluated in rce disposition

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


Six areas evaluated in rce disposition1

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


Six areas evaluated in rce disposition2

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


Disposition timelines

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


Disposition meeting

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


Disposition meeting outcome

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


Advancing the profession turning vision into reality

RCE Student Assessment


Rce student assessment

RCE Student Assessment


Rce student assessment1

RCE Student Assessment


Rce student assessment2

RCE Student Assessment


Rce student assessment3

RCE Student Assessment


Evaluation is preparation for the profession part 2 professional portfolio

Evaluation is Preparation for the ProfessionPart 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


  • Typical rce final evaluation requirements

    Typical RCE Final Evaluation Requirements

    • Written Comprehensive Examinations

    • Thesis

    • Pass CRC Exam

    • Field Study

    • Professional Project

    • Advanced Proficiency Documentation

    • Portfolio


    Wou portfolio requirements

    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


    All rce program portfolios must include at a minimum

    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


    Rce portfolio contents

    RCE Portfolio Contents

    Portfolio has Five Chapters

    • 1. Resume

      • Chronological

      • Skills Based

    • 2. Future Goals

    • 3. Ethics Application


    Rce portfolio contents1

    RCE Portfolio Contents

    • 4. Counseling Theory Application

      • Nature of People

      • Role of Rehabilitation Counselor

      • Role of Case Manager

      • Counseling Theory and Techniques

      • Career Theory


    Rce portfolio contents2

    RCE Portfolio Contents

    • 5. Professional Competence: Case Study

      • Case Study Proposal

      • Statement of Purpose

      • Review of Current Literature

      • Case Study Profile

      • Demonstrate Application of Chosen Theory Specific to Case Study


    Rce portfolio checklist timeline 2 nd year

    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


    Rce portfolio checklist timeline 2 nd year1

    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


    Rce oral defense

    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


    Portfolio content outline

    Portfolio Content Outline


    Portfolio content outline1

    Portfolio Content Outline


    Portfolio content outline2

    Portfolio Content Outline


    Pros and cons

    Pros and Cons

    Cons:

    • Lots of work for student and faculty

      Pros:

    • Students benefit!

    • Capstone experience

    • Win-win for student and future employer


    Evaluation is preparation for the profession3

    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 [email protected]

    www.wou.edu/~smithj


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