The Individual Development Plan: Promoting Professional Dispositions in Preservice Teacher Preparation Presented by:

1. 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

2. 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

3. 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

4. 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

5. 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.

6. 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

7. 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

8. 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

11. 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

12. 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

13. Additional Information For additional information and copies of the IDP and Disposition Ratings, please contact Gregg Gassman (gassmang@sou.edu) or April Harrison (harrisoap@sou.edu) Southern Oregon University