EDF 203 - Protected Form

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Eastern Kentucky University *

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203

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Management

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Feb 20, 2024

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P G P P a g e | 1 Professional Task Assessing and Managing Professional Growth Candidate Name: Haley Jones Date: 2/12/24 Professional Dispositions Self-Assessment First year teachers in Kentucky must demonstrate their professional skills. One of the required activities is a Professional Growth Plan based on the Kentucky Teacher Performance Standards. As an undergraduate at EKU, your fitness to teach is measured against a different set of standards referred to as Professional Dispositions and ethical practices. Dispositions are operationally defined as tendencies or beliefs that are conveyed or made public through observable behaviors. This exercise is designed to mirror the process used during your first year of teaching, but using the Professional Dispositions rather than the Kentucky Teacher Performance Standards. By completing this activity, you will assess your own baseline of performance prior to admission to the EKU Teacher Education Program. The Teacher Education Program is responsible for preparing candidates who have the required knowledge, skills, and dispositions to become effective educators. Your chosen program of study will prepare you to demonstrate the knowledge, skills, and dispositions expected of excellent professionals. EKU faculty and clinical personnel will evaluate your demonstration of these dispositions and provide you with feedback about your progress. The Kentucky Education Professional Standards Board Code of Ethics and the EKU Student Code of Conduct specifically articulate characteristics expected of all education professionals. Dispositions are assessed based on candidates’ observable behavior in educational settings. Assess your level of performance on each of the indicators below by marking your initial rating for each indicator. The scale is: (1) Strongly Disagree (2) Disagree (3) No evidence to suggest otherwise (4) Agree (5) Strongly Agree. Mark one for each indicator. Professional Dispositions Advocacy for students 1. Attends to physical, emotional, and academic health of all students 2. Seeks appropriate resources/supports to meet students’ physical, emotional and academic needs Commitment to a Positive Classroom Culture 3. Demonstrates empathy, sensitivity to others’ feelings, opinions, cultures, perspectives, and a willingness to learn from others

P G P P a g e | 2 4. Demonstrates the ability to appropriately handle situations that may be emotionally, physically, or academically stressful for students Commitment to Student Growth 5. Demonstrates commitment to all students’ growth 6. Commits to developing each learner’s capacity to evaluate their own progress and learning. Communication and Collaboration 7. Establishes and maintains respectful and professional collaborative relationships with others 8. Communicates effectively and thoughtfully in spoken and written language 9. Develops rapport with students Critical Thinking 10. Seeks understanding of complex issues to solve problems 11. Demonstrates awareness of underlying beliefs regarding teaching and learning Cultural Competency and Equity 12. Examines the personal and social contexts in which he/she practices (including physical, social, academic, cultural, and linguistic) 13. Demonstrates awareness of one’s own values and how they may affect others 14. Works to provide equitable access to instruction Reflective Practice 15. Is receptive to constructive feedback concerning work/behavior 16. Reflects on one’s own teaching and learning and engages in professional growth planning to address any areas of concern 17. Adjusts performance in response to professional feedback and/or suggestions from others Professionalism and Ethical Decision-Making 18. Demonstrates professional behaviors (e.g., punctuality, attendance, dependability) and appearance 19. Works toward continuous improvement 20. Demonstrates a willingness to consider new evidence or alternative perspectives 21. Adheres to and upholds the university’s commitment to academic honesty and personal integrity (including confidentiality, ethical decision- making and use of technology, appropriate interactions with others) Adapted from Vincent Rinaldo and Chandra Foote, University of Niagara, 2017

P G P P a g e | 3 Indicator # Rating 1. SD Disagree No Evidence Agree SA 2. SD Disagree No Evidence Agree SA 3. SD Disagree No Evidence Agree SA 4. SD Disagree No Evidence Agree SA 5. SD Disagree No Evidence Agree SA 6. SD Disagree No Evidence Agree SA 7. SD Disagree No Evidence Agree SA 8. SD Disagree No Evidence Agree SA 9. SD Disagree No Evidence Agree SA 10. SD Disagree No Evidence Agree SA 11. SD Disagree No Evidence Agree SA 12. SD Disagree No Evidence Agree SA 13. SD Disagree No Evidence Agree SA 14. SD Disagree No Evidence Agree SA 15. SD Disagree No Evidence Agree SA 16. SD Disagree No Evidence Agree SA 17. SD Disagree No Evidence Agree SA 18. SD Disagree No Evidence Agree SA 19. SD Disagree No Evidence Agree SA 20. SD Disagree No Evidence Agree SA 21. SD Disagree No Evidence Agree SA

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P G P P a g e | 4 Analysis of Self-Assessment Data 1. Review your self-assessment for each Professional Disposition, especially noting all the indicators you rated as (1) strongly disagree or (2) disagree. 2. Use the insights gained from reflecting on your self-assessment data to: Identify your three greatest strengths in terms of related indicators. 1. Attends to physical, emotional, and academic health of all students. 2. Demonstrates commitment to all students growth. 3. Establishes and maintains respectful and professional collaborative relationships with others. Identity three areas for growth (indicators for which you might need support or assistance to be successful) and types of professional development you will need. 1. Adjusts performance in response to professional feedback and/or suggestions from others. 2. Demonstrates the ability to approperatly handle situations that may be emotionally stressful for students. 3. Seeking understanding of complex issues to solve problems.

P G P P a g e | 5 Identifying Priority Areas for Growth From your identified areas for growth, identify two top priorities for improvement.  Priority Area 1 Adjusts performance in response to professional feedback and/or suggestions from others.  Priority Area 2 Demonstrates the ability to approperatly handle situations that may be emotionally stressful for students. Considering your analysis of your self-assessment data, what types of professional development do you think you will need? Complete a Professional Growth Work Plan for each priority. Answer the question: What will I do between now and the end of EDF 203 to improve my professional disposition in the areas indicated. (For example: Will you read a book, attend a workshop, consult with a colleague, find opportunities to challenge yourself by intentionally engaging with people who are not like you, other ideas...) Professional Growth Work Plan Top Priority Area for Growth: Adjusts performance in response to professional feedback and/or suggestions from others. Indicator # 17 Professional Growth Objective (What I hope to accomplish?) Adjusts performance in response to professional feedback and/or suggestions from others. Complete the plan below. Specifically, what will I do? When will I do it? Do I need any help to do it? Activities Timeline Assistance/Resources

P G P P a g e | 6 Needed Self motivation Daily Remember there is always room for improvement. Listen to what others have to say. Daily Take critism Professional Growth Work Plan Secondary Priority Area for Growth: Demonstrates the ability to approperatly handle situations that may be emotionally stressful for students. Indicator # 4 Professional Growth Objective: Demonstrates the ability to approperatly handle situations that may be emotionally stressful for students. Activities Timeline Assistance/Resources Needed Watch your students Daily Guidence Counselor. Remind your students Daily Reassurance

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P G P P a g e | 7 you are always there if they need you. Week 15: Final Self-Assessment  Discuss the progress you made in addressing your Top Priority Area for Growth as identified in your work plan. Did you achieve your professional growth objectives? Reflecting on my progress in addressing my top priority area for growth, as identified in my work plan, I am pleased to acknowledge significant strides towards achieving my professional growth objectives. The identified priority area served as a guiding compass, directing my focus and efforts towards targeted development throughout the year. To evaluate progress, I established clear benchmarks and milestones aligned with my growth objectives. Regular self-assessment and feedback from peers, mentors, and supervisors provided valuable insights into areas of improvement and opportunities for refinement. Additionally, I actively sought out professional development opportunities, workshops, and training sessions tailored to address the identified priority area.  Using the Professional Dispositions Self-Assessment below, conduct a follow-up assessment of your performance level on each indicator during Week 15. Compare this final assessment with your Initial self-assessment.

P G P P a g e | 8 Follow up Self-Assessment Indicator # Rating 1. SD Disagree No Evidence Agree SA 2. SD Disagree No Evidence Agree SA 3. SD Disagree No Evidence Agree SA 4. SD Disagree No Evidence Agree SA 5. SD Disagree No Evidence Agree SA 6. SD Disagree No Evidence Agree SA 7. SD Disagree No Evidence Agree SA 8. SD Disagree No Evidence Agree SA 9. SD Disagree No Evidence Agree SA 10. SD Disagree No Evidence Agree SA 11. SD Disagree No Evidence Agree SA 12. SD Disagree No Evidence Agree SA 13. SD Disagree No Evidence Agree SA 14. SD Disagree No Evidence Agree SA 15. SD Disagree No Evidence Agree SA 16. SD Disagree No Evidence Agree SA 17. SD Disagree No Evidence Agree SA 18. SD Disagree No Evidence Agree SA 19. SD Disagree No Evidence Agree SA 20. SD Disagree No Evidence Agree SA 21. SD Disagree No Evidence Agree SA  Discuss how the professional development activities completed during the year have improved your professional disposition to teach. Engaging in professional development activities throughout the year has significantly enhanced my professional disposition to teach in several key ways. Firstly, these activities have expanded my repertoire of teaching strategies and methodologies, allowing me to adapt my approach to meet the diverse needs and learning styles of my students. Whether through workshops, conferences, or online courses, I have gained valuable insights into innovative pedagogical techniques and best practices that have invigorated my teaching practice.

EDF 203 - Protected Form

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