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)gassmang@sou.edu or April Harrison (harrisoap@sou.edu)harrisoap@sou.edu Southern Oregon University