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

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

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

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

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.

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

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

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

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

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

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