Advancing the Profession: Turning Vision into Reality

1. Advancing the Profession: Turning Vision into Reality NCRE Conference – February 16, 2008

2. 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

3. Linda Keller, Ph.D., CRC Julia Smith, Ph.D., CRC Sheila Hoover, M.S., CRC

4. 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

5. 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.

6. 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.

7. 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.”

8. 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.

9. Dispositions as Pathways Developmental pathways act as “a thread that makes sense by looking at its place in the whole tapestry” (Gillette, 1995)

10. 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?

11. 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

12. 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

13. 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.

14. 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

15. 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

16. 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

17. 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

18. 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

19. 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

20. RCE Student Assessment

21. RCE Student Assessment

22. RCE Student Assessment

23. RCE Student Assessment

24. RCE Student Assessment

25. 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

26. Typical RCE Final Evaluation Requirements • Written Comprehensive Examinations • Thesis • Pass CRC Exam • Field Study • Professional Project • Advanced Proficiency Documentation • Portfolio

27. 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

28. 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

29. RCE Portfolio Contents Portfolio has Five Chapters • 1. Resume • Chronological • Skills Based • 2. Future Goals • 3. Ethics Application

30. RCE Portfolio Contents • 4. Counseling Theory Application • Nature of People • Role of Rehabilitation Counselor • Role of Case Manager • Counseling Theory and Techniques • Career Theory

31. 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

32. 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

33. 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

34. 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

35. Portfolio Content Outline

36. Portfolio Content Outline

37. Portfolio Content Outline

38. Pros and Cons Cons: • Lots of work for student and faculty Pros: • Students benefit! • Capstone experience • Win-win for student and future employer

39. 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., CRC Rehabilitation Counselor Education Western Oregon University 345 N. Monmouth Ave Monmouth OR 97361smithj@wou.edu www.wou.edu/~smithj