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Initial Programs Dispositions Inventory (IPDI) (University of Wisconsin - Whitewater)

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University of Wisconsin-Whitewater – College of Education – Office of Field Experiences
Initial Programs Dispositions Inventory (IPDI)
GENERAL INFORMATION
In addition to assessing the knowledge and skills of students preparing to be teachers, the Wisconsin
Department of Public Instruction (DPI) and the National Council for the Accreditation of Teacher
Education (NCATE) also require that students be assessed with respect to “dispositions” (or “attitudes”)
that are associated with being an effective teacher. The Initial Programs Dispositions Inventory (IPDI)
is intended to assess the dispositions of students during their student teaching, graduate practicum or “on-
the-job” practicum. This instrument is designed to complement other strategies that are already in place to
assess dispositions, such as items included in the evaluation instrument completed by cooperating
teachers.
Feedback about the IPDI is always welcomed. Share your opinions and insights with the Office
of Field Experiences, by email (fieldexperiences@uww.edu), telephone (262-472-1123), fax (262-472-
1500) or mail (UW-Whitewater, 800 W. Main St., Whitewater, WI 53190).
INFORMATION FOR COOPERATING TEACHERS
Cooperating teachers are asked to complete the IPDI for their student teacher near the end of the
placement at approximately the same time that they complete the student teaching evaluation form.
Depending on program, student teachers may have one, two, or three cooperating teachers during their
full semester placement, and each cooperating teacher is asked to complete the IPDI. The completed
IPDI should be returned directly to the Office of Field Experiences along with the student teaching
evaluation forms.
INFORMATION FOR STUDENT TEACHERS
Student teachers are asked to complete the IPDI as a “self-assessment” near the end of each of their one,
two, or three different placements. The completed IPDI should be returned directly to the Office of Field
Experiences (UW-Whitewater, 2038 Winther Hall, 800 W. Main St., Whitewater, WI, 53190).
INFORMATION FOR UNIVERSITY SUPERVISOR
University supervisors are asked to complete one IPDI for each student teacher they supervise near the
end of the semester and to return it to the Office of Field Experiences.
SUGGESTED USES OF INITITAL PROGRAMS DISPOSITONS
INVENTORY FOR ENRICHMENT
We recommend that the cooperating teacher consider using the dispositions measured in the
IPDI as a monthly topic of conversation with his or her student teacher. We also recommend
cooperating teachers, student teachers, and (when possible) university supervisors meet together to
compare, discuss, and reflect upon how each person completed the IPDI for the student teacher.
Initial Programs Dispositions Inventory
Page 2
University of Wisconsin-Whitewater – College of Education – Office of Field Experiences
Initial Programs Dispositions Inventory (IPDI)
Fall Spring Summer
PLEASE PRINT
Student Teacher’s Name: ____________________________ Student Teacher’s Signature: ______________________________ Date: __________
Student ID Number: ____________________ Student’s Major: ____________________
Cooperating Teacher’s Name: ________________________ Cooperating Teacher’s Signature: ___________________________ Date: __________
University Supervisor’s Name: __________________________________
Location (school or center) of placement: ______________________________________________________________________________________
Length of placement: _____ Complete semester/18 weeks _____ One quarter/9 weeks _____ 6 weeks
The attached Initial Programs Dispositions Inventory was completed by the following person who is named above:
_____ Student Teacher _____ Cooperating Teacher _____ University Supervisor
DIRECTIONS:
This form should be completed independently by the student teacher and by his or her cooperating teacher for EACH placement. It should be
completed near the end of the placement. Depending on program, a student teacher may have
• one placement for entire semester (approximately 18 weeks)
• two placements during the semester (approximately 9 weeks each)
• three placements during the semester (approximately 6 weeks each) [Early Childhood Education program only]
This form should also be completed by the university supervisor ONE time. It should be completed near the end of the semester.
Please return the Initial Programs Disposition Inventory to:
Office of Field Experiences
University of Wisconsin-Whitewater
2038 Winther Hall
Whitewater, WI 53190-1790
Sept. 2007
INITIAL PROGRAMS DISPOSITIONS INVENTORY
Print Name of
Student
Print Name of
Cooperating Teacher
Print Name of
University Supervisor
Date
Form Completed
Who is completing this form?
Student
Cooperating Teacher
University Supervisor
The instrument below specifies seven dispositions to be assessed, using a 1-to-4 scale. In general,
0 indicates that there is no basis for judgment
1 designates MINIMAL/UNACCEPTABLE 3 designates PROFICENT
2 designates BASIC 4 designates ADVANCED
The rubrics contain a number of descriptors to assist you in determining a single, holistic
score for each of the seven dispositions. For a given disposition,
descriptors from different columns may characterize the student, so you will need to exercise your professional judgment in determining a single score for the
disposition. If helpful, you can first determine sub-scores (0, 1, 2, 3, 4). However, the overall scores that you enter into the circle for each disposition must be a
whole number (0, 1, 2, 3, or 4). If you find that you do not have sufficient experience with the student to determine a score for any particular disposition, please
enter “0” (no basis for determination) in the score box.
Directions
Disposition
Sub-
Score
(Optional)
0
No Basis
for
Judgment
1 2 3 4
Disposition 1
Exhibits little concern for student
involvement in learning.
Exhibits some concern for student
involvement in learning, but analysis
is sporadic.
A
nalyzes student involvement in
learning.
Systematically analyzes student
involvement in learning and incorporates
this analysis in planning future lessons.
Values evidence-based,
student (client)-focused
practice.
Makes little effort to link
professional decisions to student
learning.
Is aware that decisions affect
student learning but does not
consistently draw cause-effect
conclusions.
Determines the effect of decisions
on student learning.
Links specific learner outcomes to
instructional decisions and modifies
future decisions accordingly.
Does not purposely create positive
learning environments appropriate
for all learners.
Creation of positive learning
contexts is inconsistent and does not
reflect the needs of all students.
Creates positive learning contexts
appropriate for most learners.
Systematically creates positive learning
contexts appropriate for all learners.
WHOLE NUMBER
SCORE:
Makes little attempt to inform
practice through research.
Research is used but infrequently to
inform practice.
Routinely engages in research-
based practice.
A
ctively and consistently seeks and uses
results of research to inform instructional
practice.
Makes little effort to collect,
analyze, or use assessment data to
inform instruction.
A
ssessment data is somewhat used
to inform practice.
Routinely uses assessment data
to inform instruction.
Systematically collects, analyzes, and
uses assessment data to inform
instruction.
Professional decision-making is
based exclusively on personal
preference rather than on student
needs.
Professional decision-making is
based on personal preferences as
well as student needs.
Focuses professional decision-
making around student needs
rather than personal preference.
Demonstrates consistent student-
focused orientation based on student
needs rather than personal preference.
Initial Programs Dispositions Inventory
Page 3
Dispositions
Sub-
Score
(Optional)
0
No Basis
for
Judgment
1 2 3 4
Disposition 2
Does not collaborate well on behalf
of students and the school.
Collaborates but infrequently on
behalf of students and the school.
Willingly collaborates on behalf of
students and the school.
A
ctively seeks opportunities to
collaborate on behalf of students and
the school.
Values professional
collaboration and
consultation
Does not seek information and
assistance from others on behalf of
students.
Infrequently seeks information and
assistance from others on behalf of
students.
Frequently seeks information and
assistance from others on behalf of
students.
ctively and continuously seeks
information and assistance from others
on behalf of students.
WHOLE NUMBER
SCORE:
Provides no leadership with
projects and activities, or, when
doing so, does not do so in a fair
and equitable manner.
Provides limited leadership with
projects and activities in a fair and
equitable manner.
Demonstrates some leadership
with projects and activities in a fair
and equitable manner.
Seeks opportunities for leadership with
projects and activities and conducts
them in a fair and equitable manner.
Rapport is poor and there is no
attempt to develop appropriate
relationships.
Positive rapport and appropriate
relationships inconsistent across
constituencies.
Establishes positive rapport and
appropriate relationships with
students, teachers, support
personnel, and other
constituencies.
Establishes outstanding rapport in the
development of relationships with
students, teachers, school support
personnel, and other constituencies.
Dispositions
Sub-
Score
(Optional)
0
No Basis
for
Judgment
1 2 3 4
Disposition 3
Frequently absent and/or not
punctual for professional activities
and assigned duties.
A
bsent and/or not punctual for some
professional activities and assigned
duties.
Is usually present and punctual for
professional activities and assigned
duties.
Is present and punctual for all
professional activities and assigned
duties.
Practices effective self-
management.
Is frequently not prepared for
assigned duties and activities.
Is sometimes not prepared for
assigned duties and activities.
Is usually prepared for assigned
duties and activities.
Is always well prepared for assigned
duties and activities.
Demonstrates a clear lack of
leadership, self-respect and
responsibility in professional roles.
Is sometimes lacking in leadership,
self-respect and/or responsibility in
professional roles.
Usually shows leadership, sel
f
-
respect and responsibility in
professional roles.
A
lways shows leadership, sel
f
-respect
and responsibility in professional roles.
WHOLE NUMBER
SCORE:
Blatantly uses the intellectual
property of others without permission
and/or acknowledgment.
Sometimes borrows the intellectual
property of others without permission
or acknowledgement.
Usually honors the
intellectual
property of others.
A
lways honors the intellectual property of
others.
Violates confidentiality of meetings
and/or records.
Sometimes demonstrates lack of
awareness of confidentiality rules
and policies with respect to private
meetings and/or records.
Maintains confidentiality of private
meetings and records.
Is very knowledgeable about
confidentially rules and policies and
always maintains confidentiality of private
meetings and records.
Personal grooming is consistently
lacking and dress is inappropriate.
Personal appearance sometimes
does not reflect standards for
professional grooming and
appropriateness.
Personal appearance is professional
and appropriate.
Personal appearance is always tasteful,
professional, and appropriate.
Frequently demonstrates lack of sel
f
-
control and/or reacts inappropriately.
Occasionally demonstrates lack of
self-control and/or inappropriate
reactions.
Usually demonstrates sel
f
-control
and appropriate reactions.
Maintains a high level of sel
f
-control and
appropriate reactions.
Consistently uses inappropriate and
unprofessional language that is
profane and/or derogatory.
Occasionally uses profane and/or
derogatory language.
Communication is free of profane or
derogatory language.
Excellent oral communication skills that
are free of profane or derogatory
language.
Initial Programs Dispositions Inventory
Page 4
Dispositions
Sub-
Score
(Optional)
0
No Basis
for
Judgment
1 2 3 4
Disposition 4
Writing skills are poor and limited
for various purposes and
audiences.
Writing is sometimes not clear for
various purposes and all
audiences.
Writes clearly for most purposes
and audiences.
Writing skills are exceptional and
appropriate for various purposes and
audiences.
Interacts at a professional
level.
Speaking ability ineffective for
most purposes and audiences.
Limited speaking ability for some
purposes and audiences.
Speaks effectively for most
purposes and audiences.
Oral skills are exceptional and highly
effective for various purposes and
audiences.
Does not listen with
purpose.
Listening ability is inconsistent.
Usually listens with purpose.
Listens well with purpose.
WHOLE NUMBER
SCORE:
Does not use technology
effectively in professional roles.
Use of technology is somewhat
effective but limited in professional
roles.
Uses technology effectively in
professional roles.
Has in-depth knowledge base in
instructional technology and makes
excellent use of technology in
professional roles.
Does not model clear
communication to various
constituencies.
A
bility to model clear
communication to all constituencies
is limited.
Usually models clear
communication to all
constituencies.
Consistently models clear communication
to all constituencies.
Dispositions
Sub-
Score
(Optional)
0
No Basis
for
Judgment
1 2 3 4
Disposition 5
Is not receptive and/or responsive
to professional feedback.
Occasionally not receptive and/or
responsive to professional
feedback.
Is receptive and responsive to
professional feedback.
A
ctively seeks out professional feedback.
Demonstrates commitment
to learning as a lifelong
pursuit.
Rarely reflects critically on
professional performance and
makes little attempt to adjust
performance.
Critical reflection on professional
experiences and adjustment in
performance is sporadic.
Usually reflects on professional
experiences and adjusts
performance accordingly.
Continuously critically reflects on
professional experiences and adjusts
performance accordingly.
WHOLE NUMBER
SCORE:
Never seeks out opportunities for
professional growth.
Occasionally seeks out
opportunities for professional
growth.
Seeks out opportunities for
professional growth.
Continuously seeks out opportunities for
professional growth.
Exhibits no knowledge of the
evolving nature of the professions
in education.
Sometimes does not exhibit
knowledge of the evolving nature of
the professions in education.
Stays current with the evolving
nature of the professions in
education.
Stays current with the evolving nature of
professions in education as a priority.
Initial Programs Dispositions Inventory
Page 5
Initial Programs Dispositions Inventory
Page 6
Dispositions
Sub-
Score
(Optional)
0
No Basis
for
Judgment
1 2 3 4
Disposition 6
Demonstrates little knowledge of
and/or is not compliant with
legal requirements of
educational environments.
Has a partial knowledge of and usually
complies with legal requirements of
educational environments.
Knows and complies with legal
requirements of educational
environments.
Has an in-depth understanding of and
complies with legal requirements of
educational environments.
Respects the legal and
ethical norms of the
profession.
Violates confidentiality
communications and/or records.
Sometimes demonstrates lack of
awareness of confidentiality rules of
communications and records.
Maintains confidentiality of
communications and records.
Is very knowledgeable about
confidentially rules and policies and
always maintains confidentially of
communications and records.
WHOLE NUMBER
SCORE:
Is often dishonest and/or
untruthful in dealing with
students, teachers,
administrators and other
constituencies.
Is not always truthful and/or honest with
all constituencies.
Is truthful and honest in most
situations.
Is consistently truthful and honest in
dealing with students, teachers,
administrators and all other
constituencies.
Shows no respect for the ethical
and moral values of the student,
school, and/or community.
Occasionally does not demonstrate
respect for the ethical and moral values
and concerns of the student, school,
and/or community.
Respects the ethical and moral
values and concerns of the
student, school, and community.
Demonstrates a high level of respect
for the ethical and moral values and
concerns of the student, school, and
community.
Dispositions
Sub-
Score
(Optional)
0
No Basis
for
Judgment
1 2 3 4
Disposition 7
Knowledge of the different ways
people learn is not evident in
planning and actions.
Responses to the different ways that
people learn are not always evident in
planning and actions.
Usually responds to the different
way people learn in planning
and/or action.
Responds to the different ways that
people learn in both planning and
action.
Demonstrates equitable
treatment and respect for
all individuals.
Is insensitive to student
differences.
Is not always sensitive to student
differences.
Is sensitive to student
differences.
Is
highly sensitive to student
differences.
Demonstrates a clear lack of
respect for the cultures of all.
Minimally respects the cultures of all. Respects the cultures of all.
Demonstrates great respect for the
cultures of all constituencies.
WHOLE NUMBER
SCORE:
Is blatantly disrespectful in the
treatment of others.
Sometimes does not treat others with
dignity and respect.
Usually treats others with dignity
and respect.
A
lways treats others with dignity and
respect.
Does not adjust and/or revise
plans to meet student needs.
Sometimes adjusts and revises plans to
meet student needs.
Usually adjusts and revises
plans to meet student needs.
Continuously adjusts and revises plans
to meet student needs.
Does not advocate for learners
and families.
Occasionally advocates for learners and
families.
A
dvocates for all learners and
families.
A
ssertively advocates for all learners
and families.
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Initial Programs Dispositions Inventory (IPDI) (University of Wisconsin - Whitewater)

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