Advancing the Profession: Turning Vision into Reality

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Advancing the Profession Turning Vision into
Reality

• NCRE Conference February 16, 2008

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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

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

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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.

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Evaluation is Preparation for the Profession
Part 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.

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Dispositions

• Definitions of Disposition
• American Heritage College Dictionary
• Ones 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.

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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.

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Dispositions as Pathways

• Developmental pathways act as
• a thread that makes sense by looking at its
  place in the whole tapestry (Gillette, 1995)

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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?

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Dispositional Assessments for RCE Graduate
Students

• Evaluates performance that can be affected by
  knowledge and skill level and/or by students
  disposition
• Charts students performances throughout their
  program on key dispositions important the RC
  profession

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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

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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.

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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

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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

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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

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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

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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

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Disposition Meeting Outcome

• A copy of the Professional Dispositions Rubric
  with assessments, anecdotal comments, the date,
  and the students name are placed in a
  confidential file
• This documentation stays in the students
  confidential files and is expunged 5 years post
  graduation

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RCE Student Assessment
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RCE Student Assessment
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RCE Student Assessment
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RCE Student Assessment
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RCE Student Assessment
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Evaluation is Preparation for the Profession
Part 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

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Typical RCE Final Evaluation Requirements

• Written Comprehensive Examinations
• Thesis
• Pass CRC Exam
• Field Study
• Professional Project
• Advanced Proficiency Documentation
• Portfolio

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WOU Portfolio Requirements

• Degree program must be approved to offer
  portfolio
• Includes development of an individuals
  philosophical statement
• Student has demonstrated professional competency
  in the field
• Field has diverse professional philosophies

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All RCE Program Portfolios Must Include (at a
minimum)

• Analysis of professional literature
• Application of the literature to the candidates
  specific professional goals
• Associated project/case study demonstrates that
  the candidate incorporates the specific
  application

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RCE Portfolio Contents

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

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RCE Portfolio Contents

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

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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

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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

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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

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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

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Portfolio Content Outline
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Portfolio Content Outline
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Portfolio Content Outline
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Pros and Cons

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

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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
  97361 smithj_at_wou.edu
• www.wou.edu/smithj

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