1f.1. What data from key assessments indicate that candidates can create positive environments for student learning, including building on the developmental levels of students; the diversity of students, families, and communities; and the policy contexts within which they work? (1,405: 3,000)
Field placement evaluations and Assessment of Professional Dispositions provide data indicating that school counselor candidates can create positive environments for student learning. Seven rubric items measure mean scores on Field Evaluation instruments for practica and internship courses. These rubric items focus on the awareness, knowledge, and understanding of diversity in the family, classroom, school, and community; the ability to establish positive, productive, and stimulating environments to support student learning. Scores range from 4.08 to 4.83 / 5.00. Table 1f1
The Assessment of Professional Dispositions items demonstrate the degree of school counseling candidates’ belief in the importance of positive learning environments. These disposition items focus on acting and speaking equitably, being open to multiple ways of learning, encouraging learner growth, and adjusting the environment to meet students’ needs. The average ratings on these items range from 2.27 to 2.84 / 3.00. These results confirm that school counseling candidates are capable of creating positive learning environments in guidance and counseling settings.
1f.2. What do follow-up studies of graduates and employers indicate about graduates' ability to create positive environments for student learning? If survey data have not already been reported, what was the response rate?
A link to survey response rates is located on each summary table.
A Field Supervisor Candidate Performance Survey was disseminated to all school counseling field supervisors covering the period spring 2006 through spring 2009. A total of 32 surveys were distributed with a 41% return rate (N=13). Table 1f2.1 provides an overview of the results, including comments from the field supervisors. Overall, field supervisors indicate that candidates are well-prepared prior to field experiences. Supervisors are generally pleased with candidates’ field performance. Means on individual items range from a low of 4.15 to a high of 4.75 on a five-point scale. As indicated by the table, the substantial majority of ratings are 4’s and 5’s. When asked about candidate strengths, raters use terms such as self-motivated, professional, determined, and well-prepared.
Alumni Survey results indicate overall satisfaction with preparation that candidates receive to create positive environments for student learning. Three years of data range from 2.00 to 5.00 / 5.00. Fifty percent of scores fall within the 4.0 to 5.0 range. Overall, scores on Employer Surveys range from 4.0 to 5.0 / 5.0. Response rates are low on both Alumni Surveys and Employer Surveys (Table 1f2.2).