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Teacher Candidates’ Dispositions:

Teacher Candidates’ Dispositions:. The Complexity of Teaching, Modeling, and Measuring Dispositions in Teacher Education Dr. Ann P. Bradley (apbradley@apu.edu) Dr. JoAnn Jurchan (jjurchan@apu.edu ). Research Question:.

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Teacher Candidates’ Dispositions:

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  1. Teacher Candidates’ Dispositions: The Complexity of Teaching, Modeling, and Measuring Dispositions in Teacher Education Dr. Ann P. Bradley (apbradley@apu.edu) Dr. JoAnn Jurchan (jjurchan@apu.edu) Bradley & Jurchan (2010)

  2. Research Question: Can certain behaviors become reliable indicators for a predictable pattern of dispositions? Bradley & Jurchan (2010)

  3. Assumptions • Dispositions can be developed • Dispositions can be measured • Dispositions can be remediated • Dispositions can be matured Bradley & Jurchan (2010)

  4. Why the Focus on Disposition? • NCATE Mandate • Research objective • School of Education Conceptual Framework • Ethical • Responsive • Informed • Anecdotal data • What was happening in our credential courses • What was happening out in the field (field experience & clinical practice) Bradley & Jurchan (2010)

  5. NCATE Mandate Candidates preparing to work in schools as teachers or other school professionals know and demonstrate the content knowledge, pedagogical content knowledge and skills, pedagogical and professional knowledge and skills, and professional dispositions necessary to help all students learn. Bradley & Jurchan (2010)

  6. Research Objective We wanted to be sure that what we do to measure dispositions at our local institution is informed by credible research in the field of education and other related fields of study. Bradley & Jurchan (2010)

  7. School of Education Conceptual Framework We prepare: • Ethical professionals who are able to understand and articulate the integration of a Christian worldview • Responsive professionals who practice reflective critical thinking in their engagements with diverse communities of learners. • Informed scholarly professionals who are dedicated to collaboration and lifelong learning. Bradley & Jurchan (2010)

  8. The Journey to Measuring Dispositions 2007-2008 • Dispositions identified • Identified benchmark points for measuring dispositions 2008-2009 • Research study formalized • Dispositions checklist created • Processes reviewed 2009-2010 • Criteria based checklist created • Regular monitoring and data collection implemented Bradley & Jurchan (2010)

  9. Identified Benchmark Points • Admission - Face to face interviews - Written assessment • During program - In all courses • Clinical Experience evaluations • Key relevant CSTP (Developing as a Professional Educator) Bradley & Jurchan (2010)

  10. Dispositions Identified (2007-8) • Commitment to professional program • Positive attitude • Class participation • Professional character • Attitude of service • Ethical interaction and behavior Bradley & Jurchan (2010)

  11. Dispositions Checklist Created Bradley & Jurchan (2010)

  12. 2008-2009 Process Reviewed • During Program Improvement meetings • Weaknesses identified with the checklist • Absence of consistent faculty training • Inconsistent communication to candidates regarding specific expectations regarding professional dispositions Bradley & Jurchan (2010)

  13. Problems Identified • Checklist is not comprehensive in terms of desired attributes • Information/Data is not easily quantifiable • Measurement is not calibrated Bradley & Jurchan (2010)

  14. Problems Addressed • Dispositions list modified and refined to reflect additional dispositional attributes • Measuring Rubric developed • Faculty training to achieve better calibration was implemented • Questions remained which led to an extensive literature review… Bradley & Jurchan (2010)

  15. Over-arching Questions • Why is “disposition” a focus of professional discourse? • What definition should serve as the starting point for discussion, study, and next steps? • What are we looking for in teacher candidates? • Is it observable & measureable? • What are the best methods? • Now what? Bradley & Jurchan (2010)

  16. Why is “disposition” a focus of professional discourse? • Presumption of connection between teacher dispositions and student development of same: teacher as exemplar • Teacher dispositions influence student achievement • Uniqueness of “teacher” & “teaching” • “Gatekeeper” role/Who should be entitled to teach? Bradley & Jurchan (2010)

  17. Why? • Best understood within the context of thoughtful & responsible teacher professional judgment (Oja & Rieiman) • Systems of accountability (NCATE) • Disposition – is this just a “superfluous construct in teacher education?” • “…not entirely useless as it may provide a guiding hypothesis for further investigations” (Murray, 2007) • Teacher behavior and expectations’ phenomenon but beyond current studies to claim a cause for teacher behavior and that the cause is disposition Bradley & Jurchan (2010)

  18. What definition should serve as the starting point for discussion, study, and next steps? • A disposition is the rate or frequency of a behavior in a defined situation (Murray, 2007) • A disposition is a characteristic of a teacher’s behavior that is displayed in the teacher’s actions in the classroom (Katz & Raths, 1985) • Disposition as multidimensional with three related factors: professionalism, teaching quality, relationship with others (Flowers, 2006) • Disposition to signify beliefs and attitudes Bradley & Jurchan (2010)

  19. More Definitions • Dispositions as guided by beliefs and attitudes – to indicate kinds of moral beliefs and attitudes as well as a tendency to be guided by them • Tendencies for individuals to act in a particular manner under particular circumstances based on their beliefs (Villegas, 2007) • Traits, talents that can be developed and honed • Tendency towards…positivity, patience, compassion, acceptance • Virtues of character used to describe the practice of teaching Bradley & Jurchan (2010)

  20. Current NCATE Definition Professional attitudes, values, and beliefs demonstrated through verbal and non-verbal behaviors, as educators interact with students, families, colleagues, and communities. These positive behaviors support student learning and development (NCATE, 2008). • Fairness and the belief that all students can learn Bradley & Jurchan (2010)

  21. Is it worth it - Yes… • Worth the struggle, the “messiness”, the challenges • Longitudinal studies • Evaluation process based on: Clearly defined constructs Fairness in assessment procedures Bradley & Jurchan (2010)

  22. Another Assessment Tool Clinical Experience Rubric (CER) Designed to assess pre-service dispositions in earliest stages of professional development Utilized prior to Student Teaching Based on INTASC Standards (Rebich & Hopper, 2004; Flowers, UNC at Charlotte) Bradley & Jurchan (2010)

  23. CER Criteria (alpha order) Appearance and dress Attendance Classroom management Confidentiality Cooperation Effectiveness Flexibility (Intellectual and Practical) Initiative Language Organization Poise/attitude Rapport Responsive to feedback Sensitive to diversity Bradley & Jurchan (2010)

  24. Data Collection Process • In local, regional, national, and international venues – professional educators were tasked with categorizing the criteria into three district themes: • Professionalism (P) • Teaching Qualities (TQ) • Relationship with Others (R) AND we asked them “what criteria is missing”? Bradley & Jurchan (2010)

  25. N =5 groups, 24 participants Bradley & Jurchan (2010)

  26. Bradley & Jurchan (2010)

  27. Possible additional criteria… • Ethics “how I value myself, and how I value others in relationship to me…” • Personal Integrity instead of “do what I say, not as I do” • Walk the talk • Practice what you preach • Teacher’s actions speak louder than words • Virtues like Fairness • Congruence (word and deed) • Believing that all students can learn • Openness • Empathy Bradley & Jurchan (2010)

  28. 2009-2010 From the collected data and analysis the current approach was developed: • Standardize the instruments and processes • Develop operational definitions for each criteria • Implemented full scale training for faculty, mentors, and adjuncts to achieve reasonable calibration. • Consistently deliver message and expectations to candidates: • In initial interviews • In every course syllabus and website • Criteria monitored throughout via Dispositional Notices • Cumulative assessment at the end of each course Bradley & Jurchan (2010)

  29. To communicate and assess dispositions: • Students receive a copy of the Student Dispositions Rating Rubric at their initial advisement into the program when advisors review the document and discuss the importance of establishing and maintaining dispositions consistent our purposes as a program within an Evangelical Christian university. • At the conclusion of each course instructors are provided the Dispositions Rating Sheet for their classes. They complete the form and submit it to their appropriate Program Director. • Additionally, the Student Dispositions Rating sheets are included in each class syllabus or the eCompanion website for each class so students are kept aware of the expectations throughout their program. Bradley & Jurchan (2010)

  30. Bradley & Jurchan (2010)

  31. Now What? • Establish the meaning, place, and importance of dispositions in the educational environment • Determine the contexts and responses that occur reliably in those contexts in the case of teacher dispositions • Embrace the concept that “Our reach should exceed our grasp” • Hypothetical construct to guide reflection on teacher’s actions • Provide a continuity of purpose for the teacher Bradley & Jurchan (2010)

  32. Next Steps - Short Term • Collect 2010-2011 student data including: • Numbers of dispositional notices issued • Anecdotal information from faculty, mentors, and adjuncts. • Compile the End of Course ratings. • Conduct Program Analysis to determine: • practicality of process itself • the effectiveness of the instruments and process to measure candidate dispositions • changes in disposition due to intervention. Bradley & Jurchan (2010)

  33. Next Steps – Long Term Based on our presumption that teacher dispositions influence student achievement the next key area is to extend our data collection process to K-12 site administrators for comparison of critical attributes and their connection to student achievement. Bradley & Jurchan (2010)

  34. In Conclusion Although we have come far in our hypothesis that “certain behaviors can become reliable indicators for predictable patterns of desired dispositions”, our on-going inquiry continues to include a need to better define and reliably measure all this. Bradley & Jurchan (2010)

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