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Assessing Applicant Dispositions

Assessing Applicant Dispositions. After today, you will be able to answer: What are dispositions? Why are they important to me? To students? How do I measure dispositions while interviewing?. Your Favorite Teacher. What is the first thing that comes to mind?. Your Worst Teacher.

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Assessing Applicant Dispositions

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  1. Assessing Applicant Dispositions After today, you will be able to answer: What are dispositions? Why are they important to me? To students? How do I measure dispositions while interviewing?

  2. Your Favorite Teacher • What is the first thing that comes to mind?

  3. Your Worst Teacher • What is the first thing that comes to mind?

  4. Your Favorite Teacher

  5. Your Favorite Teacher • He really enjoyed teaching and cared about students. • She looked for the good in each of us. • He could teach something and make it fun. • She held our interest with her lively, humorous manner and her thorough knowledge of the subject. • He believed in me. • She challenged us. • He saw us as unique and treated us with respect. • She really knew her subject and had a passion for it.

  6. Your Worst Teacher

  7. Thought of the Day • Which would I prefer to hire: A teacher that is good or a teacher that is getting better? Why?

  8. Good to Great by Jim Collins • “Good is the enemy of great” • “In a good-to-great transformation, people are not your most important asset. The right people are. • Why try for greatness? • Doing something you love and care about • Doing something related to your interests and beliefs • Making a positive impact on others • Impossible to imagine not trying to make it great

  9. Favorite Teacher Characteristics? • Knowledge • Teaching Skills • Dispositions Findings from “Great Teachers, Great Memories” National Survey on Favorite Teachers

  10. Dispositions: Just What Are We Talking About? Dispositions are often defined as one’s natural mental and emotional outlook or mood, including: • attitudes, • beliefs, • interests, • appreciations, • values, and • modes of adjustment.

  11. Understanding Dispositions • Dispositions toward one self: upbeat, non self-centered, identified • Dispositions toward others: people are able, worthy and dependable • Dispositions about purpose: see the big picture, keeps perspective, priorities • General frame of reference: put people first, builds relationships

  12. PERCEPTUAL RATING RUBRICS 7 6 5 4 3 2 1 PERCEPTIONS OF OTHERS: 7 6 5 4 3 2 1 PERCEPTIONS OF PURPOSE: 7 6 5 4 3 2 1 FRAME OF REFERENCE: 7 6 5 4 3 2 1 PERCEPTIONS OF SELF:

  13. Using Perceptual Rubrics • Human Relations Incident (HRI) • Classroom Observation • Interview • Self-Assessment

  14. Human Relations Incident (HRI) I would like you to think of a significant past event, which involved yourself in a teaching role with one or more other persons. That is, from a human relations standpoint, this event had special meaning for you. In writing about this event, please use the following format: FIRST: Describe the situation as it occurred at the time. SECOND: What did you do in the particular situation? THIRD: How did you feel about the situation at the time you were experiencing it? FOURTH: How do you feel about the situation now? Would you wish to change any part of it?

  15. The Dispositions Interview • Begin the interview with usual questions • Treat answers as self-reported information • Get beyond rehearsed remarks and engage in conversation on topics that interest them • Use reflective listening • Allow candidates to ask questions • There are no absolute right or wrong answers

  16. Dispositions About Self • Describe your “perfect day?” • What kind of problems do people bring you?

  17. Dispositions Toward Others • How would your colleagues describe you? • Tell about a situation in which you helped a person or taught a significant lesson.

  18. Dispositions Regarding Frame of Reference • If your life works out the best you can imagine, what will you be doing in 5 years? • How do you maintain a balance in your life between work and play?

  19. Assessing Applicant Dispositions After today, you will be able to answer: What are dispositions? Why are they important to me? To students? How do I measure dispositions while interviewing?

  20. Additional Resources • Please visit Dr. Mark Wasicsko’s “Assessing Educator Dispositions: A Perceptual Psychological Approach” materials at http://coehs.nku.edu/educatordispositions/resources.php • Materials used for principal training from this site included: • Assessing Dispositions - A Self-Instructional Training Manual • Dispositions Training Post-Test (ver. 1.3)

  21. References Collins. J. (2001). Good to great: Why some companies make the leap and others don’t. New York, NY: HarperCollins Publishers, Inc. Combs, A.W., Soper, D.W., Gooding, C.T., Benton, J.A., Dickman, J.F., & Usher, R.H. (1969). Florida Studies in the Helping Professions. (University of Florida Social Sciences Monograph #37). Gainesville, FL: University of Florida Press. Disposition. (n.d.). In Dictionary.com online. Retrieved from http://dictionary.reference.com/browse/disposition?s=t. Snygg, D., & Combs, A. (1949). Individual Behavior. New York: Harper & Row Publishers. Wasicsko, M. (n.d.). Assessing Educator Dispositions: A Perceptual Psychology Approach. Highland Heights, KY: Northern Kentucky University. Wasicsko, M.M. (1977a). A research‑based teacher selection instrument. Columbus College. (Eric Document No. ED 193 193). Retrieved from http://coehs.nku.edu/content/dam/coehs/docs/dispositions/resources/Manual103.pdf. Wasicsko, M. (1977b). The effect of training and perceptual orientation on the reliability of perceptual inferences for selecting effective teachers (Doctoral Dissertation). Available from Dissertations & Theses database. (UMI No. AAT 7729293) Resource National Network for the Study of Educator Dispositions http://coehs.nku.edu/educatordispositions/

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