Know When to Hold ‘ Em and When to Fold “ Em : Addressing Problematic Dispositions

1. Know When to Hold ‘Em and When to Fold “Em: Addressing Problematic Dispositions 6th Annual Symposium on Educator Dispositions Cincinnati, OH November 15, 2007 Lisa Coval, Ed.D., Metropolitan College of Denver altemuel@mscd.edu Melanie Reid, Ed.D., Metropolitan College of Denver reidme@mscd.edu Robin Brewer, Ed.D., University of Northern Colorado robin.brewer@unco.edu Cynthia Lindquist, Ed.D., Metropolitan College of Denver clindqu1@mscd.edu

2. Session Outcomes • Describe a philosophical approach to teacher candidate dispositions • Describe a process for addressing areas of concern • Discuss methods for teaching, modeling and coaching professional dispositions

3. “If dispositions are not assessed, how can we convince pre-service teachers to take them seriously.”Koeppen & Davison- Jenkins,2006

4. Rationale for Improving Dispositions • Teacher education programs require an emphasis on learning and demonstrating content knowledge, specific skills, and evidenced-based practices. • All teacher candidates need to be provided with knowledge and experience that allow them to acquire, practice and generalize disposition qualities across diverse contexts. Beverly, Santos, & Kyger, 2006; Helm, 2006

5. Divergent Views on Dispositions • Body of literature on dispositions • A large body of literature (e.g., Helm,2006; Beverly, Santos, & Kyger,2006; Flowers, 2006; Koeppen, ; Sockett, 2006 Wayda, & Lund, 2005). • Limited literature base (Hess, 2006) • Instruments • No published instruments with reliability and validity data to assess teacher dispositions (Flowers, 2006; Johnson, Farenga, & Ness, 2005). • A published instrument with a research base that has been pilot tested (National Network for the Study of Educator Dispositions).

6. Our Project • Definition of “professional disposition qualities” created • Developed a screening tool for instructors, cooperating teachers, and teacher candidates (PDQ) • Pilot study (currently collecting data) • Developed formal process to address areas of concern (PDQ-PREP)

7. Professional Disposition Qualities: Our Definition • We believe teacher dispositions are behaviors guided by values and beliefs of societal and ethical standards. Teacher dispositions qualities are: • developmental • situational • teachable • flexible • Adaptable • patterns of behavior

8. Assessing Dispositions • Our goal was to “make the invisible visible through active means” (Sockett, 2006, pg. 51) and objectify the subjective. • Indicators of teacher dispositions fall into three domains: • Professional Commitment and Responsibility • Intra/Interpersonal Skills • Attitude Toward Learners PDQ

9. (Freeman and Associates, 2003)

10. A Multifaceted Approach….

11. Existing Improvement Plan Systems • Murray State, KY - Every student at beginning of their graduate reading/writing program • St. Norbert, WI - Multiple concerns - meets with the Chair to develop a plan. Next semester, additional concerns or plan not followed. Panel reviews documentation and hears from teacher candidate, panel makes recommendation • University of Nevada, Reno - 3 referrals, team decides about continuation or termination from program • University of Minnesota at Duluth, MN - Plan at time of concern (5 check points), monitored throughout semester – constitutes a contract • Metropolitan State College of Denver , CO – 3 referrals and student is counseled out of the program • University of Northern Colorado – Piloting the use of the PDQ-PREP; no formal improvement process prior to PDQ-PREP

12. The Disposition Improvement Plan:Preparing Reflective and Effective Practitioners - PDQ-PREP • Process begins when. . . • a concern is expressed by an instructor or cooperating teacher • a concern is expressed by a teacher candidate • a low (3 or lower) in one or more areas on the PDQ • there is a significant discrepancy between raters

13. The Disposition Improvement Plan:Preparing Reflective and Effective Practitioners - PDQ-PREP • Plans may be either • Informal (verbal or written) • Few minor concerns or minor discrepancies between raters • Formal - concerns encompass several areas or when significant discrepancies exist between raters. • Examples • Paris • Brittany

14. Continuing Questions • What are effective strategies for transforming problematic dispositions? • When do you say “when”? • What strategies are most effective when counseling teacher candidates into a more suitable occupation? • How do we manage the process with increasing demands on our time?

15. Teaching Dispositions • Introduce “code of ethics” in intro classes or during application process • Teach specific dispositions through case studies approach • Model appropriate dispositions in class and in field-sites • Ensure faculty model appropriate dispositions

16. References Beverly, C., Santos, K., & Kyger, M. (2006). Developing and integrating a professional disposition curriculum in to a special education teacher preparation program. Teacher Education and Special Education, 29(1), 26 – 31. Flowers, C. (2006). Confirmatory factor analysis of scores on clinical experience rubric: A measure of dispositions for preservice teachers. Educational and Psychological Measurement. 66(3), 478-488. Freeman, L. (2003). Where Did Dispositions Come From and What Can We Do With Them. The Second Annual Symposium on Educator Dispositions. Eastern Kentucky University. November 21, 2003. Helm, C.M. (2006). What’s new in ….teacher dispositions as predictors of good teaching. The Clearing House, 79(3), 117-118. Koeppen, K. & Davison-Jenkins, (2006). Do you see what I see? Helping secondary preservice teachers recognize and monitor their teacher dispositions. Action in Teacher Education, 28(1), 13-26. Murray State College (2006). Guidelines for Writing the Dispositions Improvement Plan. Retrieved November 12, 2007, from: http://coekate.murraystate.edu/graduate/reading/guide_write_port.htm Raths, J. (2001). Teachers’ beliefs and teaching beliefs. Early Childhood Research & Practice, 3(1). Retrieved November 12, 2007, from http://ecrp.uiuc.edu/v3n1/raths.html. Sockett, H. (2006). Teacher Dispositions. Washington DC: AACTE St. Norbert College (2006). St. Norbert College Pre-service Teacher Dispositions. Retrieved November 12, 2007, from: http://www.snc.edu/education/program/dispositions.html. University of Nevada, Reno (2006). Graduate Student Professional Behaviors and Dispositions. Retrieved November 12, 2007, from: http://www.unr.edu/eds/documents/dispositions/dispositions-intro-grad.pdf. Univesity of Minnesota, Duluth (2006). Elementary Program Professional Development Plan. Retrieved November 12, 2007, from: http://www.d.umn.edu/educ/accreditation/bot/docs/professional_development_plans/Elementary%20Education%20PDP.doc Wayda, V. & Lund, J. (2005). Assessing dispositions: An unresolved challenge in teacher education. Journal of Physical Education, Recreation and Dance, 76(1), 34 – 41.