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Seeing Dispositions: Translating our shared values into observable behavior

Seeing Dispositions: Translating our shared values into observable behavior. Presenters: College of Charleston School of Education Assessment Committee Diane Cudahy, Ph. D. Christine Finnan, Ph. D. Candace Jaruszewicz, Ph. D. Bonnie McCarty, Ph. D. Presentation Agenda .

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Seeing Dispositions: Translating our shared values into observable behavior

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  1. Seeing Dispositions: Translating our shared values into observable behavior Presenters: College of Charleston School of Education Assessment Committee Diane Cudahy, Ph. D. Christine Finnan, Ph. D. Candace Jaruszewicz, Ph. D. Bonnie McCarty, Ph. D.

  2. Presentation Agenda • Audience participation:Identifying dispositions • Background information & historical perspective • CofC disposition development process • Sharing of CofC products & current applications • Audience participation: Dispositions across time • Reflections on Process

  3. Audience Task: • Listen: “Teach Your Children” (Crosby, Stills, Nash, & Young, 1970, Déjà Vu, Memphis, TN: Atlantic) • Reflect: Identify a disposition that could be inferred from the lyrics • Write it down on index card • Share with others seated at your table: • What constitutes a “disposition?” • How can dispositions be expressed as observable behavior? • As a group, choose or develop via consensus a statement to work with later

  4. Background Information • College of Charleston receives NCATE accreditation in 2000, next site visit scheduled Fall 2004 • SOE continues work on Conceptual Framework, grounded in prior work • 2000-2001 SOE develops & adopts Unit Assessment System with 5 Unit Assessment Points (UAP’s)

  5. Background (cont.) • 2000-2001 As part of conceptual framework development, SOE adopts 7 broad disposition statements based on Teaching & Learning Standards, Mission Statement, and Principles of Action • 2001- Assessment Committee restructured and charged with operationalizing Unit Assessment System • 2001-2002 Assessment Committee translates shared values into observable dispositions

  6. Assessment Committee Charge • Formulate Unit Assessment Plan • Establish short & long-range goals • Work collaboratively with SOE & NCATE to monitor process • Recommend revisions & changes as needed • Serve as primary contacts during NCATE review

  7. Our Understanding of Dispositions “The faculty of the School of Education defines a disposition to be a value, a commitment, or an ethic that is internally held and externally demonstrated. Dispositions influence our actions and our behavior towards students, families, and communities as well as towards professional colleagues.

  8. Our Understanding of Dispositions (cont.) There is a set of dispositions that our faculty and our candidates must hold in order to make the teaching-learning connection a reality for all students. In this statement of dispositions, the School of Education makes public the values and character of its teacher education program (9/16/01.)”

  9. Continuous Dialogue is Essential!

  10. How to honor all the standards of practice within a School of Education How to take the standards developed for initial teacher preparation and extend the competencies across the career span How to operationalize by incorporating dispositions into various practical documents & forms Use working copies of all SPA & SC documents & standards Develop “picture” of candidate over time & develop language for measuring intangible aspects of teaching that are embedded in dispositions, like “wonder” Apply dispositions to actions & products such as recommendation forms, alumni surveys, admissions self-assessments, ADEPT, etc.) Challenge of operationalizing the dispositions:

  11. Working Plan • Task orientation: We had a deadline for creating application and recommendation forms for UAP#1 that incorporate dispositions • The application form was easy…. • Developing a recommendation form to assess & evaluate potential candidates’ dispositions is where the real work started

  12. Questions emerged • To what extent should we expect an entry-level candidate to possess our 7 dispositions? • How do we expect students to change over time? What is reasonable? What is not? • How can growth in dispositions be attributed to our programs?

  13. Questions Emerged (cont.) • How can “performance assessment” be applied to dispositions? • Should our expectations for beginning MAT candidates differ from undergraduates? How? • How will the developmental nature of dispositions be communicated so that growth can be seen? • When do we stop measuring/evaluating dispositions?

  14. Standards: SOE NCATE SC (ADEPT) INTASC NAEYC CEC ISTE NBPTS References: NCATE publications Bloom’s Taxonomy ASCD “A Framework for Teaching” AACTE “Performance Assessment Working Paper, (Ostrander, 2001) SC CHE guidelines Tools & Time Were Needed

  15. Work Continues • Develop a matrix starting at the mid-point • Model the dispositions we intend to assess • Identify & discuss areas of consensus & difference • Seek regular input & feedback • Don’t re-invent the wheel • Develop a utility list of verbs

  16. Major Decisionsas work progresses • Changed labels and descriptors • Changed last category from “at end of M.Ed. Program” to “beyond the scope of our programs.” • Identified an eighth disposition

  17. Pilot Products • “Published” matrix that describes 8 dispositions across all programs over the entire professional lifespan. Used to develop program-level assessments in courses • Recommendation form for UAP #1 • Alumni survey self-assessment of continuing disposition development at several points beyond exiting our programs.

  18. Next Steps • Analyze initial data being collected this year • Continue development of unit-level assessment instruments • NCATE site visit Fall 04 – document full implementation of system

  19. Audience Participation: Dispositions Across Time Using the disposition statement chosen by your group and the blank transparency chart provided, do the following: • Identify and label (three to five)? points at which the disposition could be assessed • Develop language to describe the disposition at each of these points in time • Brainstorm ideas for how data could be collected to measure the disposition at each point • Be prepared to share your work with the group

  20. Reflections • We believe teaching professionals need to be actively committed to reflection about dispositions in order to develop them • We believe every opportunity should be used to engage teaching professionals in conversations about dispositions • We expect insights gained as a result of analysis of the dispositions data we collect will truly serve to improve our programs and extend to improving our schools.

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