Reflections on a Decade: Developing and Nurturing Teacher Dispositions

Reflections on a Decade:Developing and Nurturing Teacher Dispositions Linda Young/Lindsey Wilson College Verna Lowe/Asbury University

Nurturing Dispositional Growth Begin with the ConceptualFramework • Thematic context for determining dispositions • Articulates a shared vision which is consistent with institutional mission • Supported by educational research and reflective of a theme • Provides direction for programs, courses, teaching and candidate accountability • Integrates dispositions throughout the instructional delivery model • Intentional overall program design

Definition of Dispositions Characteristic manners of behaving and responding that flow from underlying values and beliefs, and are informed by reasoning, perceptions, and experience. Young & McEwan

Standard XI Asbury’s Dispositions and Indicators

Theory of Dispositional Development Reasoning, Perceptions, Experiences Knowledge Attitudes, Decisions, Responses Disposition Action Identity Values, Beliefs

Example Understanding of diverse learners Knowledge Disposition Warm classroom interactions with students Action Identity Self-knowledge regarding relational strengths & growth areas

Developing Dispositions

Documenting Dispositional Development State in performance terms (linked to a standard) • What actions and decisions can we observe that suggest the presence of a disposition? Use multiple forms and sources of data collected over time • What pieces of data will be used at each Gate? • Who will contribute that data? • From what source will data come? Create common scoring criteria to allow for • Aggregation of data • Ease of database storage • Reporting purposes • 4, 3, 2, 1

Curricular Integration of Dispositions • Formal Academic Curriculum • Course Alignment and linked to every syllabus • Recommendations at Gates • Field and Clinical Experiences • Co-Curriculum (Service Learning) • May relate to courses and/or program • Not linked to course objectives • Co-curricular transcript (LEAD-ON) • Reflection: e-portfolio • Use case studies from field and clinical

Field and Clinical Experiences External Raters for Undergraduate Field & Clinical • Entry – level Practicum • Exceptional Learner Practicum • Methods Practica across disciplines • Student Teaching

Field and Clinical Experiences Graduate- Completed University Supervisor • Field/Mentoring Component in all programs • ESL, Special Education, Reading, TLE, Alternative Certification

Initial Program System for Dispositions Standard XI: The educator demonstrates dispositions that facilitate student learning and professional community

Advanced Program System for Dispositions Standard XI: The educator demonstrates dispositions that facilitate student learning and professional community

Co-Curricular Experience Service Learning Expectation • Entry Level • Midpoint • Program Exit LEAD-ON Culturally Responsive Projects Black & Hispanic Achievers Required Cross-Cultural Experiences Korea, Russia, Mexico Undergraduate

Co-Curricular Experience • Community-Based Activities • Church • After School-Coaching, Etc. Graduate

Formative Summative Unit Assessment Process • Course assessments • External/Internal Evaluations • Co-curricular experiences • Portfolio Review • Interview • Holistic • Student Teaching • Field Mentoring

Impact on Program and Policy Gate Summaries • Aggregated Std. XI Value Added Annual Review Action Plans Policy Changes Long Range Plan

Formal Curriculum: Course Integration • Addressed in all Syllabi • Aligned to Course Requirements • Linked to portfolio • Embedded in Field and Clinical Experiences

Formal Curriculum: Course Integration Undergraduate Examples Recommendations (Gate 2) 3 point scale (only at Gate 2)

Formal Curriculum: Course Integration Undergraduate Examples Level 1: Initial Field Experience (ED210)

Formal Curriculum: Course Integration Undergraduate Examples • Level 2 Field Experiences: • Exceptional Learner (ED320) • Middle/Secondary Block (ED385, ED420, ED425) • Elementary Block, Literacy Assessment and Tutoring (ED400)

Formal Curriculum: Course Integration Undergraduate Examples Level 3: Clinical Experience (ED999)

Formal Curriculum: Course Integration Undergraduate Examples Portfolio data Standard XI (Holistic Score): Chronicling growth over time for Gates 2, 3, and 4

Formal Curriculum: Course Integration Graduate Examples Admission Recommendations (Gate 5)

Formal Curriculum: Course Integration Graduate Examples Self-Evaluation (Gate 6)

Summative Data by Disposition Internal Scoring • Portfolios (holistic by Standard XI) – Gate 2, 3, 4, 5, 6 • Grad Field Component (observed by mentor)- Holistic • Alumni Surveys (Holistic & Analytical) External Scoring • Field Evaluations (Holistic & Analytical) – ED 210, ED 320, ED 385, ED 400,ED 420, ED 425 • Recommendations (Gate 2, Gate 5 and Gate 6) – Holistic & Analytical • Employer Surveys • Student Teaching (Holistic and Analytical)

Impact on Candidates • Pre/Post -Growth over time • Self-Evaluation • External/Internal Raters • Mentor/Mentee Relationships • Feedback to Candidates at Assessment Points

Evidence of Growth in Dispositions Candidates have maintained a high level of performance in dispositions Note: We need to look at data.

Impact on Program • One of the major reasons cited by employers as to why they hire our candidates • We still need to improve and make them more obvious throughout the program and in each course • APS program we have designed devotionals for each course that address the dispositions. • Digital Stories (Case Study) • Researching the practice

Reflections on a Decade: Developing and Nurturing Teacher Dispositions