DISPOSITIONS ASSESSMENT

1. DISPOSITIONS ASSESSMENT A Presentation by Ruby L. Thompson, Ph.D.

2. Guiding Questions forDispositions Assessment • What dispositions, broadly conceived, should our candidates possess to support an equitable school environment and effect high levels of academic achievement and positive development for diverse learners? • How do we recognize the attainment of these dispositions in our candidates (and ourselves)? • How do we develop candidates’ dispositions? • What strategies and tools might we use to assess candidates’ dispositions? • How can we use dispositions assessment outcomes?

3. Selecting Dispositions Sources: • Institution’s/Unit’s Mission and Unit Philosophy • Conceptual Framework Theme/Vision of Candidate • World of Practice • Educational Demographics/Socio-political Landscape • National/International Trends • SPA Standards

4. Recognizing Dispositions in Candidates We are able to recognize selected dispositions through behaviors identified in indicator statements that we derive from: • Academic Handbooks • Professional Journals • Professional Texts • Discipline Dictionaries • World of Practice Findings in all these sources enable us to know that we are, in fact, developing the dispositions that we say we are developing.

5. Dispositions Indicators • D2. Cultural Sensitivity: Demonstrates respect for learners’ communities and cultural norms and sees the learning potential in all students. • Indicators: 2.1 Takes responsibility for understanding values, cultural norms, taboos, concepts of self, and other elements of deep culture. 2.2 Appreciates and accepts students dialects as important dimensions of communication. 2.3 Models esteem for diverse learners and their families.

6. Dispositions Indicators 2.4 Articulates high expectations for all learners 2.5 Values students’ culture as a basis for learning 2.6 Critiques personal biases, prejudices, and intolerance in working with diverse learners

7. Development of Candidate Dispositions • Course Activities • Extracurricular Activities (student organizations, symposia, conferences, volunteering) • Mentoring/Advising • Practice

8. Development in Courses • Align indicator statements with course objectives CEDC 408 – Multicultural and Global Education • Develop learning experiences for each indicator

9. Indicator: 2.1 Takes responsibility for understanding values, cultural norms, taboos, etc. Learning Activities • Deep Culture Element Study Candidates choose a cultural group from the local school community (field placement) and through a variety of strategies (interviews, observations, reports, informal interactions, conferences, community center visits, community newspapers and other media sources, church visits, etc.) collect data on at least 20 deep culture elements.

10. Critiques personal prejudices and stereotypes Learning Activities: • “My Cultural Eye” Candidates list several factors (heterosexuality, ethnicity, gender, socio-economic status, religion, race, etc.) that influence how he/she perceives members of other cultural groups • “Stereotyping Exercise” Candidates list stereotypes they hold for any of the cultural groups on a chart and then discuss with peers how these stereotypes were likely formed. Stereotypes are contrasted with factual information.

11. 2.2 Appreciates and accommodates students’ linguistic diversity CECE 415– Methods of Teaching Reading and Writing K-5 Learning Activity: Candidates conduct a Language Experience Lesson and pay special attention to children’s language. Candidates accept this language and use it to help learners develop a wardrobe of language skills.

12. ASSESSING CANDIDATES’ DISPOSITIONS How do we assess candidates’ dispositions? We design instruments to assess indicator behaviors • Candidate Self Assessment • Faculty/Advisor Perceptions and Ratings • Supervising/Clinical Teacher Perceptions and Ratings

13. Candidate Self Assessment Instruments • Questionnaires • Checklists

14. Faculty (all) Assessment of Candidates’ Dispositions • Informal Observations: checklists, running records • Performance Observations: rubric • Interviews: rubric • Artifact analysis: rubric • Constructed Responses: rubric

15. Use of Assessment Findings How do we use the findings from assessments of candidates’ dispositions? IMPROVEMENT OF INDIVIDUAL CANDIDATES • Change attitudes • Develop new perspectives • Affirm cultural strengths

16. IMPROVEMENT OF ADVISEMENT • Support candidate development of dispositions as a part of advisement/mentoring process • Reflecting on choices (personal and academic) • Clarifying issues • Documenting growth • Raising consciousness of candidates regarding their dispositions challenges • Assisting in interventions when necessary

17. IMPROVEMENT OF INSTRUCTION • Improve dispositions development activities and experiences • Create greater coherence between all courses and experiences that treat dispositions • Strengthen candidates’ perception of the importance of dispositions in teaching and learning

18. IMPROVEMENT OFFIELD EXPERIENCES • Strengthen candidates’ dispositions in action • Enhance ongoing monitoring of candidates’ dispositions attainment • Work with departmental faculty and clinical faculty to intervene in and remediate situations in which candidates’ dispositions are unacceptable • Provide specific dispositions information to departmental faculty for course and program improvement

19. DISPOSITIONS ASSESSMENT DECISION POINTS • Decision Point1: Major declaration/Freshman Seminar • Decision Point 2: Admission to Teacher Education • Decision Point 3: Matriculation in Major Courses and Practica • Decision Point 4: Admission to Student Teaching

20. FINAL WORDS Dispositions Assessment is… • Daunting • Debatable • Developmental • Dynamic, and… • Doable!