Presentation on theme: "Brewer, Coval, Reid & Lindquist Lisa Coval, Ed.D., Metropolitan College of Denver Melanie Reid, Ed.D., Metropolitan College of Denver."— Presentation transcript:
Brewer, Coval, Reid & Lindquist Lisa Coval, Ed.D., Metropolitan College of Denver firstname.lastname@example.org Melanie Reid, Ed.D., Metropolitan College of Denver email@example.com Robin Brewer, Ed.D., University of Northern Colorado firstname.lastname@example.org Cynthia Lindquist, Ed.D., Metropolitan College of Denver email@example.com 6 th Annual Symposium on Educator Dispositions Cincinnati, OH November 15, 2007
Brewer, Coval, Reid & Lindquist 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
Brewer, Coval, Reid & Lindquist “If dispositions are not assessed, how can we convince pre-service teachers to take them seriously.” Koeppen & Davison- Jenkins, 2006
Brewer, Coval, Reid & Lindquist 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
Brewer, Coval, Reid & Lindquist 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).
Brewer, Coval, Reid & Lindquist 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)
Brewer, Coval, Reid & Lindquist 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
Brewer, Coval, Reid & Lindquist 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
Brewer, Coval, Reid & Lindquist Approaches to Identification, Assessment and Modification of Teacher Dispositions ApproachFocusTheorists/ Practitioners AssumptionsWorking with the Teacher Candidate BehavioristExhibiting predetermined behavior Katz & Raths Buss and Craisk Specific actions or clusters of actions are preferred Actions can be predetermined and counted Establish rewards Review record of behavior Perceptual/ Credal Identifying and examining beliefs, values and attitudes NCATE Taylor & Wasicsko Beliefs and attitudes influence actions Beliefs can be identified, assessed & changed See Raths (2001) AnalyticalDeveloping consciousness of patterns of behavior Freeman, Peterson & Peterson Appropriateness of disposition is dependent on situation Candidates can develop skill given the desire Solitary and group reflection/ analysis w/ facilitation DevelopmentalProgressing though stages of development from self- protective to autonomous Loevinger D. E. Hunt Oja Oja &Sprinthall Exhibit different dispositions at various stages Moving through stages dispositions become more powerful Collaborative action research SpiritualCultivating identify and integrity Parker PalmerIndividuals will dialogue with inner teacher to achieve clarity Create safe trustworthy spaces for individual and communal reflection (Freeman and Associates, 2003)
Brewer, Coval, Reid & Lindquist A Multifaceted Approach…. ApproachFocusTheorists/ Practitioners AssumptionsWorking with the teacher candidate MultifacetedShifts - dependent on specific disposition Brewer, Coval, & Reid Individualized and Situational Developmental Actions may be observed/ counted Requires reflection and transformation Dispositions can be taught Identify specific disposition of concern Determine needed action by student and/or supervisor
Brewer, Coval, Reid & Lindquist 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
Brewer, Coval, Reid & Lindquist The Disposition Improvement Plan: Preparing Reflective and Effective Practitioners - PDQ-PREPPDQ-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
Brewer, Coval, Reid & Lindquist 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
Brewer, Coval, Reid & Lindquist 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?
Brewer, Coval, Reid & Lindquist 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
Brewer, Coval, Reid & Lindquist 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.htmhttp://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.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.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.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%20E ducation%20PDP.doc http://www.d.umn.edu/educ/accreditation/bot/docs/professional_development_plans/Elementary%20E ducation%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.