Navigating Murky Waters The Challenge of Assessing Preservice Teacher Dispositions Dr. Anne B. Bucalos and Dr. Christine G. Price Bellarmine University

Contact Information Dr. Anne B. Bucalos Chair, Undergraduate Education Annsley Frazier Thornton School of Education Bellarmine University Dr. Christine G. Price Annsley Frazier Thornton School of Education Bellarmine University

Dispositions: Here and Now NCATE Assessing candidates knowledge, skills, and dispositions INTASC Delineating effective dispositions within standards NBPTS Requiring evidence of effective dispositions in board certified teachers

Bellarmine University’s Understanding of Teaching Dispositions It has become increasingly clear in the research literature that an important part of the practice that informs the work of teacher educators is uncovering, shaping, and nurturing the dispositions that enhance the teacher candidate’s ability to apply in both public and private contexts the knowledge and skills learned in the university’s education programs. Teacher candidates without these dispositions particular to teaching will be far less able to apply their learning consistently in authentic teaching contexts.

Our Attempt to Formalize Dispositions Assessments Pathway I, Admission to Teacher Education Dispositions Self-Assessment Dispositions Institutional Assessment from A&S or Education faculty Pathway II, Admission to Student Teaching Dispositions Self-Assessment Dispositions Institutional Assessment from A&S or Education faculty Pathway III, Exit from Program Dispositions Self-Assessment Dispositions Institutional Assessment from Cooperating Teacher and University Supervisor in the Professional Semester

Informal Analysis of Early Data Collection Dispositions Self-Assessment and Dispositions Institutional Assessment 30 – 50 % congruity between assigned scores in self-assessment and assigned scores in institutional assessment There is no clear pattern in the data to indicate a trend in higher or lower assigned scores in the self-assessment compared to higher or lower assigned scores in the institutional assessment

Murky Waters: Questions for on-going Discussion Can “appropriate” dispositions be taught? Is there tolerance for diversity in dispositions? Are professionals genuinely qualified to judge appropriate dispositions?

Can “appropriate” dispositions be taught? Our process for dispositional interventions Candidates are expected to demonstrate effective teaching dispositions as described in the Dispositions Self and Institutional Assessments and course syllabi. Problems should first be addressed through discussion between the candidate and the appropriate instructor. A signed intervention document indicates that the candidate and a faculty member worked collaboratively to develop a specific plan intended to remediate ineffective teaching dispositions.

Components of Intervention Plans Area(s) for intervention Actions to address the area of growth Evidence of the impact of these actions on improved professional dispositions

Sample Intervention Plan Area for Intervention Inappropriate professional communication about families and children in collaborative groups Actions to Address Area Self and peer monitoring to develop respectful language that is tolerant of differences Evidence of Growth Self reflection after two collaborative group meetings Peer and Instructor reflection after two collaborative group meetings

Is there tolerance for diversity in dispositions? 1st Case Young lady in undergraduate program, Elementary/LBD 2nd Case Young man in undergraduate program, Elementary/LBD

Problem Solving Case Read the Problem-Scenario distributed in this session. In small groups, address the following questions: Should there be an intervention plan for this student? If so, what dispositions should be addressed? If not, why not? What would be the appropriate interventions based on those dispositions?

Are professionals genuinely qualified to judge appropriate dispositions? Training adjunct faculty and cooperating teachers in field sites Adjunct faculty and cooperating teachers indicated it was overwhelming to assess the dispositions of candidates using the forms developed in the School of Education. Instead, they wanted to focus on the dispositional work behaviors of candidates. Though we did not drop the requirement to use the dispositions assessment, we did add a section to rate professional work behaviors.

Professional Work Behaviors Added to Dispositional Assessments in the Professional Semester Please record a number for the following dispositional work behaviors that best describe the teacher candidate. As you contemplate your score, compare the teacher candidate with others you have supervised during a professional semester. 4: Distinguished -- The candidate’s dispositional work behavior is exemplary. 3: Proficient -- The candidate’s dispositional work behavior is satisfactory. 2: Apprentice -- The candidate’s dispositional work behavior needs improvement. 1: Novice -- The candidate’s dispositional work behavior is unsatisfactory.

Professional Work Behaviors Added to Dispositional Assessments in the Professional Semester Attendance and Dependability Judgment and Common Sense Leadership Potential Cooperation with Others Correct Use of Standard English Maturity (poise and self- control) Personal hygiene and grooming Enthusiasm for learning and teaching Vitality Positive attitude toward supervision Flexibility Initiative Integrity Professional attitude Punctuality

A Question for Further Research and Reflection Should teacher preparation institutions evaluate the teaching dispositions of in- service teachers/candidates for advanced certification? Kentucky’s requirement NCATE’s requirement