Addressing Teacher Dispositions at the community college Level Glenda Hernandez Baca, Ph.D. Montgomery College, Maryland

Outcomes and Agenda Introductions Identify definitions for teacher dispositions Discuss importance of teacher dispositions Review models on teacher dispositions in teacher education programs Discuss pilot study at Montgomery College Develop and share ideas for implementing teacher dispositions at the college level Share tips for teaching and assessing dispositions at the community college level.

Introductions Turn to two others close to you and share the following: Name Institution Position What you would like to learn about teacher dispositions

What are “teacher dispositions?” Values, commitments, and professional ethics that influence behaviors and are guided by beliefs and attitudes related to values (NCATE, 2003) To act in an ethical manner based on an explicit or implicit code of conduct through the development of characteristics of a professional and a model of professionalism every day (Kramer, 2003).

Why are teacher dispositions important? There is a direct correlation between effective teaching and the dispositions of the teacher (Notar, Riley & Taylor, 2009). They are significantly related to CHANGE his/her mode of behavioral functioning in order to adapt to situational constraints (Yeh, 2002). It is increasingly being taught and evaluated at the four-year institutions and in the field of education (Ellis & McElvey, 2005).

Models of Teacher Dispositions Admissions Requirements- The dispositions are evaluated in one specific course such as field experience Across Setting Evaluations- not based on limited pieces of evidence-St. Norbert College, Wisconsin Open to Department faculty- Faculty complete a disposition evaluation IF there is a concern

Teacher Dispositions at Montgomery College About the pilot study: Fall 2010 @ Takoma Park/Silver Spring Campus Pre and post-surveys ED101- Foundations of Education and ED140- Introduction to Special Education Purpose: To determine if we should implement teacher disposition teaching and assessment in the AAT. To lean more about students’ perspectives and knowledge about teacher dispositions. Number of students: ED101= 14 ED140= 28 Total =42 Participant description: Diversity in age, experience, program choice, racial, ethnic and linguistic backgrounds.

What students know about teacher dispositions Most students (92%) in ED101 had not heard of teacher dispositions and did not know the definition of the term. More students in ED140 knew something about teacher dispositions (33% vs. 8% in ED101) and what it meant. ED140 responses were more specific to opportunity and growth. ED101 expressed more concerns with subjectivity.

How students feel about teacher dispositions It would give them an opportunity to better prepare themselves to become better teachers. Can work and address concerns early Learn more skills Concerns: Subjectivity Specific areas (punctuality, attendance, being shy, etc.)

Other Findings On a scale from 1 – 5, where 1 is the lowest and 5 is the highest, how important do you consider teacher disposition is to teacher effectiveness and student success? 14% of students chose 3 19% of students chose 4 67% of students chose 5 **slights differences between ED101 and ED140 100% of students felt teacher dispositions should be evaluated at the AAT level.

Outcome of study Developed a new disposition evaluation based on student feedback and collaborative effort between campus education faculty. Included LEA (Montgomery County Public Schools) Started using the evaluation in the Field Experience Course at the midterm point and for finals.

Future Steps Implement it at the college-wide level: Introduce it to all faculty and adjuncts Develop clear goals and expectations for how it will be taught and assessed. Address formal and administrative policy issues: How what we are going to do with the information What will happen to students who need significant and extensive supports in developing teacher dispositions?

Your Turn! With 2-3 others, identify TWO concerns for TEACHING teacher dispositions at the community college level along with TWO possible solutions to the concerns. Also, identify TWO concerns in ASSESSING teacher dispositions at the community college level along with TWO possible solutions to those concerns.

Tips to Consider Teaching Dispositions When and how will you teach about it? Be clear and specific Embed it throughout your program (not just in one class) Consider specific goals and outcomes Provide sample of your disposition list to your students Will it be consistent throughout your department?

Tips to Consider Disposition Evaluation: Research the possible disposition “domains” and select what it is important for you, your students and your program. Consider subjectivity and consistency How will you address this? Is your assessment instrument clear? When and how will you implement this? What will be done at the administrative level if there is a serious issue or concern?

References Ellis, C. I. & McElvery, R. (2005). Teacher disposition and preservice teachers. (ERIC document Reproduction) National Council for Accreditation of Teacher Education (2002). NCATE unit standards. Retrieved from http://wwww.ncate.org/standard/unit/stds.htm Notar, C.E., Riley, G.W., & Taylor P. W. (2009). Dispositions: Ability and assessment. International Journal of Education E4 (1), 32-39. Yeh, Y. (2002). Preservice teachers’ thinking styles, dispositions, and changes in their teacher behaviors. Paper presented at the 2002 Interenational Conference on Computer Education.