navigating murky waters the challenge of assessing preservice teacher dispositions dr. anne b....
TRANSCRIPT
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Navigating Murky Waters
The Challenge of Assessing Preservice Teacher Dispositions
Dr. Anne B. Bucalos and Dr. Christine G. PriceBellarmine University
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Contact Information Dr. Anne B. Bucalos
Chair, Undergraduate EducationAnnsley Frazier Thornton School of EducationBellarmine [email protected]
Dr. Christine G. Price
Annsley Frazier Thornton School of EducationBellarmine [email protected]
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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
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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.
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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
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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
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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?
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Can “appropriate” dispositions be taught?
Our process for dispositional interventionsCandidates 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.
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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
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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
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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
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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?
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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.
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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.
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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
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A Question for Further Researchand Reflection
Should teacher preparation institutions evaluate the teaching dispositions of in-service teachers/candidates for advanced certification? Kentucky’s requirement NCATE’s requirement