Know When to Hold ‘ Em and When to Fold “ Em : Addressing Problematic Dispositions
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Brewer, Coval, Reid & Lindquist
Lisa Coval, Ed.D., Metropolitan College of Denveraltemuel@mscd.edu
Melanie Reid, Ed.D., Metropolitan College of Denverreidme@mscd.edu
Robin Brewer, Ed.D., University of Northern Coloradorobin.brewer@unco.edu
Cynthia Lindquist, Ed.D., Metropolitan College of Denver
clindqu1@mscd.edu
6th Annual Symposium on Educator DispositionsCincinnati, 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
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 DispositionsBody 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).
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Our ProjectDefinition of “professional disposition
qualities” createdDeveloped 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 teachableflexible Adaptable patterns of behavior
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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 ResponsibilityIntra/Interpersonal SkillsAttitude Toward Learners
PDQ
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Approaches to Identification, Assessment and Modification of Teacher Dispositions
Approach Focus Theorists/ Practitioners
Assumptions Working with the Teacher Candidate
Behaviorist Exhibiting 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)
Analytical Developing 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
Developmental Progressing 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
Spiritual Cultivating identify and integrity
Parker Palmer •Individuals will dialogue with inner teacher to achieve clarity
Create safe trustworthy spaces for individual and communal reflection
(Freeman and Associates, 2003)
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A Multifaceted Approach….Approach Focus Theorists/
PractitionersAssumptions Working with the
teacher candidate
Multifaceted Shifts - dependent on specific disposition
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•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
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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
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The Disposition Improvement Plan:Preparing Reflective and Effective Practitioners - PDQ-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 PDQthere is a significant discrepancy between
raters
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The Disposition Improvement Plan:Preparing Reflective and Effective Practitioners - PDQ-PREPPlans 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
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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?
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Teaching DispositionsIntroduce “code of ethics” in intro classes or
during application processTeach specific dispositions through case
studies approachModel appropriate dispositions in class and
in field-sites Ensure faculty model appropriate
dispositions
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ReferencesBeverly, 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.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.
Sockett, H. (2006). Teacher Dispositions. Washington DC: AACTESt. Norbert College (2006). St. Norbert College Pre-service Teacher Dispositions. Retrieved
November 12, 2007, from: 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.
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%20Education%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.
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