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Teacher Candidate Assessment of Dispositions© (TCAD)

Training, Interview and Observation Manual

Authors: Carolyn Bishop, Ed.D – [email protected]; Chris Foster, Ed.D. – [email protected]

1 TABLE OF CONTENTS

PART ONE – Introduction to Dispositions Introduction …………….………………………………………………………………….....…………..2 The Seven Disposition …………………………………………………………….……...…………..4 PART TWO – Instrumentation Interview ………………………………………………………………………….…………...…………..5 Observation …………………………………………………………………..……..………...…………..5 Reliability and Validity ………………………………….………………...............…...…………….6 PART THREE – Administration of Interview and Observation Protocol ………………………..…………….………………………………………..……...…………….7 Calibration ………………………………….………………….…………………………....…………….7 Scoring ………………………………………………………………………..………….……...………….7 PART FOUR – Appendix TCAD Interview …………………………………………………………..…………..……...…….…..9 TCAD Interview Assessment Guide …………………………………….………...…….…….17 PART FIVE – Academic References ………………………………………………………...20

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Part One: Introduction to Dispositions

In 2000 The National Council for Accreditation of Teacher Education (NCATE) included the

area of teacher dispositions as part of the standards for assessing teacher effectiveness

(NCATE, 2002). This new NCATE standard requires teacher preparation programs to

assess candidates, systematically, and to articulate specific dispositions deemed important

to respective teacher preparation programs. The thinking might follow that if faculty of

teacher preparation programs are to assess dispositions and hope to positively influence

dispositions to help ensure teacher success there should be some pedagogy, curriculum,

and reflection on dispositions in program design. In considering specific assessments of

dispositions the first step is to define dispositions and identify the specific domains. Several

researchers before have identified dispositions considered worthy of study (Mills &

Ballantyne, 2009; Osguthorpe, 2008; Schussler, Stooksberry & Bercaw, 2010; Shively &

Misco, 2010; and Splitter, 2010).

In one of the earliest references to teacher dispositions Katz and Rath (1985) consider the

fact that having the pre requisite skills to be a teacher is not sufficient for success, one must

also demonstrate specific dispositions in order to use skills effectively in the teaching and

learning environment. Diez (2010) suggests that teachers and student teachers should be

screened for specific dispositions and essentially counseled out of the profession. She

purports there may be “red flags” that indicate a candidate’s appropriateness of

dispositions for the profession. Diez conceptualizes “dispositions as part of a set of larger

‘abilities’ that include knowledge, skill, values, beliefs and commitments”. She also believes

that dispositions must be considered as part of a larger learning community. Dispositions,

as related to individuals, are impacted by the candidates, university faculty and school

personnel. Basic pedagogy and curriculum related skills are not enough for success in a

teaching environment; one must possess dispositions in relationship with skills to ensure

one’s success as a teacher. Dispositions can be transformative as one moves from incoming

status, through a teacher preparation program, and, ultimately, into clinical practice in the

classroom (Figure 1).

3 Figure 1

Influences on Dispositions

Specific dispositions have been identified, in research, as important for teachers and

student teachers (Borko, Liston & Whitcomb, 2010: Damon, 2010, and Diez, 2010).

Indentifying these dispositions is important and challenging therefore they should be

based on research, professional experience, and knowledge of teaching and learning. These

dispositions as identified in research are as varied as individuals are varied (Morko, Liston

& Whitcomb, 2010). According to Mills and Ballantyne (2009) self-awareness, openness,

and commitment to social justice are dispositions essential for teacher success. Shively and

Misco (2010) identified more discrete categories such as professionalism, positive attitude,

strong work ethic, open-mindedness, flexibility, caring attitude, ability to listen,

appreciation of diversity, a sense of fairness, a belief that all students can learn, reflection,

ability to positively use constructive feedback, empathy, prudence, temperance, an interest

in the common or public good, self control, active participation, life long learning, a sense of

efficacy, wholeheartedness, tolerance of ambiguity, collaboration, a willingness to

compromise, patience and a tendency to consider both short and long term effects.

Based on a review of the seminal literature surrounding dispositions in teacher education

the following dispositions have been identified for use with the Teacher Candidate

Assessment of Disposition interview tool.

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Table 1 Teacher Candidate Assessment of Dispositions (TCAD)

Dispositions and Interview Questions

Dispositions Interview Question Motivation for Teaching

“Do you believe motivation is important for teachers? How would a motivated teacher structure the classroom learning environment?”

Social Justice “Social, linguistic, and racial diversity is increasing in our public schools. Can you explain how the classroom teacher supports diversity and promotes a fair and equitable classroom?”

Schools Making a Difference with At-Risk Students

“An at-risk student is often defined as one who falls behind grade level in meeting academic expectations. Describe what you believe are factors of how a student becomes at-risk and how schools can address the needs of at-risk students.”

Professionalism “Being a classroom teacher involves many social, ethical, and professional expectations and responsibilities. Describe what you feel are the critical elements of being a professional teacher.”

Caring and Respect

“Describe how a teacher would demonstrate the values of care and respect in an effective classroom and school.”

Student Advocacy and Perseverance

“Think about a situation in a school where your choice is the right cause, but may be unpopular. How can your actions make a difference for students, parents, and the entire school? How can you overcome potential obstacles in your path?”

High Expectations of Student Learning

“How can a teacher’s expectations influence students’ successes? Can a teacher make the difference in how well a student can succeed? Explain how these expectations could be seen in a classroom.”

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PART TWO – Instrumentation Teacher Candidate Assessment of Dispositions© (TCAD): Interview and Observation The initial component of the Teacher Candidate of Dispositions is the one-on-one interview

with the teacher candidate applicant. There is a continuum of interest in an applicant’s

ability to apply dispositions of knowledge, skills, and attitudes that are valued as successful

elements in the teaching profession (Borko, Liston, and Whitcomb, 2007). As noted in

Figure 2, Continuum of Dispositional Assessment, a continuum in dispositions has been

identified.

The process of observation addresses two of the three different stages of development.

The three stages are as follows: (1) the initial application to a teacher preparation program;

(2) clinical practice during student teaching; and (3) practice as a fully-credentialed

teacher of record. The initial application is a professional interview, lacking any classroom

observation.

The clinical practice, and practice as a fully credentialed teacher of record, are the two

stages the observational component of TCAD which are designed to be both formative and

summative in nature. The Teacher Candidate Assessment of Dispositions© (TCAD):

Observation component is based on the same seven components at the time of the initial

interview conducted for admission into a respective teacher preparation program. The

observational tool has dual purposes: (a) to asses if teacher dispositions observed in the

classroom match the self-perceived dispositions identified by the applicant at the entry

level during the initial TCAD Interview; and (b) the TCAD Observation is used to elicit

evidence of teacher disposition in the classroom to be used as formative and summative

assessment regarding the candidate and the program design. Specifically, the classroom

experience involves teaching, management, relationship building, classroom environment,

professional relationships, engagement and learning.

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Figure 2: Continuum of Dispositional Assessment

Teacher Candidate Assessment of Dispositions© (TCAD): Validity and Reliability The TCAD seeks to assess the dispositions that are believed to exist in the teaching

profession and examine these qualities and dispositions prior to entry into a teacher

preparation program and once the teacher has started teaching. Presently studies are in

place to assess the content and construct validity of TCAD assessment instrument . Validity

will be established to measure the constructs of dispositions the TCAD seeks to assess of

individual teacher candidate applicants. According to the American Statistical Association,

validity is defined as “meaningful, relevant, and useful for the research at hand” (2007).

Additionally, a longer-term study will connect the TCAD’s initial assessment with the

clinical practice of a fully credentialed teacher. A correlation coefficient, or r-values, are in

progress to compare responses on the reliability of the TCAD interview instrument.

Pre-Dispositions

Measured by: Teacher Candidate Assessment of Disposition

Teacher Preparation

Involving: experiences, pratice, student teaching, self-awareness, and pedagogy

Fully-Certified Teacher of

Record

Measured by: Teacher Candidate Assessment of Disposition

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Part Three: Administration of Interview and Observation

The administration of the interview and observation are guided by training in proper and

effective use of the TCAD. Training consistent of, not only the theoretical framework of the

instrument, but a standardized protocol, and internal calibration, for questioning and

scoring of the applicant’s response. Each of the seven questions has a corresponding

prompt that may be implemented with fidelity in order for standardization of the

instrument. Additionally, the Interview Assessment Guide provides additional levels of

probing to prompt the student into a similar, standardized scenario. The observational

component of the TCAD receives similar treatment in the training and effective use.

Trained assessors are prepared to observe and measure the seven dispositions in the

context of the teaching environment. The integrity and fidelity of the instrument is critical.

Combined with both the interview and assessment, calibration is a necessary component

of the fidelity of the instrumentation. All assessors are trained and calibrated annually in

the administration of the TCAD.

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Appendix

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Teacher Candidate Assessment of Dispositions© (TCAD): Interview

Part A:

Applicant Name: Date: SS#: Phone: Email:

Field Experience / Student Teaching Track Intern Track School: Grade: Address: City: Zip: Introduction: Prompt: “During this interview, we are going to ask you a series of questions to get to know you. Please tell a little about your experiences since you graduated from college.”

Part B:

Teacher Candidate Assessment of Dispositions© (TCAD): Interview

Assessor: Place a mark in the numbered box that best represents the candidate’s response to the following questions. Motivation for Teaching: Prompt: “Teacher motivation is an essential element of effective learning. How would a motivated teacher structure the classroom learning environment?” High(5): The teacher – is well prepared to teach every lesson; creates an interesting lesson; is engaging in the classroom; creates relevant connections to students’ lives; provides genuine praise for individual students; and seeks ways to better students’ learning.

1 2 3 4 5 Low(1): The teacher – is unprepared to teach; creates lessons, which are un-engaging and lack interest; does not make connections of the content to students; false praise; and does not seek to better students’ learning.

Social Justice: Prompt: “Social, linguistic, and racial diversity is increasing in our public schools. What would the classroom teacher do to support diversity and promote a fair and equitable classroom?” High(5): The teacher – works against exclusion and discrimination; has an awareness to promote education as a democratic process; encourages alternative views; respects and honors linguistic, racial, and social diversity; practices inclusive pedagogy; and supports a socially just curriculum.

1 2 3 4 5

Low (1): The teacher – is not aware and does not act upon exclusion and discrimination; does not promote the democratic process; does not encourage alternative views; shows little or no respect for diversity; and does not support a socially just curriculum.

10 Schools Making a Difference with At-Risk Students: Prompt: “An at-risk student is often defined as one who falls behind grade level in meeting academic expectations. How does a student become at-risk and what can schools and teachers do to minimize this situation?” High(5): The teacher – acknowledges that school, family, and community are all factors in a students’ success; focuses on all students to reach their full potential; works to support the emotional, social, and intellectual growth of all students; and acknowledges that the present school, and classroom, structure may need to change in order to properly meet the needs of the at-risk population.

1 2 3 4 5 Low(1): The teacher – places blame on a single factor for students being at-risk; believes that some students are going to fail due to their social, racial, linguistic, and economic conditions; does not work to establish systems to meet the varied needs of all students; and believes that the present structure of school is doing all it can do to meet needs of at-risk students. Professionalism: Prompt: “Being a classroom teacher involves many social, ethical, and professional expectations and responsibilities. Describe the critical elements of being a professional teacher.” High(5): The teacher – demonstrates respect for colleagues and the profession; is punctual and timely; is dependable; interacts with others in a respectful way; analyzes teaching practices to best meet student needs; accepts and utilizes constructive criticism to improve teaching skills; has confidence in self and other’s worth; uses sound judgment and ethical behavior; and evaluates choices and actions in others.

1 2 3 4 5 Low(1): The teacher – has minimal respect for colleagues; is not punctual or timely; is undependable; has interactions with others that are disrespectful; has limited analyses and reflection on teaching practices; does not accept constructive criticism or utilize this to improve teaching; demonstrates little confidence in self and others; has compromised judgment and behavior; and demonstrates limited evaluation of personal choices and actions in others.

11 Caring and Respect: Prompt: “Describe how a teacher would demonstrate the values of care and respect in order to maintain an effective classroom.” High(5): The teacher – is sensitive to the individual differences among students; honors the dignity and integrity of diversity and differences of people; interacts with students, teachers, parents, and administration with courtesy and civility; works to build positive relationships between people; is a collegial and supportive member of the school community; and values the well-being of students and families.

1 2 3 4 5 Low(1): The teacher – shows little sensitivity to individual differences; displays lack of respect for diversity and differences of people; lacks courtesy and civility with students, teachers, parents, and administration; does not build positive relationships between people; shows limited ability to work collegially and be a supportive member of the school community; and does not display interest in the well-being of students and families. Student Advocacy and Perseverance: Prompt: “Think about yourself as a teacher and having a professional belief of an event or program you feel is very important for your students, but may not be popular with fellow teachers or administration. How can you promote this important educational decision if you know it is good for students?” High(5): The teacher – indentifies possible changes that will influence the welfare of the students and takes action on these changes; works diligently to ensure all students are afforded equal opportunities to a quality education; is willing to take risks to promote positive changes; is willing to advocate and persevere for students, even though not an easy path, for the betterment of the students’ education; and is willing to promote a just cause.

1 2 3 4 5 Low(1): The teacher – accepts the status quo in a school and does not look for possible changes to influence the welfare of the students; is a follower; is unwilling to take risks to promote change for equal opportunities; is unwilling to advocate and persevere for students; does not stand for a just cause.

12 High Expectations of Student Learning: Prompt: “How does a teacher’s expectations influence students’ successes? Explain how these expectations could be seen in a classroom.” High(5): The teacher – believes all students can learn; sets high, but realistic, goals for students; communicates high expectations directly to students; engages students’ interests, strengths, and personal learning styles; and promotes intrinsic motivation for learning.

1 2 3 4 5 Low(1): The teacher – believes learning and success in not universal; sets low goals for students; does not engage students based on personal strengths, interests, and learning styles; and bases learning and instruction on extrinsic motivation.

Overall Score: Teacher Candidate Assessment of Disposition© (TCAD) Total Numerical Score: Cumulative Scoring: Place an X across the corresponding box.

Low

15 and below

Low Average

16 - 20

Average 21 - 25

High Average

26 - 30

High

31 - 35

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Part C:

C1. The curricular design of CalStateTEACH requires that you work independently, in a self-directed manner. Given your professional and personal obligations, discuss how you will be able to make available 15-20 hours of study time per week to complete the required activities. Notes: C2. Discuss what you know about the CalStateTEACH program presently. How do you feel that you are suited toward this type of instructional delivery? Why do you feel this type of program is for you, compared to a traditional, on-campus program? Notes: C3. What expectations do you have of CalStateTEACH? Notes:

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Part D: D1. Have you completed a Certificate of Clearance? If no, are you presently pursuing this? D2. Have you met the U.S. Constitution requirement? Did you graduate from a CSU campus? If you have not met this requirement, how do you plan to do so? Notes: D3. Were you ever admitted and/or attended another teacher preparation/credential program? If yes, why did you leave that program? Notes: D4. The CalStateTEACH program requires your attendance at five Saturday, all-day seminars. In addition, there may be occasional cohort-based meetings arranged by assigned Faculty. Will you be able to attend a minimum of these five meetings over the 15 months of the program? Notes: D5. How did you first hear about us? Please be specific.

Notes: D6. Do you have any questions? Notes:

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Part E E1. Are you applying for our student teaching option or the intern program? If the intern program, describe your teaching assignment for the upcoming academic year. Notes: E2. Subject Matter Preparation: Have you taken, and passed, any sections of the CSET Exam? Are you presently studying for the CSET? Interviewer Comments:

16 Scoring

Part B – Teacher Candidate Assessment of Disposition TCAD Score: Recommend second interview Part C – Suitability for alternative preparation model Appears well suited Some question about suitability Not well suited Part D – Pre-requisites Has met all or most Has met some; appears likely to meet all pre-requisites Significantly lacking in pre-requisites Part E – Suitable employment Employment appears suitable Employment does not seem suitable Overall I recommend admission to CalStateTEACH I do not recommend admission to CalStateTEACH Low GPA “Exceptional Admission” Applicants: GPA: I have reviewed this applicant’s petition for exception to the GPA cutoff requirement: I recommend Do not recommend Special Admissions Justification: Low Grade Point Average form is attached. Interviewer’s Signature: Date: Interview Conducted: In person By telephone

17 Teacher Candidate Assessment of Dispositions© (TCAD):

Interview Assessment Guide

Additional Probing Guideline: During the applicant interview with the TCAD instrument, the applicant may need additional information due to his/her lack of experience in classroom teaching or may need some additional context. For this reason, questions are provided to probe further into the prompt. Guidelines are established to maintain the integrity of the assessment. The probing cues below are designed to explore the questions, without providing a specific direction and/or lead the applicant in a given way. When to Provide Additional Probes Use the probes below for the following situations:

• if the applicant asks for clarification; • if the applicant states that the prompt lacks clarity or understanding; • if the applicant is unable to provide specific examples asked for in the prompt; and • If the question may be better based in the applicant’s personal experiences as

compared to the context of a K-12 classroom. Extent of Probing Probing is designed to provide additional context or clarity for a prompt. The probing should be limited to the following:

• provide no more than three (3) additional probes for each prompt; • stay within the probes listed below; • maintain neutrality on the specific prompt; • avoid placing value judgments; and • avoid editorializing on an issue.

Motivation for Teaching: Prompt: “Do you believe motivation is important for teachers? How would a motivated teacher structure the classroom learning environment.” If the applicant is unable to provide specific examples, prompt with 1 – 3 of the following questions. These examples may be from the personal experiences, as a student, if the applicant lacks teaching experience in a classroom. Can you provide an example of:

• a well-prepared lesson; • an interesting lesson; • an engaging classroom; • a relevant connection to students’ lives; and • genuine praise for individual student.

18 Social Justice: Prompt: “Social, linguistic, and racial diversity is increasing in our public schools. Can you explain how the classroom teacher supports diversity and promotes a fair and equitable classroom?”

• If the applicant does not have any experience in the classroom, pursue the following.

“In your personal life, provide an example of ways that you have encouraged alternative views, or honored linguistic, racial, or social diversity.”

Schools Making a Difference with At-Risk Students: Prompt: “An at-risk student is often defined as one who falls behind grade level in meeting academic expectations. Describe what you believe are factors of how a student becomes at-risk and how schools can address the needs of at-risk students.”

• If the applicant needs clarification on the definition of at-risk, provide additional information about the definition: academics based on standardized assessment - one grade level below on standardized tests. If needed, continue to prompt for three different causes and three different solutions.

Professionalism: Prompt: “Being a classroom teacher involves many social, ethical, and professional expectations and responsibilities. Describe what you feel are the critical elements of being a professional teacher.”

• If the applicant needs probing, if someone is known who is considered a professional teacher and the attributes associated with this individual.

• If the applicant cannot think of a teacher, consider someone who is known in a non-

educational field who displays professional characteristics in that profession. Caring and Respect: Prompt: “Describe how a teacher would demonstrate the values of care and respect in an effective classroom and school.”

• If the applicant needs additional probing, ask about some of the elements that make up the values of care and respect in a school setting. Be specific, include examples of relationships between students, teachers, parents, and administrators.

19 Student Advocacy and Perseverance: Prompt: “Think about a situation in a school where your choice is the right cause, but may be unpopular. How can your actions make a difference for students, parents, and the entire school? How can you overcome potential obstacles in your path?”

• If the applicant cannot think of a school situation, probe for personal examples of their perseverance for an unpopular cause. Homework example.

High Expectations of Student Learning: Prompt: “How can a teacher’s expectations influence students’ successes? Can a teacher make the difference in how well a student can succeed? Explain how these expectations could be seen in a classroom.”

• If the applicant cannot think of a school situation, probe for past teachers of the applicant who set high expectations.

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References Alfred N. Whitehead, Process and Reality. (New York: Macmillan, 1929), p. 256.

American Statistical Association (2007). Using statistics effectively in mathematics education research. Alexandria, VA: Author. Diez, M. (2007). Looking back and moving forward: three tension in the teacher dispositions discourse. Journal of Teacher Education, 58 (5), 388-396.

Borko, H, Liston, D, & Whitcomb, J. (2007). Apples and fishes: the debate over

dispositions in teacher education. Journal of Teacher Education, 58(5), 359-364. Damon, W. (2007). Dispositions and teacher assessment: the need for a more

rigorous definition. Journal of Teacher Education, 58 (5), 365-369.

Darling-Hammond, L. (1995). What is good teaching. Teacher Magazine, 6(8), 42 44. Darling-Hammond, L. (2000). Reforming teacher preparation and licensing: Debating the evidence. Teachers College Record 102(1), 28-57. NCATE.

Schussler, D.L., Stooksberry, L.M., & Bercaw, L.A. (2010). Understanding teacher

candidate dispositions: reflecting to build self-awareness. Journal of Teacher Education, 61(350), 359-364.