know when to hold ‘ em and when to fold “ em : addressing problematic dispositions

Brewer, Coval, Reid & Lindquist

Lisa Coval, Ed.D., Metropolitan College of [email protected]

Melanie Reid, Ed.D., Metropolitan College of [email protected]

Robin Brewer, Ed.D., University of Northern [email protected]

Cynthia Lindquist, Ed.D., Metropolitan College of Denver

[email protected]

6th Annual Symposium on Educator DispositionsCincinnati, OH

November 15, 2007


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


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


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).


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)


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


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


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)


A Multifaceted Approach….Approach Focus Theorists/

PractitionersAssumptions Working with the

teacher candidate

Multifaceted Shifts - dependent on specific disposition

Brewer, Coval, & Reid

•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


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


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


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


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?


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


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.

know when to hold ‘ em and when to fold “ em : addressing problematic dispositions

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