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College of Education

Eastern Kentucky University

THE SECOND ANNUAL SYMPOSIUM ON EDUCATOR

DISPOSITIONS

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DESIGNING AND DESIGNING AND INPLEMENTING YOUR INPLEMENTING YOUR

DISPOSITIONS PLANDISPOSITIONS PLAN

M. Mark WasicskoM. Mark WasicskoDean, College of EducationDean, College of Education

Eastern Kentucky UniversityEastern Kentucky University

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INPLEMENTING YOUR INPLEMENTING YOUR DISPOSITIONS PLANDISPOSITIONS PLAN

Why have a dispositions plan?Why have a dispositions plan? What do you mean by What do you mean by

“dispositions?”“dispositions?” Blueprint for implementing the Blueprint for implementing the

plan.plan.

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WHYWHY

Why have a dispositions plan?Why have a dispositions plan?

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A ChallengeA Challenge

Within the next decade over 2.4 million Within the next decade over 2.4 million new teachers will be needed in the new teachers will be needed in the nation’s schools. nation’s schools.

The recruitment, selection and The recruitment, selection and preparation of these new educators preparation of these new educators offer monumental challenges and also offer monumental challenges and also the greatest opportunity for improving the greatest opportunity for improving the quality of education received by our the quality of education received by our nation’s youth.nation’s youth.

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And A DILEMMA And A DILEMMA

When polled, most teacher educators When polled, most teacher educators will admit that they recognized the will admit that they recognized the “dispositional mismatch” of some “dispositional mismatch” of some students very early but did not have students very early but did not have the tools to adequately counsel them the tools to adequately counsel them out of the program or deny them out of the program or deny them admission.admission.

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ResponsibilityResponsibility

Teacher educators have an ethical Teacher educators have an ethical responsibility to encourage and responsibility to encourage and admit candidates who have the admit candidates who have the dispositions that will foster growth dispositions that will foster growth and learning in students and not to and learning in students and not to admit those who cannot demonstrate admit those who cannot demonstrate that they possess the needed that they possess the needed dispositions.dispositions.

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Not an Inalienable RightNot an Inalienable Right

Allowing people to invest years and Allowing people to invest years and significant resources preparing for a significant resources preparing for a career for which they discover they career for which they discover they are ill suited is a tragedy eclipsed are ill suited is a tragedy eclipsed only by the possibility of them only by the possibility of them entering the profession and entering the profession and negatively impacting kids over the negatively impacting kids over the course of a 25 year career. course of a 25 year career.

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Passing the TestPassing the Test

Ideally, people considering a career in Ideally, people considering a career in education should be provided with an education should be provided with an opportunity to make self-assessments opportunity to make self-assessments about their “dispositional fit” followed about their “dispositional fit” followed by mentoring and guided reflections by mentoring and guided reflections with education advisors culminating with education advisors culminating with the requirement that the students with the requirement that the students provide evidence of meeting the provide evidence of meeting the required dispositions prior to formal required dispositions prior to formal admission to the program. admission to the program.

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Legally DefensibleLegally Defensible

To address the ethical and legal To address the ethical and legal concerns teacher educators must concerns teacher educators must have a research-based rationale for have a research-based rationale for the dispositions-related outcomes of the dispositions-related outcomes of candidates and graduates as well as candidates and graduates as well as a methodology by which to assess a methodology by which to assess these outcomes. these outcomes. 

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NCATE 2000 StandardsNCATE 2000 Standards

““The candidate performance standards focus The candidate performance standards focus on learning outcomes. They require units on learning outcomes. They require units to use evidence to to use evidence to demonstrate that teacher demonstrate that teacher candidates are gaining the knowledge, skills, candidates are gaining the knowledge, skills, and dispositions necessary to have a positive and dispositions necessary to have a positive impact on P-12 student learningimpact on P-12 student learning. The . The standards elevate the role of assessment in standards elevate the role of assessment in program improvement and promote program improvement and promote increased accountability for teacher candidate increased accountability for teacher candidate learning.”learning.”

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WHAT?WHAT?Defining DispositionsDefining Dispositions

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Dispositions: Just What Are We Talking Dispositions: Just What Are We Talking About?About?

BEHAVIORS – – Writes and speaks standard Writes and speaks standard English, punctual, smiles, neat & orderly appearance…English, punctual, smiles, neat & orderly appearance…

CHARACTERISTICS – – tolerant of tolerant of differences, open-minded, patient, enthusiastic, critical differences, open-minded, patient, enthusiastic, critical

thinker…thinker…

PERCEPTIONS – – Identified, See others as Able, Identified, See others as Able, Larger Frame of Reference, People oriented.Larger Frame of Reference, People oriented.

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Building a Theoretical Construct for Building a Theoretical Construct for DispositionsDispositions

BehaviorsBehaviors

CharacteristicsCharacteristics

Perceptual Perceptual

OrientationOrientation

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Implementing Dispositions PlanImplementing Dispositions Plan

Clearly articulated Conceptual FrameworkClearly articulated Conceptual Framework A research-based theoretical foundationA research-based theoretical foundation A valid and reliable measurement strategyA valid and reliable measurement strategy Clearly delineated proceduresClearly delineated procedures A reasonable implementation schedule with A reasonable implementation schedule with

adequate noticeadequate notice

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Implementing Dispositions PlanImplementing Dispositions Plan

Clearly articulated Conceptual FrameworkClearly articulated Conceptual Framework

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EKU Conceptual Framework:EKU Conceptual Framework: The Effective Educator as Effective PersonThe Effective Educator as Effective Person

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Implementing Dispositions PlanImplementing Dispositions Plan

Clearly articulated Conceptual FrameworkClearly articulated Conceptual Framework A research-based theoretical foundationA research-based theoretical foundation

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Pioneering Work of Arthur W. CombsPioneering Work of Arthur W. Combs Combs and others investigated the Combs and others investigated the

dispositions (he called them dispositions (he called them “perceptions”) of effective helping “perceptions”) of effective helping professionals. professionals.

Pioneered the use of high-inference Pioneered the use of high-inference research tools for making accurate research tools for making accurate assessments of dispositions. assessments of dispositions.

Numerous studies support the view that Numerous studies support the view that effective educators have dispositions effective educators have dispositions about themselves, students, and the task about themselves, students, and the task of teaching that can distinguish them from of teaching that can distinguish them from ineffective educators. ineffective educators.

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Perceptual Theory of Arthur W. CombsPerceptual Theory of Arthur W. Combs

Behavior is the “symptom” of perceptions Behavior is the “symptom” of perceptions – People behave according to how they People behave according to how they perceiveperceive

Perceptions are cumulative and change slowlyPerceptions are cumulative and change slowly Self-as-Instrument Self-as-Instrument

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Florida Studies in the Helping ProfessionsFlorida Studies in the Helping Professions

Factor analyzed characteristics of effective Factor analyzed characteristics of effective helping professionals into four perceptual areas helping professionals into four perceptual areas with 12 rubrics. with 12 rubrics.

Found significant differences between Found significant differences between perceptions of effective and ineffective perceptions of effective and ineffective professionals. professionals.

Effectiveness was determined by evaluation of Effectiveness was determined by evaluation of teachers by pupils, by peers, by administrators, teachers by pupils, by peers, by administrators, teachers who won national honors for their teachers who won national honors for their outstanding teaching, and even by student outstanding teaching, and even by student product outcomes (test scores on achievement product outcomes (test scores on achievement tests).tests).

TEACHER EFFECTIVENESS RESEARCH

A PERCEPTUAL APPROACH

(THE FLORIDA STUDIES IN THE HELPING PROFESSIONS)

PERCEPTUAL ORIENTATION

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PERCEPTION OF SELF

IDENTIFIED-UNIDENTIFIED S S S S S S S S ns S

ABLE-UNABLE S S S S S ns

POSITIVE-NEGATIVE S S S S

PERCEPTION OF OTHERS

ABLE-UNABLE S S S S S S S

DEPENDABLE-UNDEPENDABLE

S S S S

WORTHY-UNWORTHY S S S S S S S

PERCEPTION OF PURPOSE

LARGER-SMALLER S S S

FREEING-CONTROLLING S S S S S S ns

REVEALING-CONCEALING S S S S S S ns

FRAME OF REFERENCE

PEOPLE-THINGS S S

INTERNAL-EXTERNAL S S S S S

OPENNESS-CLOSEDNESS (TO EXPERIENCE)

S S S

S = Significant ns = Not significant Blank = Not tested * Definitions used in text

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Implementing Dispositions PlanImplementing Dispositions Plan

Clearly articulated Conceptual FrameworkClearly articulated Conceptual Framework A research-based theoretical foundationA research-based theoretical foundation A valid and reliable measurement strategyA valid and reliable measurement strategy

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Necessary DispositionsNecessary Dispositions

Combs (1975) includes the following as necessary Combs (1975) includes the following as necessary for effective teaching: for effective teaching:

1. perceptions of self as able, positive, and 1. perceptions of self as able, positive, and identified with diverse groups; identified with diverse groups;

2. perceptions of others as able, dependable, and 2. perceptions of others as able, dependable, and worthy; worthy;

3. perceptions of the purpose of education as 3. perceptions of the purpose of education as freeing, self revealing, and larger; and freeing, self revealing, and larger; and

4. a frame of reference that is people oriented, 4. a frame of reference that is people oriented, open, and focusing on personal meaning. open, and focusing on personal meaning.

PERCEPTUAL RATING RUBRICS

PERCEPTIONS OF SELF:

7 6 5 4 3 2 1

PERCEPTIONS OF OTHERS:

ABLE

The educator sees others as having capacities to deal with their problems. S/He believes others are basically able to find adequate solutions to events in their own lives.

UNABLE The educator sees others as lacking the necessary capacities to deal effectively with their problems. S/He doubts their ability to make their own decisions and run their own lives.

7 6 5 4 3 2 1

PERCEPTIONS OF PURPOSE:

LARGER

The educator views events in a broad perspective. His/her goals extend beyond the immediate to larger implications and contexts.

SMALLER The educator views events in a narrow perspective. His/her purposes focus on immediate and specific goals.

7 6 5 4 3 2 1

FRAME OF REFERENCE:

PEOPLE The educator is concerned with the human aspects of affairs. The attitudes, feelings, beliefs, and welfare of persons are prime considerations in his/her thinking.

THINGS The educator is concerned with the impersonal aspects of affairs. Questions of order, management, mechanics, and details of things and events are prime considerations in his/her thinking.

7 6 5 4 3 2 1

IDENTIFIED The educator feels an oneness with all people. S/He perceives him/herself as deeply and meaningfully related to persons of every description.

UNIDENTIFIED The educator feels generally apart from others. His/her feelings of oneness are restricted to those of similar beliefs.

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Perceptual Rating RubricsPerceptual Rating Rubrics

4 of 12 perceptual rubrics were chosen based 4 of 12 perceptual rubrics were chosen based on ease of learning.on ease of learning.

Training may be obtained through self-Training may be obtained through self-instruction (see website on last slide).instruction (see website on last slide).

Your rating skill can be assessed through a Your rating skill can be assessed through a posttest (also on website).posttest (also on website).

Reaching proficiency takes anywhere from 10 Reaching proficiency takes anywhere from 10 to 100 hours of training and practice.to 100 hours of training and practice.

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Implementing Dispositions PlansImplementing Dispositions Plans

Clearly articulated Conceptual FrameworkClearly articulated Conceptual Framework A research-based theoretical foundationA research-based theoretical foundation A valid and reliable measurement strategyA valid and reliable measurement strategy Clearly delineated proceduresClearly delineated procedures

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The EKU Dispositions ModelThe EKU Dispositions ModelStudent Admissions StrategyStudent Admissions Strategy

Step I – Self-Assessment and Self-SelectionStep I – Self-Assessment and Self-Selection

Step II – Mentoring and CounselingStep II – Mentoring and Counseling

Step III – Admitted/Deferred Step III – Admitted/Deferred

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Step I – Self-Assessment and Self-Step I – Self-Assessment and Self-SelectionSelection

EDF 103/310 – Introduction to EducationEDF 103/310 – Introduction to Education– Large One-hour Lecture Course (150 Large One-hour Lecture Course (150

students)students)

– Four Dispositions AssignmentsFour Dispositions Assignments

– School observations and reflectionsSchool observations and reflections

– Technologically Enhanced (all assignments Technologically Enhanced (all assignments are submitted electronically)are submitted electronically)

– Major Goal – Dispositional Self-assessmentMajor Goal – Dispositional Self-assessment

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Step I – Self-Assessment and Self-Step I – Self-Assessment and Self-Selection – EDF 103 AssignmentsSelection – EDF 103 Assignments

Assignment #1 - Human Relations IncidentAssignment #1 - Human Relations Incident Assignment #2 - My Favorite Teacher EssayAssignment #2 - My Favorite Teacher Essay Assignment #3 - Effective Educators’ Dispositions Assignment #3 - Effective Educators’ Dispositions Assignment #4 - Reflecting on Personal Assignment #4 - Reflecting on Personal

DispositionsDispositions Observations at each major level and Special Ed.Observations at each major level and Special Ed. Final ExamFinal Exam

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Step II – Mentoring and CounselingStep II – Mentoring and Counseling

EDF 203 School and SocietyEDF 203 School and Society– Small class size (25 max)Small class size (25 max)

– Dispositions Reflections AssignmentsDispositions Reflections Assignments

– Mentoring/tutoring AssignmentMentoring/tutoring Assignment

– Recommendation for admission to teacher Recommendation for admission to teacher education programeducation program

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Step III – Admitted/Deferred Step III – Admitted/Deferred

Admitted to Teacher Education – candidate Admitted to Teacher Education – candidate has demonstrated that she/he has the has demonstrated that she/he has the dispositions necessary by having three dispositions necessary by having three recommendations from faculty trained on recommendations from faculty trained on dispositions rubrics or through an interview dispositions rubrics or through an interview with admissions panel.with admissions panel.

Deferred – candidate has not demonstrated Deferred – candidate has not demonstrated that she/he possesses the necessary that she/he possesses the necessary dispositions. dispositions.

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Using Perceptual RubricsUsing Perceptual Rubrics

Human Relations Incident (HRI)Human Relations Incident (HRI) In-class AssignmentsIn-class Assignments Classroom ObservationClassroom Observation InterviewInterview Self-AssessmentSelf-Assessment

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Implementing DispositionsImplementing Dispositions

Clearly articulated Conceptual FrameworkClearly articulated Conceptual Framework A research-based theoretical foundationA research-based theoretical foundation A valid and reliable measurement strategyA valid and reliable measurement strategy Clearly delineated proceduresClearly delineated procedures A reasonable implementation A reasonable implementation

schedule with adequate noticeschedule with adequate notice

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The National Network for the Study The National Network for the Study of Educator Dispositionsof Educator Dispositions

Exploring one of the most pressing Exploring one of the most pressing current problems in the preparation of current problems in the preparation of future educators-future educators-– defining and measuring the dispositions defining and measuring the dispositions

associated with educator effectiveness and associated with educator effectiveness and – integrating them into the recruitment, integrating them into the recruitment,

admissions and training programs for future admissions and training programs for future educators. educators.

Join the National Network for the Study of Join the National Network for the Study of Educator Dispositions (NNSED)  Educator Dispositions (NNSED) 

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THE SECOND ANNUAL SYMPOSIUM

ONEDUCATOR DISPOSITIONS

November 19, 20 & 21, 2003

 THE EFFECTIVE TEACHER AS AN EFFECTIVE PERSONIDENTIFYING, DEVELOPING, AND NURTURING THE

DISPOSITIONS TO TEACH

Carl D. Perkins Conference CenterEastern Kentucky University

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Very Good ResourcesVery Good Resources

Information about Dispositions, training materials, Information about Dispositions, training materials, Symposium information and moreSymposium information and more

http://http://www.education.eku.edu/Dean/nnsed.htmwww.education.eku.edu/Dean/nnsed.htm

Information about Dr. Arthur Combs, The Florida Information about Dr. Arthur Combs, The Florida Studies and small grants for graduate student Studies and small grants for graduate student researchresearch

http://http://www.fieldpsychtrust.org/florida_studies.pdfwww.fieldpsychtrust.org/florida_studies.pdf