Reflections on a Decade: Developing and Nurturing Teacher Dispositions Linda Young/Lindsey Wilson College Verna Lowe/Asbury University

Reflections on a Reflections on a Decade:Decade:

Developing and Developing and Nurturing Teacher Nurturing Teacher

DispositionsDispositions

Linda Young/Lindsey Wilson CollegeLinda Young/Lindsey Wilson College

Verna Lowe/Asbury UniversityVerna Lowe/Asbury University

Nurturing Dispositional Nurturing Dispositional Growth Growth

Begin with the ConceptualBegin with the Conceptual FrameworkFrameworkThematic context for determining dispositionsThematic context for determining dispositions

Articulates a shared vision which is consistent with Articulates a shared vision which is consistent with institutional mission institutional mission

Supported by educational research and reflective of a Supported by educational research and reflective of a themetheme

Provides direction for programs, courses, teaching and Provides direction for programs, courses, teaching and candidate accountabilitycandidate accountability

Integrates dispositions throughout the instructional Integrates dispositions throughout the instructional delivery modeldelivery model

Intentional overall program designIntentional overall program design

Definition of DispositionsDefinition of Dispositions

Characteristic manners of behaving and Characteristic manners of behaving and responding that flow from underlying responding that flow from underlying values and beliefs, and are informed by values and beliefs, and are informed by reasoning, perceptions, and experience.reasoning, perceptions, and experience.

Young & McEwanYoung & McEwan

Standard XIStandard XI

Moral and Moral and Ethical Ethical IntegrityIntegrity

Demonstrated by:Demonstrated by:• • Sensitivity by interpreting situations & becoming aware of how we affect Sensitivity by interpreting situations & becoming aware of how we affect others. others.

• • Judgment through making decisions about which actions are right and wrong.Judgment through making decisions about which actions are right and wrong.

• • Motivation through prioritizing moral values over personal preferencesMotivation through prioritizing moral values over personal preferences

• • Character through strength of convictions, persistence and the will to Character through strength of convictions, persistence and the will to overcome. overcome.

CompassioCompassion & n & Respect Respect for Othersfor Others

Demonstrated through:Demonstrated through:• • Caring behaviors, advocating, accessibility, & other-oriented decisions.Caring behaviors, advocating, accessibility, & other-oriented decisions.

• • Equitable treatment, acceptance of diversity, & openness to other perspectives.Equitable treatment, acceptance of diversity, & openness to other perspectives.

• • Interpersonal behavior (intelligence) that demonstrates “the capacity to Interpersonal behavior (intelligence) that demonstrates “the capacity to understand the intentions, motivations, and desires of other people.”understand the intentions, motivations, and desires of other people.”

Personal Personal and and Emotional Emotional Wellness Wellness and and VitalityVitality

Demonstrated through:Demonstrated through:• • Self-knowledge; discerning one’s beliefs, desires, fears, and capacities Self-knowledge; discerning one’s beliefs, desires, fears, and capacities

• • Emotional resilience, perseverance, appropriate expression of emotions, stressEmotional resilience, perseverance, appropriate expression of emotions, stress

management, versatility, and adaptability to demands.management, versatility, and adaptability to demands.

• • Understanding of personal worth & commitment to a balanced, healthy Understanding of personal worth & commitment to a balanced, healthy lifestyle.lifestyle.

Asbury’s Dispositions and IndicatorsAsbury’s Dispositions and Indicators

Standard XIStandard XI

Passion for Passion for TeachingTeaching

Demonstrated through:Demonstrated through:• • A contagious love of learning.A contagious love of learning.

• • A positive attitude and work ethic.A positive attitude and work ethic.

• • Motivation and engagement of students in the learning process.Motivation and engagement of students in the learning process.

Spiritual Spiritual Sensitivity Sensitivity and and PurposePurpose

Demonstrated through:Demonstrated through:• • Living the examined life, discerning calling and developing a personal vision.Living the examined life, discerning calling and developing a personal vision.

• • Acting upon one’s spiritual vision and callActing upon one’s spiritual vision and call

• • Guiding the student’s search for meaning (exploring existential questions). Guiding the student’s search for meaning (exploring existential questions).

Asbury’s Dispositions and IndicatorsAsbury’s Dispositions and Indicators

Theory of Dispositional Theory of Dispositional DevelopmentDevelopment

Attitudes, D

ecisions, Responses

Values, Beliefs

Rea

soni

ng, P

erce

ptio

ns,

Expe

rien

ces Kno

wle

dge

Know

ledg

e Action

ActionDispositio

n

IdentityIdentity

ExampleExample

Und

erst

andi

ng o

f di

vers

e le

arne

rs Warm

classroom interactions w

ith

students

Self-knowledge regarding relational strengths & growth areas

Kno

wle

dge

Know

ledg

e Action

ActionDispositio

n

IdentityIdentity

Developing Dispositions Developing Dispositions

KnowKnow Addressing Knowledge:Addressing Knowledge:

• • Theoretical understanding & critical thinking ability developed Theoretical understanding & critical thinking ability developed through courseworkthrough coursework

BeBe Addressing Identity:Addressing Identity:

••Self-understanding & articulation of values developed through Self-understanding & articulation of values developed through course assignments and other programmatic elementscourse assignments and other programmatic elements

DoDo Addressing Action:Addressing Action:

••Classroom practice involving choices in curriculum instruction & Classroom practice involving choices in curriculum instruction & management (clinical and field experiences)management (clinical and field experiences)

Documenting Dispositional Documenting Dispositional DevelopmentDevelopment

State in performance terms (linked to a standard)State in performance terms (linked to a standard) What actions and decisions can we observe that suggest What actions and decisions can we observe that suggest

the presence of a disposition?the presence of a disposition?

Use multiple forms and sources of data collected over Use multiple forms and sources of data collected over timetime What pieces of data will be used at each Gate?What pieces of data will be used at each Gate? Who will contribute that data? Who will contribute that data? From what source will data come?From what source will data come?

Create common scoring criteria to allow for Create common scoring criteria to allow for Aggregation of data Aggregation of data Ease of database storageEase of database storage Reporting purposes Reporting purposes 4, 3, 2, 14, 3, 2, 1

Curricular Integration Curricular Integration of Dispositionsof Dispositions

Formal Academic CurriculumFormal Academic Curriculum Course Alignment and linked to every syllabusCourse Alignment and linked to every syllabus

Recommendations at GatesRecommendations at Gates

Field and Clinical ExperiencesField and Clinical Experiences

Co-Curriculum (Service Learning)Co-Curriculum (Service Learning) May relate to courses and/or programMay relate to courses and/or program Not linked to course objectivesNot linked to course objectives Co-curricular transcript (LEAD-ON)Co-curricular transcript (LEAD-ON)

Reflection: e-portfolioReflection: e-portfolio Use case studies from field and clinicalUse case studies from field and clinical

Field and Clinical Field and Clinical ExperiencesExperiences

Entry – level PracticumEntry – level Practicum

Exceptional Learner PracticumExceptional Learner Practicum

Methods Practica across disciplinesMethods Practica across disciplines

Student TeachingStudent Teaching

External Raters for Undergraduate Field & ClinicalExternal Raters for Undergraduate Field & Clinical

Field and Clinical Field and Clinical ExperiencesExperiences

Graduate- Completed University SupervisorGraduate- Completed University Supervisor Field/Mentoring Component in all programsField/Mentoring Component in all programs

ESL, Special Education, Reading, TLE, Alternative ESL, Special Education, Reading, TLE, Alternative CertificationCertification

Initial Program System for Initial Program System for DispositionsDispositions

Standard XI: Standard XI: The educator demonstrates dispositions that facilitate The educator demonstrates dispositions that facilitate

student learning and professional communitystudent learning and professional community

Advanced Program System for Advanced Program System for DispositionsDispositions

Standard XI: Standard XI: The educator demonstrates dispositions that The educator demonstrates dispositions that facilitate student learning and professional facilitate student learning and professional communitycommunity

Service LearningService Learning

ExpectationExpectation Entry LevelEntry Level MidpointMidpoint Program ExitProgram Exit

LEAD-ONLEAD-ON

Culturally Responsive ProjectsCulturally Responsive Projects Black & Hispanic AchieversBlack & Hispanic Achievers

Required Cross-Cultural Experiences Required Cross-Cultural Experiences Korea, Russia, MexicoKorea, Russia, Mexico

Co-Curricular ExperienceCo-Curricular Experience

UndergraduaUndergraduatete

Co-Curricular ExperienceCo-Curricular Experience

Community-Based Activities Community-Based Activities

ChurchChurch

After School-Coaching, Etc.After School-Coaching, Etc.

GraduateGraduate

Unit Assessment ProcessUnit Assessment Process

Course assessmentsCourse assessments External/Internal External/Internal

EvaluationsEvaluations Co-curricular Co-curricular

experiencesexperiences

Portfolio Review Portfolio Review InterviewInterview

HolisticHolistic Student TeachingStudent Teaching

Field MentoringField Mentoring

FormativeFormative SummativeSummative

Impact on Program and Impact on Program and PolicyPolicy

Gate Summaries Aggregated Std. XI

Value Added

Annual Review

Action Plans

Policy Changes

Long Range Plan

Formal Curriculum: Formal Curriculum: Course IntegrationCourse Integration

Addressed in all SyllabiAddressed in all Syllabi

Aligned to Course RequirementsAligned to Course Requirements

Linked to portfolioLinked to portfolio

Embedded in Field and Clinical ExperiencesEmbedded in Field and Clinical Experiences


Undergraduate ExamplesUndergraduate Examples

Recommendations (Gate 2)Recommendations (Gate 2)3 point scale (only at Gate 2)3 point scale (only at Gate 2)


Level 1: Initial Field Experience (ED210)Level 1: Initial Field Experience (ED210)




Level 2 Field Experiences: Level 2 Field Experiences: Exceptional Learner (ED320)Exceptional Learner (ED320) Middle/Secondary Block (ED385, ED420, ED425) Middle/Secondary Block (ED385, ED420, ED425) Elementary Block, Literacy Assessment and Tutoring Elementary Block, Literacy Assessment and Tutoring

(ED400) (ED400)


Level 3: Clinical Experience (ED999)Level 3: Clinical Experience (ED999)


Undergraduate Examples

Portfolio data Standard XI (Holistic Score):Chronicling growth over time for Gates 2, 3, and 4



Graduate ExamplesGraduate Examples

Admission Recommendations (Gate 5)Admission Recommendations (Gate 5)


Graduate ExamplesGraduate Examples

Self-Evaluation (Gate 6)Self-Evaluation (Gate 6)

Summative Data by Summative Data by DispositionDisposition

Internal ScoringInternal Scoring Portfolios (holistic by Standard XI) – Gate 2, 3, 4, 5, 6Portfolios (holistic by Standard XI) – Gate 2, 3, 4, 5, 6 Grad Field Component (observed by mentor)- HolisticGrad Field Component (observed by mentor)- Holistic Alumni Surveys (Holistic & Analytical)Alumni Surveys (Holistic & Analytical)

External ScoringExternal Scoring Field Evaluations (Holistic & Analytical) – ED 210, ED Field Evaluations (Holistic & Analytical) – ED 210, ED

320, ED 385, ED 400,ED 420, ED 425 320, ED 385, ED 400,ED 420, ED 425 Recommendations (Gate 2, Gate 5 and Gate 6) – Recommendations (Gate 2, Gate 5 and Gate 6) –

Holistic & AnalyticalHolistic & Analytical Employer Surveys Employer Surveys Student Teaching (Holistic and Analytical)Student Teaching (Holistic and Analytical)

Impact on CandidatesImpact on Candidates

Pre/Post -Growth over time

Self-Evaluation

External/Internal Raters

Mentor/Mentee Relationships

Feedback to Candidates at Assessment Points

Evidence of Growth in Evidence of Growth in DispositionsDispositions

Candidates have maintained a high level of Candidates have maintained a high level of performance in dispositionsperformance in dispositions

Note: We need to look at data.Note: We need to look at data.

Impact on ProgramImpact on Program

One of the major reasons cited by employers as to One of the major reasons cited by employers as to why they hire our candidates why they hire our candidates

We still need to improve and make them more We still need to improve and make them more obvious throughout the program and in each obvious throughout the program and in each coursecourse

APS program we have designed devotionals for APS program we have designed devotionals for each course that address the dispositions.each course that address the dispositions.

Digital Stories (Case Study)Digital Stories (Case Study)

Researching the practiceResearching the practice

Documents

Reflections on a Decade: Developing and Nurturing Teacher Dispositions Linda Young/Lindsey Wilson College Verna Lowe/Asbury University