Dispositions in Educator Preparation Programs Rene A Middleton

Dispositions in Educator Preparation Programs Renée A. Middleton, Dean The Patton College of Education Ohio University Ohio Deans Compact Meeting September 14, 2018

Dispositions Definition: The habits of professional action and moral commitments that underlie an educator’s performance (In. TASC Model Core Teaching Standards). The Patton College of Education Ohio University

Dispositions Definition: The habits of professional action and moral commitments that underlie an educator’s performance (In. TASC Model Core Teaching Standards). noun plural noun: habits a settled or regular tendency or practice, especially one that is hard to give up. "this can develop into a bad habit" Synonyms: custom, practice, routine, wont, pattern, convention, way, norm, tradition, matter of course The Patton College of Education Ohio University

Dispositions Definition: The habits of professional action and moral commitments that underlie an educator’s performance (In. TASC Model Core Teaching Standards). Action, act, deed mean something done. Action applies especially to the doing, act to the result of the doing. An action usually lasts through some time and consists of more than one act The Patton College of Education Ohio University

Dispositions Definition: The habits of professional action and moral commitments that underlie an educator’s performance (In. TASC Model Core Teaching Standards). Morality governs conduct, tells us to follow the rules, and calls our attention to the fundamental commitments with which we order our lives. Morality is a precondition for ethics. In any troubling case, we have an obligation to think about it, to examine all the options available to us. We must not simply act on prejudice, or impulsively, just because we have the power to do so. We call this obligation the commitment to reason. The Patton College of Education Ohio University

Morailty (cont. ) The commitment to reason entails a willingness to subject one's moral judgments to critical scrutiny oneself, and to submit them for public scrutiny by others; further, to change those judgments, and modify the commitments that led to them, if they turn out (upon reflection) not to be the best available. We want to take everyone who has a stake in the outcome ("stakeholders, " we will call them) into account. The commitment to the moral point of view entails a willingness to give equal consideration to the rights, interests, and choices of all parties to the situation in question. Thus, there is a commitment to impartial judgment. The Patton College of Education Ohio University

Disposition Questions to Reflect On What do professional dispositions really mean to us? What do they mean to our candidates? What do they mean to practicing teachers? The Patton College of Education Ohio University

Dispositions in CAEP Standards Standard 1. 1 Candidates demonstrate an understanding of the 10 In. TASC Standards at the appropriate profession level(s) in the following categories: the learner and learning; content; instructional practice; and professional responsibility. The Patton College of Education Ohio University

Dispositions in CAEP Standards Standard 2. 3 The provider works with partners to design sufficient clinical experiences to ensure that candidates’ demonstrate their developing effectiveness and positive impact on all students’ learning and development. Clinical experiences are structured to have multiple performance-based assessments at key points within the program to demonstrate candidates’ development of the knowledge, skills, and professional dispositions, as delineated in Standard 1, that are associated with a positive impact on the learning and development of all P-12 students. The Patton College of Education Ohio University

Dispositions in CAEP Standards Standard 3. 3 Educator preparation providers establish and monitor attributes and dispositions beyond academic ability that candidates must demonstrate at admissions and during the program. The provider selects criteria and reports data that show the academic and non-academic factors predict candidate performance in the program and effective teaching. The Patton College of Education Ohio University

Dispositions in CAEP Standards Standard 3. 6 Before the provider recommends any completing candidate for licensure or certification, it documents that the candidate understands the expectations of the profession, including codes of ethics, professional standards of practice, and relevant laws and policies. The Patton College of Education Ohio University

Dispositions in CAEP Standards Standard 4. 2 The provider demonstrates, through structured and validated observation instruments and/or student surveys, that completers effectively apply the professional knowledge, skills, and dispositions that the preparation experiences were designed to achieve. The Patton College of Education Ohio University

Challenges with Standard 3. 3 Self-assessment as an admissions requirement? The Patton College of Education Ohio University

Ohio Standards for the Teaching Profession Provide useful standards in presenting a clear picture of the requirements that our candidates will be expected to display in their professional careers as teachers. The Patton College of Education Ohio University

Colleges of Education: A National Portrait 52% vs 25% The Patton College of Education Ohio University

Colleges of Education: A National Portrait While necessary, diversity cannot be the only way we meet the learning needs and seek the welfare of the PK-12 learner. It is ALL our work. The Patton College of Education Ohio University

How do we measure true immersion or disposition? An effective disposition should be able to gauge an educators understanding of the challenges of the community, of the families that live there, and the school and community culture. Our candidates must have the ability to look past their personal experiences and gain an understanding of the community in which they work. The Patton College of Education Ohio University

NBPTS 5 Core Propositions Accomplished teachers base their practice on the fundamental belief that all students can learn and meet high expectations. Both a commitment to the welfare and education of young people, and the commitment to subject matter is necessary. Accomplished teachers maintain high expectations for all students. As with most professions, teaching requires practitioners to remain open, eager for, and dedicated to continuous growth. Accomplished teachers reach beyond the boundaries of their individual classroom to engage wider communities of learning.

Closing Reflection What do professional dispositions really mean to us, our candidates, and current teachers? The Patton College of Education Ohio University