All Academic, Inc. Research Logo

Info/CitationFAQResearchAll Academic Inc.
Document

Discerning Quality Through Dispositions Assessments: Philosophical and Political Contexts for Dispositions in Teacher Education
Unformatted Document Text:  but the political left through the heavy emphasis on social justice, it will strengthen the call to end teacher education in accredited institutions of higher education. Relevance. First, we offer ways to improve policy and practice in response to the expectation that teacher education programs monitor the dispositions of their students. We will present a system of data collection and decision-making that is grounded in observable behaviors, drawn from multiple data sources, built with positive and negative check-off systems, and designed with a multi-step process of action. We will set our program within the controversial context in which the work of dispositions sits. Second, we demonstrate using qualitative and quantitative evidence to inform policy or practice. Data-based progression decisions replace systems in which it has been far more difficult to document cumulative difficulties. The expansion of the number of instructors who offer input into an individual student’s dispositions enhances both the validity and the reliability of the data. Implication for Action. Once the assessment system is fully operational, students should no longer emerge during their internship as having dispositions-related problems. Students will not easily escape from their negative dispositions-related behaviors that might previously have gone unnoticed or unreported prior to the implementation of this type formal process. While expectations regarding dispositions have long been a part of teacher education, the establishment of specific dispositional standards, along with the corresponding written policies and procedures serve to bring their importance into sharp focus. The policy details consequences and accountability for students and faculty alike. Formal documentation, notifications and appeals processes are now in place with consideration given to the possible high stakes consequences. Section II: Outcomes and MethodsParticipants will be able to (1) identify philosophical and political issues associated with the process of assessing candidate dispositions, (2) analyze how one program has taken steps to create a multi-source, data-driven system, (3) explore the legal and ethical matters emerging through the current emphasis on dispositions, and (4) consider how content of this session could be applied in other teacher education programs. We will offer an interactive presentation supported with PowerPoint slides, giving the audience time to reflect on controversial issues and comment on our approaches. First we will cover the strategies we have developed to identify, assess, and respond to deficiencies of our teacher candidates’ dispositions. We will then address the controversies associated with dispositions and their assessment. Finally, we will explore the contrast between NCATE accredited programs and alternative licensure options. In particular, we will cover how university programs are required to include dispositions in their admission and retention policies, whereas such are not included in alternative licensure programs. The session should offer a dynamic opportunity for participants to explore these matters through a blend of theoretical and application-oriented material. References

Authors: Kershaw, Cheryl., Benner, Susan., Wishart, William., Cagle, Lynn., Long, Vena. and Boser, Judy.
first   previous   Page 3 of 5   next   last



background image
but the political left through the heavy emphasis on social justice, it will strengthen the
call to end teacher education in accredited institutions of higher education.
Relevance. First, we offer ways to improve policy and practice in response to the
expectation that teacher education programs monitor the dispositions of their students.
We will present a system of data collection and decision-making that is grounded in
observable behaviors, drawn from multiple data sources, built with positive and negative
check-off systems, and designed with a multi-step process of action. We will set our
program within the controversial context in which the work of dispositions sits. Second,
we demonstrate using qualitative and quantitative evidence to inform policy or practice.
Data-based progression decisions replace systems in which it has been far more difficult
to document cumulative difficulties. The expansion of the number of instructors who
offer input into an individual student’s dispositions enhances both the validity and the
reliability of the data.
Implication for Action. Once the assessment system is fully operational, students should
no longer emerge during their internship as having dispositions-related problems.
Students will not easily escape from their negative dispositions-related behaviors that
might previously have gone unnoticed or unreported prior to the implementation of this
type formal process. While expectations regarding dispositions have long been a part of
teacher education, the establishment of specific dispositional standards, along with the
corresponding written policies and procedures serve to bring their importance into sharp
focus. The policy details consequences and accountability for students and faculty alike.
Formal documentation, notifications and appeals processes are now in place with
consideration given to the possible high stakes consequences.
Section II: Outcomes and Methods
Participants will be able to (1) identify philosophical and political issues associated with
the process of assessing candidate dispositions, (2) analyze how one program has taken
steps to create a multi-source, data-driven system, (3) explore the legal and ethical
matters emerging through the current emphasis on dispositions, and (4) consider how
content of this session could be applied in other teacher education programs.
We will offer an interactive presentation supported with PowerPoint slides, giving the
audience time to reflect on controversial issues and comment on our approaches. First we
will cover the strategies we have developed to identify, assess, and respond to
deficiencies of our teacher candidates’ dispositions. We will then address the
controversies associated with dispositions and their assessment. Finally, we will explore
the contrast between NCATE accredited programs and alternative licensure options. In
particular, we will cover how university programs are required to include dispositions in
their admission and retention policies, whereas such are not included in alternative
licensure programs. The session should offer a dynamic opportunity for participants to
explore these matters through a blend of theoretical and application-oriented material.
References


Convention
Submission, Review, and Scheduling! All Academic Convention can help with all of your abstract management needs and many more. Contact us today for a quote!
Submission - Custom fields, multiple submission types, tracks, audio visual, multiple upload formats, automatic conversion to pdf.
Review - Peer Review, Bulk reviewer assignment, bulk emails, ranking, z-score statistics, and multiple worksheets!
Reports - Many standard and custom reports generated while you wait. Print programs with participant indexes, event grids, and more!
Scheduling - Flexible and convenient grid scheduling within rooms and buildings. Conflict checking and advanced filtering.
Communication - Bulk email tools to help your administrators send reminders and responses. Use form letters, a message center, and much more!
Management - Search tools, duplicate people management, editing tools, submission transfers, many tools to manage a variety of conference management headaches!
Click here for more information.

first   previous   Page 3 of 5   next   last

©2012 All Academic, Inc.