Assessing preservice teachers' dispositions: a critical dimension of professional preparation.

Setting: A classroom in a metropolitan university with 25 preservice teachers. A professor who acts as program coordinator addresses the group of preservice teachers at the beginning of each semester: "When you receive your teaching certificate, the University of Memphis is declaring to the children, parents, and citizens of Tennessee that you have the knowledge, skills, and dispositions to be an effective teacher. Your knowledge, what you know, is assessed through your tests in classes and Praxis scores. Your skills, what you can do, are determined by your work in numerous practicum assignments and in student teaching. However, your dispositions, who you are and what you believe, are much harder to document. They are exemplified by your behaviors and the attitudes you display to all those with whom you interact."

Thus begins the "Disposition Talk" that is given every semester to every class in early childhood education at the University of Memphis. During this talk, each student receives a copy of the Early Childhood Education Behaviors & Dispositions Checklist (see Appendix). As students are informed of standards for appropriate behaviors, they are also provided examples of inappropriate behaviors. Additionally, they are strongly encouraged to examine their dispositions and to reflect upon how those attitudes will affect their future teaching careers.

The early childhood faculty at the University of Memphis developed the Early Childhood Education Behaviors & Dispositions Checklist for four main purposes: First, the faculty needed a way to clearly communicate to students the expectations for their dispositions and the means of assessment. This need is reinforced by recent research showing that preservice teachers, while enrolled in teacher education programs, should know what is expected of them regarding dispositions (Wayda & Lund, 2005; Wenzlaff, 1998) and how those dispositions will be assessed (Wayda & Lund, 2005). Additionally, University of Memphis faculty members accept and take very seriously their position of gatekeeper for the early childhood profession and feel responsible for assessing all aspects of a preservice teacher's abilities and attitudes.

Second, it is a professional obligation in preservice teacher education. Many national exams and state licensure programs (Interstate New Teachers Assessment and Support Consortium, National Board for Professional Teaching Standards [NBPTS]) as well as professional organizations (National Association for the Education of Young Children [NAEYC], Association for Childhood Education International [ACEI]) stress appropriate dispositions as being equally important to effective teaching as knowledge and skills. Yet, one finds only vague answers regarding how dispositions are assessed. Education researchers (Erickson, Hyndman, & Wirtz, 2005; Ginsberg & Whaley, 2003; Taylor & Wasicsko, 2000) agree that even though dispositions are an important qualification for educators, they are very difficult to assess. One reason for this difficulty is teacher preparation institutions' inability to establish consistent norms by which to assess the dispositions of preservice teachers (Ginsberg & Whaley, 2003; Taylor & Wasicsko, 2000; Wayda & Lund, 2005). The University of Memphis early childhood faculty established norms; the next challenges concerned developing a plan to explain and communicate those norms to students. At our institution, this communication is perhaps the most significant step, because it emphasizes the importance of dispositions to our students--it is part of the curriculum in every early childhood course (Wayda & Lund, 2005).

Third, forming and implementing one document ensures consistency and limits subjectivity on the part of the evaluator. The NCATE accreditation process for a college of education requires appropriate assessment measures for dispositions as well as those for knowledge and skills. This requirement is also in accord with standards set by NAEYC, ACEI, and other professional organizations. However, consistency in assessment is crucial. Both the assessor and the one being assessed must be aware of and understand the criteria that will be used. Therefore, a document that can be shared with all students and that ensures their understanding is necessary.

Finally, preservice teachers need to know that who they are and what they believe will have a long-term effect on their careers and on their future students. They need to understand that their dispositions are as important as knowledge and skills in becoming an effective teacher (Taylor & Wasicsko, 2000). Therefore, preservice students should develop the habit of thinking like a professional educator while they are in college rather than waiting until they begin teaching. They need to be fully aware that their behaviors and dispositions will be consistently monitored and used as an evaluation tool in the course of their professional preparation and throughout their teaching career.

CREATING THE CHECKLIST

Creating the Early Childhood Education Behaviors & Dispositions Checklist required a great deal of research, reflection, and discussion on the part of the early childhood faculty members at the University of Memphis. The first priority was to clearly define the term "disposition." The working definition chosen was the one created by the National Council for Accreditation of Teacher Education (2001), which stated that dispositions are:

the values, commitments, and professional ethics that influence behaviors toward students, families, colleagues, and communities and affect student learning, motivation, and development as well as the educator's own professional growth. Dispositions are guided by beliefs and attitudes related to values such as caring, fairness, honesty, responsibility, and social justice. For example, they might include a belief that all students can learn, a vision of high and challenging standards, or a commitment to a safe and supportive learning environment. (p. 53)

A further review of research identified over 25 descriptors considered indicative of an appropriate disposition to teach. These personality traits, attitudes, values, and beliefs (Erickson et al., 2005; Evans, 2002) include fairness (Evans, 2002; NBPTS, 2002; NCATE, 2001), being democratic (Evans, 2002; NBPTS, 2002; Taylor & Wasicsko, 2000), empathy (Major & Brock, 2003; Ryan & Alcock, 2002; Suarez, 2003), enthusiasm (Erickson et al, 2005; Taylor & Wasicsko, 2000), thoughtfulness (NBPTS, 2002), and respectfulness (Evans, 2002; Evans & Nicholson, 2003; NBPTS, 2002; Wagner, 2001; Wayda &Lund, 2005).

Although no consensus exists regarding the definition of effective teaching, most agree that effective teaching benefits student learning (Evans, 2002; Giovannelli, 2003; Knobloch, 2002; Wenzlaff, 1998) and influences student achievement (Ginsberg & Whaley, 2003; Giovannelli, 2003; Suarez, 2003; Taylor & Wasicsko, 2000). This important factor led these researchers to consider a source of information about teacher dispositions that is often ignored--those people who hire graduates and work with them for years. Therefore, Memphis City School (MCS) elementary principals (who employ the majority of our early childhood graduates) were asked about the behaviors and dispositions they value the most in teachers.

Through reflection and discussion of values, the early childhood faculty developed a list of appropriate behaviors (e.g., consistently attending class/practica, being on time) that demonstrate certain professional dispositions crucial to future success as a teacher. The faculty also considered those dispositions that are less obvious and compiled a list of possibilities. The first author then worked with the Director of Early Childhood Education for Memphis City Schools (MCS) to develop a list of 18 dispositions and asked 125 elementary principals to rank the nine teacher dispositions they felt were most important. A total of 53 responses were analyzed and resulted in the following list of dispositions, which are included in the Early Childhood Education Behaviors & Dispositions Checklist:

* Adjusts or revises lesson plans to meet student needs and/or changing circumstances--42 (79 percent)

* Has passion for teaching as a profession and demonstrates enthusiasm for working with children--39 (74 percent)

* Is committed to ensuring that all students have the opportunity to achieve to the best of their potential-36 (68 percent)

* Demonstrates accountability for student learning and development--33 (62 percent)

* Treats all students fairly and equally, while respecting individual differences and experiences--30 (57 percent)

* Worksprofessionallywithpeers, parents, colleagues, and community agencies--28 (53 percent)

* Appreciates and values human diversity, and shows respect for and sensitivity to students' varied perspectives, talents, and cultures, and adapts instruction/interactions accordingly--24 (45 percent)

* Realizes that learning is an ongoing process and is committed to reflection, assessment, and self-assessment--24 (45 percent)

* Demonstrates commitment to the development of the whole child: cognitively, socially, emotionally, physically, and aesthetically--23 (43 percent)

* Persists in helping all children become successful, lifelong learners--23 (43 percent)

* Recognizes the value of intrinsic motivation to helping students develop the attitudes necessary for becoming lifelong learners--20 (38 percent)

* Demonstrates integrity and honesty and meets ethical expectations--19 (36 percent).

PILOTING THE CHECKLIST

The Early Childhood Education Behaviors & Dispositions Checklist was piloted during the 2005-06 school year. Minor modifications were made (such as using a 0,1, 2 rating scale in accordance with college guidelines) and the final product was ready by August 2006. The early childhood education faculty formally began to use the checklist in the fall of 2006.

The entire checklist comprises four parts: Class Behaviors, Practicum Behaviors, Communication Skills, and General Dispositions. For NCATE purposes, all students are rated in three courses. One of those courses occurs at the beginning of students' professional preparation; one is in the middle of their coursework; and the final one occurs during the last course that students complete prior to student teaching. It should be noted that a different instructor teaches each of the courses in which students are assessed, which helps guard against rater bias. In addition to the three prescribed assessments, the checklist also can be used at any time when a problem arises with a student that needs to be formally addressed. A complete copy of this instrument (Rike & Sharp, 2006) canbe found in the Appendix and at the following Web address: http://coe. memphis.edu/icl/pdf/FinalDispositionForm.pdf.

IMPLEMENTING THE CHECKLIST

A Tool for Professional Reflection and Growth

As stated previously, one early childhood education faculty member visits all classes and informs students of the expectations for behaviors and dispositions. Students also receive a copy of the form to keep and use as a reference guide. Since many of the students are enrolled in more than one class, most of them hear the "Disposition Talk" a number of times during their teacher preparation experience. They are informed of the classes in which they will be formally assessed and are told that an assessment canbe made any time a problem arises in either their behaviors or dispositions.

Because all students are informed personally and receive a copy of the checklist, they are well aware of the university and classroom expectations held for them. Most students have found it to be a welcome steppingstone toward preparing for their future professional roles, using this checklist as a guide for reflection and a tool for improvement. Of course, some do not take the checklist quite as seriously, and they soon find themselves facing consequences.

A Tool for Modifying Inappropriate Behaviors/Dispositions

Very few students view the Early Childhood Education Behaviors & Dispositions Checklist negatively; in general, those who do are the ones who choose not to demonstrate the expected behaviors and dispositions. The procedure for using the checklist to modify inappropriate behaviors/dispositions is as follows:

* After the instructor has spoken to a student regarding a specific issue and no change has been noted, (s)he completes the checklist and discusses the specific problem with the student. The student provides a plan for changing the behavior.

* The student either does or does not modify the behavior. If the student changes the behavior, there is no need for further intervention.

* If the student does not change the behavior, another checklist is completed and the student meets with the instructor and the early childhood coordinator. The discussion that takes place is very direct and results in a renewed, instructor-designed plan for remediation, or else the student is counseled to consider withdrawing from the program.

* If, after the above steps have been followed, no obvious remediation has occurred, a recommendation is made to the teacher education program that the student be dismissed from the program.

THE EFFECTS OF MONITORING STUDENTS' DISPOSITIONS

The following examples clearly demonstrate that the range of uses for the Checklist is broad and its effects are just as varied. One student, with very good grades and an acceptable level of performance in the university classroom, had the habit of twirling her hair and smacking her chewing gum. This behavior could be considered a minor concern (or irrelevant) by some instructors; however, it grows in importance when viewed in light of how it would be perceived by both cooperating teachers in field placements and, even more importantly, by prospective employers during interviews and clinical observations. Furthermore, this behavior served as a very negative model for the students with whom she was working. The instructor completed the checklist and discussed her concerns with the student, who quickly began to change her habits. She later expressed gratitude for the help she received in altering these unprofessional mannerisms.

Another student was counseled about her lack of professional behavior regarding efforts to take responsibility for scheduling field experiences. She had wasted a great deal of time during the semester by scheduling her practicum hours during recess and lunch. Since she had not actively taken part in working with children, she was assigned additional field hours. When the professor completed the dispositions form and a meeting was conducted, the student cried and said she was embarrassed. When she returned to her field placement, she scheduled it for a time that allowed her to constantly work with children. The student did much better work, and exhibited ability and interest in using her time wisely and accepting feedback from the cooperating teacher. This student went on to have a very successful semester following this difficult time and, as in the previous case, expressed gratitude for the specific feedback. She stated, "I needed this [feedback] to work harder. It was hard to hear, but I needed to do better. I want to be a good teacher." Another student who had a very similar experience later said, "I just never realized how serious this whole thing was until I got this form--then I really began to think about my career and what kind of teacher I wanted to become." She, too, is now an exceptional student.

Finally, one student demonstrated very few professional behaviors or dispositions. For example: she was often late or absent from class/practicum experiences, she did not follow guidelines regarding planning or implementation lessons, she did not work with children as assigned, she lied to the instructor, and she fabricated descriptions of effectively working with children when she actually had not even begun the placement. Obviously, she did not value or care about becoming an effective teacher. Even though the process took two full semesters, use of the checklist in the prescribed manner provided clear documentation that allowed the early childhood faculty to dismiss her from the teacher education program, as it provided concrete evidence of her lack of commitment and professionalism throughout the entire appeal process. In this example, the form served as the documentation needed to effectively allow the faculty to perform their duties as gatekeepers.

CONCLUSION

Faculty members at the University of Memphis have found the Early Childhood Education Behaviors & Dispositions Checklist to be very useful in many respects. Development of the checklist provided growth opportunities for the faculty, since it required us to carefully examine our own dispositions, determine a means of communicating those values to students, and design an effective document and procedures for evaluating them. Now, after more than a year of use, the faculty has determined that the key to the success of the checklist is the communication phase. Because of the "Disposition Talk" and the dissemination of the checklist itself, no doubt exists in anyone's mind that we are assessing not only students' knowledge and skills, but also their disposition to be effective classroom teachers.

Through identification of specific behaviors and dispositions related to becoming an effective practitioner, we have found that it is possible to cultivate positive aspects and decrease the influence of the more negative factors. This process enormously benefits preservice teachers by aiding them in building on their strengths and correcting weaknesses. It is an excellent means of communicating expectations regarding behaviors and dispositions for students who are preparing to begin their teaching careers. It provides specific documentation to identify and monitor those students who do (or do not) demonstrate the behavior and dispositions necessary to work effectively with young children. Finally, it provides a means of guiding students' reflections on their decisions and professionalism. The use of the Early Childhood Education Behaviors & Dispositions Checklist at the University of Memphis has benefited students, faculty, and the program. Our success has proven that assessing dispositions is worth the effort involved and is a critical dimension of professional development.

References

Erickson, P., Hyndman, J., & Wirtz, P. (2005). Why is the study of dispositions a necessary component of an effective teacher educator preparation program? Essays in Education (13, Spring). Retrieved September 12, 2005, from www.usca.edu/essays/vol13spring2005.html.

Evans, J. F. (2002). Effective teachers: An investigation from the perspectives of elementary school students. Action in Teacher Education, 24(3), 51-62.

Evans, J., & Nicholson, K. (2003). Building a community of learners: Manhattan College Elementary Education Program. Teacher Education Quarterly, 30(1), 137-150.

Ginsberg, R., & Whaley, D. (2003). Admission and retention policies in teacher preparation programs: Legal and practical issues. The Teacher Educator, 38(3), 169-189.

Giovannelli, M. (2003). Relationship between reflective disposition toward teaching and effective teaching. Journal of Educational Research, 96(5), 293-309.

Knobloch, N. A. (2002). What is a qualified, competent anu caring teacher? The Agricultural Education Magazine, 75(2), 22-30. Major, E. M., & Brock, C. H. (2003). Fostering positive dispositions toward diversity: Dialogical explorations of a moral dilemma. Teacher Education Quarterly, 30(4), 7-26.

National Council for Accreditation of Teacher Education. (2001). Professional standards for the accreditation of schools, colleges, and departments of education. Washington, DC: Author.

Rike, C. J., & Sharp, L. K. (2006). Early childhood education behaviors/Disposition checklist, http://coe.memphis.edu/icl/pdf/FinalDispositionForm.pdf.

Ryan, P. M., & Alcock, M. A. (2002). Personal and interpersonal attributes in selecting teachers. Action in Teacher Education, 24(1), 58-67.

Suarez, D. (2003). The development of empathetic dispositions through global experiences. Educational Horizons, 81(4), 180182.

Taylor, R., & Wasicsko, M. (2000). The dispositions to teach. Retrieved September 12, 2005, from www.education.eku.edu-Dean-The Dispositions to Teach.pdf.

Wagner, T. (2001). Leadership for learning: An action theory of school change. Phi Delta Kappan, 82(5), 378-383.

Wayda, V., & Lund, J. (2005). Assessing dispositions: An unresolved challenge in teacher education. Journal of Physical Education, Recreation, & Dance, 76(1), 34-41.

Wenzlaff, T. L. (1998). Dispositions and portfolio development: Is there a connection? Education, 118(4), 564-572.

Cheryl J, Rike and L. Kathryn Sharp Cheryl J. Rike is Assistant Professor and L. Kathryn Sharp is Instructor, Early Childhood Education, The University of Memphis, Memphis, Tennessee.