Dispositons: 11-21-03 Submerged in the Discovery of Dispositions 2003 Educator Dispositions...

Dispositons: 11-21-03

Submerged in the Discovery of Dispositions

2003 Educator Dispositions SymposiumNovember 21, 2003

Kristine Porter & Howard FanMichaela D’Aquanni

Kennesaw State UniversityKennesaw, Georgia

[email protected]


Time for Reflection

“Teaching holds a mirror to the soul. If I am willing to look in that mirror and not run from what I see, I have a chance to gain self-knowledge – and knowing myself is as crucial to good teaching as knowing my students and my subject. We teach who we are.”

Parker Palmer (Courage To Teach)



GOAL:

Provide candidates with the opportunity to participate in a variety of experiences through which they can continue to examine and develop their values, attitudes, and beliefs.


Using Literature to Inspire

Sad ComfortMichael Bailey


REFLECTION … REALIZATION

Everything that happens to you is the teacher …

the secret is to sit at the feet of your own life and be taught by it.

Polly Berends


Disposition Activity

Think of a significant event that involved you in a teaching or helping role with one or more persons. The event you describe should be one that has personal meaning for you (something that interested you, something that made you wonder, something that made you feel good, something that just didn’t work out as you had hoped, etc.) It would be helpful if you described your feelings about the situation. Include as much detail as possible.


Dispostions = Perceptions

Perception of Self: Identified or Unidentified

Perception of Others: Able or Unable

Perception of Purpose:

Larger or Smaller

Frame of Reference:

People or Things


Changing

My

Perception


Perceptions of Self (Identified vs. Unidentified)

I gave myself a 3 to begin with. At the beginning of my story, I did not believe in the abilities of some Mexican students. I believe this was mainly because they were unfamiliar to me. At the end of my story, I understood them and their culture better. I moved my rating to a 5 because I really do believe I can connect to anyone. The problem is I am still uncomfortable around some people because of their culture or ability. This too will change as I get to know them.


Perception of Others (Able vs. Unable)

I gave myself a rating of 4 in the perceptions of others. It’s not that I don’t believe others have the capacity to deal with their problems. I usually just intervene before they have a chance. I have a need to make everything right.


Perception of Purpose (Larger vs. Smaller)

I gave myself a 5. I want my Mexican friends to do well in ESOL so they can go on to bigger and better things. I think the materials I teach should be important for events that will happen later in life - such as learning English and becoming a doctor.


Frame of Reference (People vs. Things)

My husband says sometimes I care too much for people. That’s why I gave myself a 6. It’s true. I care about people’s feelings. I feel bad when I think I may have hurt someone’s feelings. The first thing I do is try to make it right. Order and management are important, but people’s feelings should come first.


Active Participation is Critical

Role of Teacher Candidate as Passive Observer in the learning process must become a thing of the past:

• Self-Examination

• Self-Reflection

• Self-Discovery/Awareness

• Self-Improvement


University Level College of Education

NCATE (National Council For

Accreditation of Teacher Education)

Knowledge, Skills & Dispositions


PSC (Professional Standards Commission)

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.


Addressing Diversity is Key

“The way we see ourselves, others, and the world in which

we live...” (Eastern Kentucky)


Knowledge Bases for Diversity in Teacher Education cont.

G. P. Smith. (1998). Common Sense about Uncommon Knowledge: The knowledge Bases for Diversity. AACTE (American

Association of Colleges for Teacher Education)


CURRICULUM DESIGN MATRIX

ATTITUDE/PERCEPTIONC

O

G

N

I

T

I

V

E

A

F

F

E

C

T

I

V

E

THEORY TO PRACTICE

COMPETENCY DEVELOPMENT

KNOWLEDGE BASE: THEORIES

PRINCIPLES SKILLS

OBJECTIVE FIELD BASED EXPERIENCE

UNDERSTANDING OTHERS

UNDERSTANDING SELF

BEHAVIOR



Issues of Diversity need to be infused and no longer seen as a separate category.

Two components to Consider:

• Diversity of the Curriculum:

• Diversity in the Curriculum:


Diversity of the Curriculum:

A variety of materials and instructional strategies will be employed to meet the needs of the different learning styles of diverse learners in class. Candidates will gain knowledge as well as an understanding of differentiated strategies and curricula for providing effective instruction and assessment within multicultural classrooms.


Diversity in the Curriculum:

One element of course work is raising candidate awareness of critical multicultural issues. A second element is to cause candidates to explore how multiple attributes of multicultural populations influence decisions in employing specific methods and materials for every student. Among these attributes are age, exceptionalities, ethnicity, family structure, gender, geographic area, giftedness, language, race, religion, sexual orientation, and socioeconomic status.


CPI (Candidate Performance Instrument)

Subject Matter Experts

Candidate possesses knowledge of discipline content, methods of inquiry, connections to other disciplines and applications to common life experiences.

Candidate knows and represents content accurately in multiple explanations, technology integration, and applications to common life experiences.

Candidate uses content and pedagogical knowledge to assist students in the mastery of subject matter knowledge.



Facilitators of Learning

Candidate demonstrates knowledge of how learners develop, learn and think about subject content, as well as successful strategies to motivate students to learn.

Candidate uses knowledge of the influences of society, culture, community, and family on schools and learning to create and implement instruction that embodies multiple cultures and a rich, diverse curriculum.

Candidate creates effective, well-managed and active learning environments that reflect high expectations for student achievement.



Facilitators of Learning

Candidate designs and implements instruction that makes effective use of a variety of methods, materials, and technologies to positively impact learning of all students.

Candidate utilizes a variety of assessment to evaluate students learning and uses the results to improve the quality of instruction that is differentiated to accommodate students’ diversities.



Collaborative Professionals

Candidate reflects upon and improves professional performance based on professional standards, feedback, best practices and effective communication.

Candidate builds collaborative and respectful relationships with colleagues, supervisors, students, parents and community members.

Candidate displays professional and ethical behavior consistent with recognized educational standards and codes of ethics.


Required Activities Education of Exceptional Students

Goal: Active Participation in Discovery of Self Opening Day Introductions Community Building Guidelines Personal Reflection – Journaling & Discussions Significant Event Field Experience Book Review Focused Research National Boards Writing Process (description, analysis,

reflection) Exhibition of Learning


Building Community Building Class Guidelines for Participation

1. Respect other’s viewpoints Listen fully to the person speaking No interrupting Opportunity for everyone to participate Acknowledgement (verbal or body language) 2. Limit side conversations 3. Be prepared to do/give your best and to follow through 4. Treat others as you would want to be treated 5. Be open, ask questions, share ideas 6. Professional Courtesy and Behavior are expected in both

your actions and conversations at all times.


Touchstones (Parker Palmer)

Come to the work with 100% of the self – set aside

usual distractions.§ Let the beauty we love be what we do – bring with you what you value and enjoy.§ Presume welcome and extend welcome.§ Nose into inquiry – when it’s hard turn to wonder – ask questions.§ Consider that it’s possible to emerge from the conversation refreshed, wondering, curious, surprised.


To Notice

To noticea thingisto respondtothat thing.Not to fixor to judgeor to DOanything.

Just notice.To acknowledge.To reallysee. Sally


Closing Thought

Humankind has not woven the web of life.We are but one thread within it.

Whatever we do to the web,We do to ourselves.

All things are bound together.All things connect.

Chief Seattle (Brother Eagle, Sister Sky)

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