Pre-Service Teacher Dispositions
The St. Norbert College teacher-education discipline adopted a set of dispositions we believe reflect qualities graduates of the program must possess.
Assessing Pre-Service Teacher Dispositions
Because dispositions involve tendencies to respond, they do not mandate specific behaviors. Consequently, in a given circumstance, an individual may or may not behave in ways consistent with his or her dispositions. This characteristic means that assessment of the pre-service teacher's dispositional characteristics should not be based on a single event or piece of evidence. Rather, a pattern of responding needs to be established across time. Thus, it is necessary to collect evidence of each pre-service teacher's dispositions throughout his or her tenure at the college.
As faculty and field experience supervisors work with pre-service teachers each semester, they are asked to complete a dispositions review for each student enrolled in their classes. The possible responses on the review for each disposition include:
- Strength - Clearly exhibits a pattern of behavior that indicates that he/she possesses this characteristic.
- Evident - Exhibits a pattern of behavior that provides some evidence that he/she possesses this characteristic.
- Not evident - Does not exhibit a pattern of behavior that reflects this characteristic.
- Concern - Exhibits a pattern of behavior inconsistent with this characteristic.
Characteristic or related behaviors for each disposition have been identified, but are provided on the review only for providing guidance. The list of related behaviors does not represent a list of requirements and is not an all-inclusive list. Faculty are able to add comments on any disposition and are encouraged to do so if they indicate a concern.
This input is compiled within the LiveText™ system, and once multiple reports are received for each pre-service teacher, a dispositional profile is developed that will be placed in the pre-service teacher’s education file. The dispositional profile provides the pattern for each pre-service teacher, rather than an account of problems or issues with one individual faculty member.
If issues related to dispositions are apparent, the assessment process proceeds as follows:
- Any pre-service teacher who has a profile with multiple concerns is asked to meet with the chair of teacher education to determine how to address the issues. A plan of action will be developed.
- If, during a subsequent semester, additional concerns are indicated on the pre-service teacher's profile and the plan developed with the chair is not followed, a panel will be formed to review the individual case.
The panel will include the pre-service teacher’s adviser, a faculty/academic staff member chosen by the pre-service teacher, a faculty/academic staff member who has had the pre-service teacher in class and expressed concerns, and a faculty/academic staff member who is not well-acquainted with the pre-service teacher.
The panel will review the documentation and hear all input from the pre-service teacher and panel members. After deliberation, the panel will provide a recommendation for continuing or leaving the teacher-education program.