A Framework for Assessing
Professional Dispositions
Mary Lee Hall
University of Tennessee at Martin
Brenda Gulledge
University of Tennessee at Martin
Accreditation, Accountability, and Quality Institutional Orientation
Sponsored by AACTE and NCATE
Spring 2005
Framing Questions
 What are dispositions?
 What are the primary sources of
disposition outcomes for programs?
 How can disposition outcomes be
included in the program curriculum?
 What are important decisions in
assessing dispositions?
 How can disposition assessment data
be gathered and used?
What Are Dispositions?
NCATE’s Definition
“DISPOSITIONS. 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...” (NCATE 2000)
NCATE explains further…
“…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.” (NCATE 2000)
Dispositions are similar to but
different from:
 Traits, thought processes, skills,
habits, attitudes, and beliefs.
For more on these distinctions see:
Katz, L. G. (1993). Dispositions: Definitions and Implications
for Early Childhood Practice. ERIC
http://ericeece.org/pubs/books/disposit.html
What are Sources of
Disposition Outcomes?
Conceptual Framework: The Primary
Source for Dispositions
 Conceptual Framework
What are the values, commitments,
and professional ethics that guide and
influence faculty behavior?
How does the unit’s mission, vision,
philosophical orientation, and professional
knowledge base influence outcomes?
Vision and Dispositions
Vision - the view of what professional practice in your area
should look like. A vision statement represents the
program’s future; what the program wants to become.
The vision statement responds to the question: What
should [social studies education, counseling, etc.] look
like?
What would you like to see the program become? What
reputation would it have?
What contributions would the program make to candidates
and its community?
What characteristics or values would the program embody?
Given this Vision…
What are the patterns of observable behavior
that our candidates would be demonstrating
that are consistent with our vision?
For example, if we envision teaching as a
profession where practitioners demonstrate
respect for human diversity, what could we
observe candidates doing that would be
consistent with this vision?
Values and Commitments
as Dispositions
What values and commitments about
professional practice do the faculty
hold? For example,
Faculty value human diversity and are committed
to expressions of respect for human
diversity in its various forms.
Faculty value and are committed to professional
ethical responsibility.
Faculty value and are committed to belief in the
ability, talent, and learning potential of all
students.
Given these values
and commitments…
What are the patterns of observable behavior
that our candidates would be demonstrating
that are consistent with these values and
commitments?
For example, if we value and are committed to a profession
where practitioners value human diversity and are
committed to expressions of respect for human
diversity in its various forms, what could we or others
observe candidates doing that would be consistent with
these values and commitments?
What could we observe candidates doing to indicate that
they are committed to ethical responsibility?
Philosophical orientation
and Dispositions…
If the program philosophy is the lens through
which the program sees the world of its
professional practice, then what is the
philosophical orientation, or system of
principles that guides decision-making in your
program?
For example…
The mission of the Special Education Teacher Education Program
is to prepare teachers who demonstrate the commitment and
capacity to reform schooling and education for children with
special educational needs from birth through young adulthood.
This mission is built upon a set of principles that guides faculty
teaching, research and service:
• To collaborate with faculty within the COE and across the
University, candidates, practitioners, and other community
members and agencies;
• To model and promote research-based and reflective practice;
• To act as advocates for children with special educational needs and
their families;
• To support healthy development and well-being of children special
educational needs and their families; and,
• To promote social justice in the school and larger community.
Given this orientation
or these principles…
What are the patterns of observable behavior
that our candidates would be demonstrating
that are consistent with this orientation and
principles?
For example, if our program is guided by the
principle of ethical responsibility, what could
we or others observe candidates doing that
would be consistent with this principle or
orientation?
Other Sources of
Disposition Outcomes
 State and Institutional Policies
 Professional Standards
What disposition outcomes are specified in unit and
program specialized professional association standards?
For example, From professional standards:
Candidates engage in continuous, collaborative learning
to inform practice. [NAEYC, 2001]
See also INTASC Disposition outcomes.
How can Disposition
outcomes be included
in the curriculum?
Re-thinking Disposition outcomes
in teacher education programs
If we adopted the notion of
dispositions as the frame for our
outcomes, we could ask and expect
candidates to behave in ways
consonant with the selected
dispositions, regardless of what
they believed about them (Raths, 2001).
[For example, the disposition to engage in continuous
professional development.]
Including Dispositions in the
Program Curriculum
 Opportunities to learn pre-requisite
knowledge and skills [For example, knowledge about
professional organizations, journals, and conferences; skills
necessary to conduct action research]
 Opportunities to see target dispositions
modeled [For example, faculty share their conference
activities with classes; conduct action research on their own
teaching and share insights, processes, and findings with classes;
refer in class to professionally related local newspaper articles]
 Opportunities to practice and demonstrate
target dispositions [For example, faculty make a point of
letting students know about professional conferences, letting them
miss class to attend; help initiate a literacy circle]
What are important decisions
in assessing Dispositions?
When should Dispositions be
assessed?
 Admission* - Like many meaningful knowledge and
skill outcomes, there are limited disposition outcomes
that can be assessed before candidates enter the
program. Assessment at admission may establish a
baseline for measuring future growth. Assessment at
this point may be viewed as a needs assessment.
 Appropriate transition points* pre-requisite knowledge and skills in mind.
Keep
 Program completion* - Opportunity for
assessing advanced and complex disposition outcomes.
What Dispositions
should be assessed?
 Dispositions that have been defined in
terms of clearly observable behavior
(e.g., What behaviors show respect for
human diversity?).
 Dispositions that candidates have an
opportunity to learn, practice, and
demonstrate throughout the program.
 Dispositions that are appropriate to
expect at each program phase.
Defining Dispositions
as Observable Behaviors
 The process of defining dispositions should
include professional education faculty and
members of the professional community.
 Together, this group should agree on a list
of actions candidates would be taking when
demonstrating the target disposition.
 For example, What actions could
candidates take to demonstrate a
commitment to continuous professional
development?
“Candidates are engaging in professional
development and learning when they…”

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read current professional journals and magazines
read professionally related articles in popular magazines
read professionally related articles in local newspapers
read professional books not required for school or work
participate in literature circles or study groups
attend professional training sessions, workshops, seminars, etc.
attend local professional conferences
attend state, regional or national professional conferences
conduct classroom-based action research to inform their practice
regularly prepare professional development goals, plans to meet those
goals, and assess progress toward attaining those goals
participate in classroom observations of other professionals
invite observation of their own teaching by others
demonstrate use of feedback to change teaching for the better
How Should Dispositions
be assessed?
 Using clearly observable (low-inference) behaviors
that are meaningful indicators of the disposition
outcome
 Using different types of assessments and over time
 Using internal and external sources of assessment
data
 Using assessment strategies characterized as
accurate, reliable, meaningful, valid, objective, and
defensible
Assessments are Less Accurate, Reliable,
Meaningful, Valid, Objective, & Defensible…
 When the assessment is based on a continuous criteria. For
example, “The candidate is self-motivated to engage in
professional development. Circle one of the following: Never /
Some of the time / Much of the time / Always” Or, “Assess
candidate’s professional involvement on a scale of 1 to 5 where 1
is low and 5 is high.”
 When assessments are based on evaluating performance using
global rather than specific indicators. For example, rating the
candidate by responding to this statement: “The candidate
engages in continuous professional development and learning”
rather than by rating them on specific behaviors that
characterize “engaging in continuous professional development.”
 When the assessment is based on many (5-10) performance
levels.
Assessments are More Accurate, Reliable,
Meaningful, Valid, Objective, & Defensible…
 When the assessment consists of a fixed
measurement scale, and a list of criteria that
describe the characteristics of performance
for each score point. For example, as is now
the case in NBPTS, NCATE, and most SPA
program standards.
 When the assessment expresses performance
criteria in terms of observable behaviors
 When the assessment uses fewer (2-4)
performance levels
Constructing Low-inference Assessments
of Dispositions
 The process of constructing assessments should involve
members of the P-12 professional community. [improves
validity]
 Use a list of observable behaviors [low-inference]
generated by the faculty and P-12 professional
community. [meaningful indicator]
 First identify those behaviors that describe an
Acceptable performance standard for the professional
role and time being assessed. Clear distinction between
Acceptable and Unacceptable is important.
 Finally, identify those behaviors that describe an
Optimal performance standard for the professional
role and time being assessed.
A RUBRIC TO ASSESS THE DISPOSITION TO
ENGAGE IN CONTINUOUS PROFESSIONAL DEVELOPMENT
UNACCEPTABLE
Does not yet meet expectations
ACCEPTABLE
Meets Expectations
OPTIMAL
Exceeds Expectations
Candidates show little or no
evidence of an orientation toward
continuous, self-motivated
inquiry aimed at professional
learning and development. They
do not establish and follow
through with annual professional
development plans. They do not
show that they read professional
literature beyond that required for
school or work. They do not take
advantage of professional training
opportunities. They show little or
no evidence of using feedback
from others to improve their
teaching, and they do not observe
others in order to learn.
Candidate’s work shows clear
evidence of an orientation toward
continuous, self-motivated
inquiry aimed at professional
learning and development.
Candidates regularly establish
professional development goals,
take action to attain those goals,
and assess the outcomes of action
they have taken. They read a
variety of professionally related
periodical literature, including
professional journals,
professional magazines, and
articles about professional topics
in popular magazines and
newspapers. Candidates attend
professional training sessions,
workshops, seminars, including
attending local professional
conferences. They demonstrate
that they use feedback to change
their professional practice. They
participate in classroom
observations of other
professionals
Candidates show clear and
consistent evidence of an
orientation toward continuous,
self-motivated inquiry aimed at
professional learning and
development. In addition to
reading a variety of professionally
related periodical literature,
candidates read professional
books not required for school or
work, or participate in
collaborative literature circles or
study groups focusing on
professional topics. Candidates
attend state, regional or national
professional conferences or other
training opportunities.
Candidates conduct classroombased action research to inform
their practice. They invite
observation of their own teaching
by others
Disposition Evaluation Form
Candidate:
Admission to Student Teaching
Bobbi Sue Vygotsky
Date: Fall, 2003
Rate candidates on each item as either: Ob (Observed) or Nob
(Not Observed)
_____Regularly establishes professional development goals, takes
action to attain those goals, and assesses the outcomes of
action they have taken
_____Reads a variety of professionally related periodical literature
(e.g., professional journals, professional magazines, and
articles about professional topics in popular magazines and
newspapers
_____Attends professional training sessions, workshops, seminars,
including attending local professional conferences
_____Uses feedback to change professional practice
_____Participates in classroom observations of other professionals
Avoiding Legal Issues
Around Dispositions
Put Dispositions in the Catalog
“In programs where candidates are specializing in a
professional area, awarding a degree or recommending for a
professional license does not merely attest to the
accumulation of the specified number of hours in the
classroom or other professional setting but also to the
demonstration of professional knowledge, skills, and
dispositions. The faculty has the responsibility to both the
public and the profession to award a degree or license only
when the candidate has demonstrated a satisfactory level of
professional knowledge, skills, and dispositions as judged by
the program faculty. Further, candidates must exhibit
integrity and character consistent with the standards of
ethical principles set forth by appropriate professional
associations and Tennessee law.”
Adopt Technical
Performance standards
 For example,
Candidates display evidence of commitment to
the profession of teaching by . . . Displaying
exemplary attendance in class and field
experiences, completing work in a timely
manner for classes and field experiences, and
accepting feedback from university faculty
and school practitioners for professional
growth and development
Be clear and document!
 Assessments based on clear, observable
behavioral indicators of the disposition
outcomes
 Assessments linking observable behavioral
indicators with performance standards for
each level.
 Documented multiple assessments, at
appropriate times and from internal and
external sources*
 Documented feedback of assessment data to
the candidate and documented opportunities
for improving performance*
How Can Disposition
Assessment Data be
Gathered and Used?
Gathering Disposition
Assessment Data

Internal sources
 Candidates’ demonstrated routine behavior (e.g.,
responsible professional behavior regarding attendance,
meeting deadlines, working as part of a team, etc.)
 Periodic use of disposition rating forms by university
faculty (e.g., at end of each semester, at identified
gateways)
 Candidate performances in response to portfolio prompts
(e.g., document and reflect on on-going professional
development).
 Candidate performance in response to case studies or
simulations (e.g., What would you do in this situation?
Comment on what the teacher did in this situation.)
 Candidate reflections, journals, self-evaluations
 Candidate surveys and exit interviews
Conceptual Framework
 What is the basis for your dispositions?
P-12 educators were asked for their input
regarding dispositions for our teacher
education candidates as we reviewed our CF for
impending NCATE visit.
What is your vision of what a professional
educator should look like as relates to attitude,
values, beliefs, behaviors?
Standards, Standards,
Standards
 Which professional organizations guide
our dispositions?
INTASC Standards (basis for State
Knowledges, skills, and dispositions)
NEA Code of Ethics
Specialized Professional Association Codes
of Ethics (ACA, ISSLC, CEC)
Data used that
relates to Dispositions
 Survey of 400 K-12 teachers in rural
Northwest Tennessee revealed that 67%
had taught students with limited English
proficiency. However, 85% indicated
that an improved understanding of
international cultures would enhance
their effectiveness in the classroom.
How does this relate to dispositions?
Diversity, cultural awareness and
community service learning
 A field experience developed to increase
teacher education candidate awareness of
diversity, cultural awareness and community
service learning was the result of the above
data. You will see how this fits into our
outcome for dispositions related to the CF and
the list of dispositions we are developing in
candidates
Conceptual Framework
 The theme “Educators as Facilitators of
Learning” is a modification of the original
theme, representing the Unit’s belief that
teachers do more than deliver content. The
purpose of the Teacher Education Program
(TEP) at UTM is to provide education
professionals with the knowledge, skills, and
dispositions necessary to become effective
facilitators of learning.
Outcome that relates to Dispositions
 Professional and Ethical Behavior – the candidate will be
able to articulate their basic values and beliefs, value
professional interactions, demonstrate self-respect and
respect for others and help students examine and
understand the ethical dimensions of the content of study.
The candidate will be expected to discuss such matters as
intellectual freedom, equity, tolerance, and due process.
They will also know the professional codes of ethics in
their specialty and the consequences of violating those
propositions. Professionally, the candidate is expected to
participate in collegial activities designed to make the
entire school a productive learning environment while
maintaining some type of activity in professional
organizations.
Our Dispositions at UTM
 Interacts positively with peers, faculty, and P-12
personnel.
 Demonstrates self-respect and respect for
others
 Accepts constructive criticism and is willing to
modify one’s behavior
 Assumes responsibility when appropriate
 Attempts to solve problems independently and in
a fair-minded manner
 Exhibits interest in the learner and enthusiasm
for the learning process
 Behaves in a professional manner and in
accordance with TEP guidelines
A Little Quiz
 How do our dispositions correlate with
Educators as Facilitators of Learning?
Observable Behaviors
 Let’s look at some examples of observable
behaviors and how we assess them.
 How do our candidates learn about the
expected dispositions?
 TCED 301 – Introduction to Teacher Education,
foundations, portfolio process
 Website tutorial
 http://www.utm.edu/~acoleman/TCEDProgramCF.htm
Admissions to TEP
 Where do dispositions fit into the
process of admission to TEP?
 Candidates are interviewed by a team of
unit faculty members and faculty or
administrators for P-12 schools.
TEP Interview
 Likert-type scale that has 4 indicators from 1 (Weak) to
4(Strong) and a fifth indicator “Not Observed”
 C. Professional/Personal Attitudes
 Awareness of responsibilities which are a necessary
part of the profession
 Displays an interest, enthusiasm, and commitment to
teaching and continual professional growth
 Friendliness/manner/presentation of self
 Willingness to accept the responsibility to adhere to
the highest ethical standards
 Displays maturity in judgment and ability to make
realistic decisions
 Capacity for development
Gathering Disposition
Assessment Data
 External Sources
 Candidates’ demonstrated routine behavior in field and
clinical settings (e.g., responsible professional behavior
regarding attendance, meeting deadlines, working as
part of a team, response to supervision, etc.)
 Periodic use of disposition rating forms by P-12 field
and clinical teachers (e.g., at end of field experiences
and student teaching)
 Alumni surveys can generate data about candidate
preparation for work, program satisfaction, and
curriculum relevancy
 Employer surveys can generate data about employer
satisfaction levels with the abilities,skills, and
dispositions of recent graduates
Dispositions Rubric

1
2
3
4
4 point scale
Not exhibited
Exhibited some of the time
Exhibited most of the time
Clearly exhibited
Dispositions Rubric

Used in key classes
1.
2.
3.
Positive interaction w/peers, faculty and P-12 personnel
Demonstrates self respect & respect for others
Accepts constructive criticism & willing to modify
behavior
Assumes responsibility
Solves problems in a fair minded manner
Exhibits interest & enthusiasm in the learner & learning
Behaves professionally in accordance with TEP guidelines
4.
5.
6.
7.
Early Field Experience Evaluation
 Field Experience form used in Level I Field
Experiences (Early)
Likert-type scale:
1. Below Expectations
2. Needs Improvement
3. Meets Expectations
4. Exceeds Expectations
N/A Not applicable
C. Professional and Ethical Behavior

1.
2.
3.
4.
5.
6.
Notice how even the titles for indicators relate back
to CF
What do the indicators remind you of?
Interacts positively and appropriately with peers
and P-12 school personnel
Demonstrates self-respect and respect for others
Accepts constructive criticism and is willing to
modify one’s behavior accordingly
Assumes responsibility when appropriate
Exhibits interest in the learner and enthusiasm for
the learning process
Conducts oneself in a professional manner and in
accordance with Teacher Education Program (TEP)
guidelines
Level II Field Experiences
 Form is used during midpoint evaluation
 Level II methods classes
Likert-type scale same:
1. Below expectations
2. Needs Improvement
3. Meets Expectations
4. Exceeds Expectations
N/A Not applicable
Professional and Ethical Behavior
How should they be assessed differently in Level II? Or
should they?
1.
2.
3.
4.
5.
6.
Interacts positively and appropriately with peers and P12 school personnel
Demonstrates self-respect and respect for others
Accepts constructive criticism and is willing to modify
one’s behavior accordingly
Assumes responsibility when appropriate
Exhibits interest in the learner and enthusiasm for the
learning process
Conducts oneself in a professional manner and in
accordance with Teacher Education Program (TEP)
guidelines
Teacher Education
Continuous Evaluation
 This form is applicable to candidate’s seeking teacher
licensure concerning their retention in the Teacher
Education Program at UTM. Any instructor of a teacher
education program course may file a Teacher Education
Continuous Evaluation form if a candidate’s suitability to
enter or continue in the program is questioned. This form
will be used in such instances as when there is evidence
of a candidate’s inability to perform the professional
competencies of ethical conduct, professional attitudes
and behaviors, or essential mental or physical functions
of a teacher. Copies of this form signed by the
instructor and preferably by the candidate must be
submitted to the Office of Education-Services, which
will distribute all appropriate copies.
Continuous Evaluation
 Course Enrolled:
Date:
 Candidate’s Name
 ID Number Cumulative GPA
 Major Teacher Education Advisor
Please state specifically the nature of the deficiency. Provide
specific examples which will support the evaluation.
Suggested Action/Remediation
Signature, faculty
Date
Signature, Candidate
Date
The candidate’s signature indicates only that s/he has read
the report, not that s/he agrees with it.
What happens next?
 How do we plan to use the Continuous
Evaluation form?
 We are working on that – 3 copies in the
candidate’s file indicates need for hearing
before a retention committee
Who monitors this? Good question
Mid-session Student Teaching
Progress Report
 Culminating Experience check for
Dispositions
Cooperating teacher assessment
Checklist – 5 points
Examples
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Relations with others
Exceptionally well accepted
Works well with others
Gets along satisfactorily
Has some difficulty working with others
Works very poorly with others
More Examples
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Attitude/Application to Work
Outstanding in enthusiasm
Very interested and industrious
Average in diligence and interest
Somewhat indifferent
Definitely not interested
Back to CF and Dispositions
 How does the mid-session report relate
to the list of dispositions and the CF?
The candidate is also ranked on attendance
as regular or irregular and on punctuality
as on time or tardy.
Student Teaching Comprehensive Assessment
Performance Observation Evaluation
 By University Supervisor
 Based on Tennessee Framework for
Evaluation and Professional Growth
Scale is:
4. Exceeds Expectations
3. Meets Expectations
2. Requires Improvement
1. Unacceptable
Professional Growth
A. Collaborates with colleagues and
appropriate others
B. Engages in professional development
C. Performs professional responsibilities
efficiently
D. Profits from evaluative feedback
Professional Responsibilities
 University supervisor also uses the four
point scale to assess this statement
Candidate’s performance reflects
disposition expected of professional
educator
What about follow-up of candidates
and dispositions?
 Teacher Warranty UT-Martin has with area
school systems – signed agreement
 We guarantee the quality of teachers who
complete our program
 One of the statements we make is that: all
candidates completing an approved teacher
education program
 Can demonstrate success in accommodating students
from diverse cultural, ethnic, international, and
socioeconomic groups.
How does this relate to dispositions?
Using Dispositions Data
 Program faculty can monitor candidate growth
and development throughout the program
 Self-assessment by candidates at key points in
their program (e.g., At admission, where do I
stand with respect to these expected disposition
standards?)
 Verify change or lack of change in dispositions
demonstrated by candidates engaged in
documented efforts to improve their
performance
 Program evaluation and improvement
Teacher Education Interview
Summary
Example of using data
University of Tennessee At Martin
Oral Communication and Dispositions Interview
Evaluations
Sem/year Admitted Admitted with Conditons
Fall 00
Spring 01
Fall 01
Spring 02
Fall 02
Spring 03
78
88
87
84
108
83
3
0
3
3
0
5
Rejected Total
0
0
0
0
0
1
81
88
90
87
108
89
Summary and Questions
 Can you see some difficulty as I talked about
our dispositions and the rating instruments,
etc. as far as using the data for program
evaluation and improvement?
 How could that be changed?
In closing, thank you for attending our session and
isn’t this a wonderful time to be in Teacher
Education?