Publisher's Synopsis
"There is a vitally important link between teacher preparation and the performance of those teachers and their students. Assessing Teacher Competency and Assessing Teacher Dispositions provide a strong underpinning to improve teacher competencies in both the cognitive and affective domains in ways that we can hope will endure post-licensure."—From the Foreword by Richard C. Kunkel"Well researched and standards based, with activities, worksheets, definitions, and rubrics. Addresses a topic that has been a mystery to assessment gurus."—Marilyn K. Troupe, DirectorDivision of Educator Preparation, Kentucky Education Professional Standards BoardAt last, a step-by-step guide for assessing teacher dispositions that addresses national accreditation standards.While school leaders have long sought a definitive tool for assessing teacher affect and dispositions, a practical method for measurement has proven elusive—until now.Assessing Teacher Dispositions presents a conceptual framework that helps educators understand what "appropriate dispositions" are, why it is important to measure them, and how to implement an assessment process in their schools and districts. This indispensable companion to Assessing Teacher Competency introduces the authors′ research-based five-step DAATS model, combining user-friendly definitions and guiding questions with an examination of assessment design, planning, instrument development, decision making, and data management. Linked to national standards for best practice set by NCATE, INTASC, and NBPTS, the DAATS approach offers:A step-by-step implementation sequence with worksheets and training activitiesExamples from preservice and inservice settingsA comprehensive assessment system when used with the CAATS model for assessing teacher competency (knowledge and skills)This groundbreaking text offers a field-tested, valid, and reliable process for dispositions assessment that is ideal for schools of education, teacher induction programs, and preservice and inservice training.
