Abstract
The identification of dispositions as a gauge for teacher effectiveness has become a part of manyschool systems and teacher education programs. Accrediting agencies, such as the National Councilfor Accreditation of Teacher Education (NCATE) and the Interstate New Teacher Assessment andSupport Consortium (INTASC), have been instrumental in emphasizing teacher dispositions’ presencein higher education institutions and local schools. NCATE defines dispositions as: "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’sown professional growth" (2006, p. 53). NCATE and INTASC strongly suggest that teachers havecertain dispositions to allow for teacher effectiveness (Smith, Knopp, Skarbek, & Rushton, 2005;Thornton, 2006; Koeppen & Davison-Jenkins, 2007). Administrators’ view of teacher dispositions isvaluable as well. They will need to assess teachers’ dispositions to determine the effectiveness ofinstruction and their attitude towards the teaching profession.
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