Credit Unions for Teachers

Recently, schools of education throughout the country have struggled with how to infuse, teach, and assess dispositions in systematic ways within their teacher education programs. This necessary and important work has proved to be time-consuming challenging. The following article describes the four-step process that the authors are currently engaged in, which includes clearly defining dispositions; determining how this definition is best operationalized; determining the types of assessments needed to evaluate the desired degree of competence; and analyzing the data on these assessments for the purpose of program revision. Throughout each of these steps, the critical process of communication and support is discussed.