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Academic Leadership Journal

Abstract

The identification of dispositions as a gauge for teacher effectiveness has become a part of many school systems and teacher education programs. Accrediting agencies, such as the National Council for Accreditation of Teacher Education (NCATE) and the Interstate New Teacher Assessment and Support Consortium (INTASC), have been instrumental in emphasizing teacher dispositions’ presence in 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’s own professional growth” (2006, p. 53). NCATE and INTASC strongly suggest that teachers have certain dispositions to allow for teacher effectiveness (Smith, Knopp, Skarbek, & Rushton, 2005; Thornton, 2006; Koeppen & Davison-Jenkins, 2007). Administrators’ view of teacher dispositions is valuable as well. They will need to assess teachers’ dispositions to determine the effectiveness of instruction and their attitude towards the teaching profession.

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