Do you know how to exercise? Do you exercise? Your answer might be “yes” to the first and “no” to the second. The first question asks about ability: Do you know the ways to exercise so as to do you some good? The second question goes beyond ability and asks about inclination: Are you disposed to exercise? Do you exercise regularly?
Professional dispositions are the principles or standards that underpin a teacher’s success in the classroom. They are the values, commitments, and professional ethics that govern how a teacher acts with students, families, colleagues, and communities.
The Washington State Office of the Superintendent of Public Instruction (OSPI) mandates, through the Washington Administrative Code (WAC), that all certified educators must be “fit to teach” and “have the proper dispositions to teach.” The transformation of a person from one who merely possesses knowledge and technique into a superior teacher must include the development of characteristics such as a capacity for active and creative communication, a tendency to probe, and a willingness to explore topics from a variety of perspectives. Further, an outstanding educator must possess the desire to engage and encourage students who have a wide range of abilities, interests, and temperaments.
In order to provide the highest quality teacher force possible, Washington State University ’s College of Education has the responsibility of evaluating teacher effectiveness along a variety of dimensions. It uses many instruments and methods to assess the effectiveness of prospective teachers, to make certain they have the knowledge, skills and professional habits necessary to serve in the highly dynamic and complex classrooms of the 21st century.
Good teachers come fom widely different backgrounds, and have varied opinions, interests, and personalities. But some qualities, such as the ability to communicate clearly, are common to nearly all good teachers. On the other hand, it is hard to imagine a teacher being a success without possessing these qualities.
Likewise, students in Washington’s K-12 classrooms come from varied backgrounds. They have a wide range of abilities, different levels of prior knowledge, and vary in how they feel about learning and school. These young people grow and develop, sometimes slowly, sometimes with astonishing quickness. Each classroom, therefore, is a mix of dozens of competing interests, stages of development, and strategies for learning.
Even within a single student’s attempt to learn, a teacher may have to try several approaches before finding one that succeeds. A student may believe that she is “no good at math (or science or history or reading),” for reasons having nothing to do with her abilities.
With as many as a hundred different students and several different subjects to teach every day, teachers have an almost impossible mission. Yet we expect nothing less of them than success with every student.
In order to be successful—to leave, truly, no child behind—teachers must purposefully act in caring, fair, professional, respectful, and responsible ways.
Professional dispositions of good teachers
Good teachers are active, respectful participants in discussions.
Good teachers express themselves clearly and effectively.
Good teachers listen thoughtfully and responsively.
Good teachers engage in lifelong learning, aided by reflection and assessment of new information and ideas.
Good teachers interact effectively, respectfully, and empathetically across a wide range of situations and people.
Good teachers work to ensure system-wide high quality learning opportunities and experiences for all students.
Good teachers seek understanding of complex issues in order to solve problems both independently and collaboratively.
Good teachers are committed to mastering best practices informed by sound theory.
Good teachers are responsible colleagues.
How is it possible to tell whether a person possesses these professional dispositions? By careful observation of their behaviors and actions. Is the teacher candidate a thoughtful, active listener? Does he or she participate in discussions, and is that participation respectful? Does the teacher candidate give help readily?
Excellence is a long, laborious process. It is not always easy to foretell which teachers will excel in their careers. But patterns of action that show up in the course of teacher preparation can be presumed also to show up later on the job. A person demonstrating promptness, courtesy, and scrupulous attention to detail in teacher preparation will likely act likewise when employed. A person habitually late, or rude, or careless in pre-service work will, in contrast, be likely to have trouble in a teaching position.
These are judgments about professional potential, not about persons or their opinions or beliefs. Institutions certifying teachers owe the state’s citizens their best judgment and keenest observations when making decisions that will have such profound future effects. The identification and evaluation of professional dispositions is a valuable tool for identifying and capturing important information about prospective teachers, to make sure that they are best prepared for their professional lives.
The issue of dispositions has been widely discussed. The President of NCATE (National Council for Accreditation of Teacher Education) has responded to claims in the press. Read the letter by NCATE President Arthur E. Wise.
PROFESSIONAL DISPOSITION ASSESSMENT (PDA)
PROFESSIONAL DISPOSITIONS EVALUATION FOR FIELD EXPERIENCES (PDEFE)
The Professional Dispositions Assessment (PDA) is the form used by the Department of Teaching & Learning to document a student’s disposition to be a teacher based upon their performance in the University classroom.
The Professional Dispositions evaluation for Field Experiences (PDEFE) is the form used to document a student’s dispositions during practicum/field experiences. The PDA form and the process used by the Department of Teaching and Learning have received national accolades.
The procedures for the forms vary depending upon a student’s tenure in the program and the circumstances that precipitated the documentation. For example, all students taking T&L 301 will receive a PDA indicating strengths and weaknesses (if any). In T&L 301, students will discuss the concepts of teacher dispositions. Later in the program, a professor may issue a PDA/PDEFE when specific behaviors are noted and must be documented.
If you have any questions about disposition or the PDA/PDEFE, do not hesitate to contact Chris Sodorff, Director of Field Services at csodorff@wsu.edu or 509-335-0925.
Living with a learning disability can be a source of great frustration if it’s not fully understood – especially during a child’s school-age years. These disabilities have very little to do with a child’s behavior or level of intelligence. Rather, it comes down to understanding that people who live with learning disabilities are living with a different cognitive wiring than others.
For this reason, a learning disability can affect multiple areas of a person’s life well into adulthood. What can be helpful, however is early diagnosis and early intervention. By identifying a learning disability and implementing adequate and affordable tools for treatment, your child can have a full and productive life.
Types of learning disabilities
There can be a danger of generalizing all learning disabilities by saying that they merely cause difficulty with comprehension. The reality is there are multiple types of learning disabilities, and each have their own fingerprint.
According to the National Center for Learning Disabilities, about 10% of children in the U.S. live with some form of learning and attention issues. They range from the “specific learning disabilities” – which is the lawful designation under the Individuals with Education Disabilities Act (IDEA) – to the related but slightly different disorders that don’t quite get the same designation.
Here are a few of the more common types of specific learning disabilities and their traits:
Dyslexia
Referred to as a Language-based disability, where a person has trouble deciphering written words. This disorder makes it difficult to comprehend, recall, write, or spell words.
Approximately 15% of people have some form of dyslexia.
Dysgraphia
A learning disability that affects handwriting and fine motor skills. This disability can make it difficult to spell, write legibly, or think while writing.
Approximately 7% – 15% of people have some form of dysgraphia.
Auditory Processing Disorder
A sensory disorder that affects how the brain interprets sounds. Even if a person has normal hearing and vision, this disability can make it difficult to process sounds to make any meaningful connection.
Approximately 5% of children are living with a form of APD
Language Processing Disorder
A sensory disorder very similar to APD, but specific to interpreting language. This disorder makes it difficult to process words or sentences into receptive communication. Speech is also impeded.
The percentage of diagnosis is similar to APD, but there are specific areas of difference
Visual Perception Disorder
A disorder that affects how the brain processes visual stimuli. It can make drawing or copying shapes very difficult. It can also affect hand/eye coordination.
The symptoms and percentage of diagnosis can overlap with those of dyslexia, but there are specific areas of difference
Nonverbal Learning Disorder
A neurological disorder that affects the interpretation of body language, facial expressions, or other nonverbal communication. This disorder can also cause a person to have weaker visual-spatial and social skills.
Studies suggest that approximately 1% of people are diagnosed with a specific NVLD. However, this disorder is most closely connected to Asperger’s syndrome
Learning disorders are different from other conditions such as deafness, blindness, and autism. While these conditions can make learning difficult, they aren’t considered learning disabilities under Federal law. Also, attention disorders such as Attention Deficit Hyperactivity Disorder (ADHD) is often designated as a learning disorder, but it is not. Differentiating between attention disorders and specific learning disabilities can aid in proper diagnosis and helpful treatment.
Treatment for learning disabilities
If your child has a learning disability, it doesn’t mean they have an illness that needs to be cured. While they do have a lifelong condition, there are treatments that can allow these conditions to be managed.
It’s important to understand that there could be some co-occurring issues that arise with their disability that you may have to be prepared for as well. The key is to first educate your child about their disability so they can better understand their learning patterns. This will help to fend off any frustration when face difficulty related to their disorder.
Secondly, infusing learning exercises and other therapy tools into the daily routine can go a long way for positive reinforcement. In addition, it could encourage any gradual improvement in your child’s condition as they get older. Here’s more info on the potential co-occuring issues and practical treatment tips for each of the specific learning disabilities:
DISORDER
MEDICATION
TOOLS/TECHNIQUES
Dyslexia
Medication will only help with treating anxiety, depression, and ADHD.
Other treatments such as behavioral cognitive therapy can also help.
Multisensory techniques such as word games, songs, and implementing physical touch to practice word recognition and recall.
Dysgraphia
Medication will only help with treating anxiety, depression, and ADHD.
Other treatments such as behavioral cognitive therapy can also help.
Writing tools such as pencil grips, paper with highlighted lines, graphic organizers, and handwriting apps.
Auditory Processing Disorder
Medication to treat ADHD and anxiety only.
Speech therapy
Auditory training therapy
Word repetition gamesy
Language Processing Disorder
Medication to treat ADHD and anxiety only.
Comfortable environments that aren’t very loud or visually stimulating.
Speech therapy
Occupational therapy
Visual Perception Disorder
Medication will only help with treating anxiety, depression, and ADHD.
Behavioral vision therapy
Educational therapy
Physical stimuli such as sensory gyms
Nonverbal Learning Disorder
Medication will only help with treating anxiety, depression, and ADHD
Cognitive behavioral therapy
Speech therapy
Interaction with social skills coaches or small groups
Educational resources for children with learning disabilities
Thanks to the Individuals with Disabilities Education Act (IDEA), it’s law in this country to provide free and appropriate public education to children with disabilities (FAPE). This means children who experience specific learning or attention-related disorders should be provided non-discriminatory, targeted educational services from infancy through age 21. Although these services can seem pretty straightforward, there are some unique traits that are specific to the child’s condition. It’s also important to note that not all children will be eligible for these services.
Eligibility
If you suspect your child should receive special education services, their public school will follow federal regulations to evaluate your child. There are two steps to this evaluation process.
The first step is an educational evaluation. This is usually conducted by the child’s teachers along with the school psychologist. The evaluation includes observing the child in the classroom and evaluating their academic records. A determination is also made during this stage whether or not the child has at least one of the 13 disabilities that are covered under IDEA. Afterwich, a report is written up.
The second step is the eligibility determination. Based on the evaluation, the school will decide if your child’s disability calls for special education services. Even if your child is shown to have one of the 13 covered disabilities, it still doesn’t guarantee that special services will be granted. The school may determine that despite your child’s disability, they are still learning at an acceptable rate within the general classroom setting. If special education services are granted, they will work with you to create an appropriate program for your child within 30 days.
Individualized Education Program (IEP)
Once your child is granted special education services, an Individualized Education Program is created. An IEP is a written statement, detailing the purpose, goals, and services related to your child’s needs. These statements are required for anyone who’s receiving special education.
It goes without saying, but it’s vital for parents to be involved with the development of the child’s IEP. It’s just as important for the student (if they’re of age) to be involved in the process as well. Specifically, students who will be transitioning to adulthood soon are encouraged to learn and have a say in as much as they can.
As the annual goals are met during the IEP, your child will be monitored to determine if any adjustments to the program are warranted. These can be helpful benchmarks if you decide to change schools or if there are any administrative changes. Regardless, your child must be reevaluated every three years to determine if they are still eligible for an IEP.
Professionals in the classroom who conduct various phases of the IEP include:
A psychologist
A speech therapist
A physical therapist
A vision or hearing specialist
A special educator
Instructional intervention
While an IEP is a strategic plan to help your child learn successfully in the classroom, instructional interventions are methods of tracking their progress. These interventions exist within the overall IEP to allow you to work with educators to monitor the effectiveness of a program. If it’s determined that your child needs a little extra time or additional support on a subject, adjustments will be made through an instructional intervention.
These are usually more targeted towards students with standard academic or behavioral issues rather than students with specific learning disabilities. However, they can be effective in either capacity.
What if my child isn’t granted special education services?
Even though many children are granted eligibility for special education programs at their schools, there are a number who aren’t. It can be tough to get the news that your child has been denied, but it doesn’t mean that your options are eliminated.
504 Plan
If your child isn’t eligible for services under IDEA, schools may encourage you to consider a 504 plan. This is a plan that supports accommodations in the classroom to help manage your child’s learning and attention disorder. Unlike an IEP, a 504 plan doesn’t alter your child’s curriculum. It simply allows for some small adjustments to be made to the learning environment.
Some of the accommodations include:
Sitting at the front of the class
Allowing for extra time on tests/assignments
Taking frequent breaks throughout the school day
Why might someone need to pay for treatment for learning disabilities?
Despite some of the helpful resources provided through the public school system, there are still instances where you’ll need to pay for your child’s treatment.
Your child is outside of the public school system
Some families don’t have access to resources simply because they aren’t in the public school system. Federal law dictates that all children be evaluated for learning disabilities. But free special education services are only provided to eligible public school attendees. Homeschooling or sending your child to private school doesn’t guarantee the same comprehensive coverage.
If your child is found to have a learning disability and they don’t attend public school, you have the option of either changing schools or staying with your private school and receiving equitable services. These are special services that are paid for through public school funding to provide some needed care. However, these funds are limited, so there’s a good chance the services will be limited as well. As a result, families who stay in private school will most likely need to pay for the outside care their child needs.
Here’s more information on special education services provided in private school:
Your child has therapy needs that aren’t provided by the school
Public schools are required to provide free and appropriate public education for kids with disabilities (FAPE). But they aren’t required to provide the very best services available. Your child may have needs that are a little more broad than what might be offered at their school. So purchasing additional services could make sense for you. Or, if you feel more comfortable with a specific private therapist and want to maintain that relationship, that’s also an understandable reason for going outside of school services.
Here are some forms of therapy you might consider if you’re searching for private options:
Payment options for private learning disabilities treatment
If you’re in the position to seek private treatment for your child’s learning disability, the costs involved should factor into your decisions. Though the services through FAPE are free, including the educational evaluations, private evaluations are not free. Neither are the private counselors and specialized schools. Below are the costs involved with treatment for learning disabilities and some options for funding.
Assessments
Performed by
Average cost
Funding options
Primary doctor
Insurance copay ($15-$30)
Cash
Pediatric Psychologist
$800-$200
Health insurance
Cash
Personal loan
Psychiatrist (Cannot assess learning disabilities, but will recommend medication for co-occurring issues such as ADHD and anxiety.)
Insurance copay ($15-$30)
Cash
Therapy
Treatment
Average cost
Funding options
Cognitive-Behavioral Therapy
Up to $100 per hour or sliding scale based on income.
Health insurance
Grants
Personal loan
Cash
Speech Therapy
$200-$250 for initial assessment
$100-$200 per hour for regular sessions
Copay of 10%-50% for those with insurance
Health insurance
Grants
Employee discounts
Personal loan
Cash
Educational Therapy
$60/hour per session
$100-$250 for educational materials
Health insurance
Grants
Employee discounts
Personal loan
Cash
Occupational Therapy
$150-$200 for initial assessment
$50-$400 per hour for regular sessions
Copay of 10%-50% for those with insurance
Health insurance
Grants
Employee discounts
Personal loan
Cash
Private School
Level
Average tuition
Funding options
Elementary school
$7,770 per year
Government funding
Personal loans
Cash
High school
$13,030 per year
Government funding
Personal loans
Cash
Tax deduction and tuition reimbursement for private school
According to IRS Publication 502, you can include tuition (including room and board) for private school in your medical expenses when filing your taxes. This is an option only if you can prove that your child attends private school primarily for treatment of learning disabilities.
Even if the school is not primarily a special needs school, you can still take advantage of the option to classify your child’s education as a medical expense. It is, however still recommended that you speak to your financial advisor regarding this issue to avoid any miscommunication with your tax filings.
If you were approved for special education services but your public school is not working to adequately meet your needs, you could opt for placement in an approved private school as part of your child’s IEP. These private schools are licensed and approved for tuition reimbursement by the state.
If you prefer a different private school than the one your child is placed in, there’s a chance you could still be eligible for tuition reimbursement, but it depends on a couple of factors. First: Your school district doesn’t offer FAPE to begin with. Second: Your preferred private school is appropriate for your child’s needs.
Unsecured personal loans for disability services
When it comes down to paying for special needs services, leaning on health insurance and personal funds are among the more popular options. The truth is, not everyone is fully insured or confident enough about their financial standing to handle the expense.
An unsecured personal loan could be a helpful tool to offset some of your child’s learning disability needs. Unlike secured loans, an unsecured personal loan doesn’t require you to put up property as collateral (your home, your car). The last thing you want is to be concerned with the state of your assets if a default or something else unexpected were to happen. The hope is to leverage as many high-quality, affordable services as possible. And an unsecured personal loan could provide you with the flexibility and funds you need for your child’s care.
This summer, I joined this book study with this group in Chatham, Illinois, via Google Docs. My lifetime friend, Pam Hogan, and her team started this move in Chatham in 2016 and as you will hear from the principal, Elizabeth Gregurich, who is an awesome top down supporter, the paradigm shift is visible on their campus. The district technology lead, Josh Mulvaney, is now involved via the book study, which took it to district level.
Why did this hit home for me? As stated in the previous post, finding everyone’s gifts, talents, passions, skills is what I have been preaching about for years. “Everyone is a Genius” states Elizabeth Gregurich. I believe we all put on this planet for purpose and to delve into what those gifts, skills, talents and passions are will help you find yours! “What is your genius”?
Albert Einstein wrote, “Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid.” The question I have for you at this point of our journey together is, “What is your genius?”
We know that ALL students can learn. Students learn very differently just as you do. How do we reach all students? Differentiating instruction, meeting all modalities, understanding we all learn best at different times of the day, understanding we all don’t hear everything the first time, understanding that everyone is in a different place with prior knowledge, not everyone understands the academic language, and everyone has very different home situations. These are the many concepts that educators must consider in a day while teaching their topic.
So, I have taken on the task to assist with “peppering” this cultural change onto their already full plate without the feeling of adding more to an already hectic schedule. I’m looking for inspiration from all of you reading this. Hoping someone in each district will look at the powerful positive outcome this creates and take it on for the sake of students and community. Hopefully, this group will develop into assisting each other with ideas that create the interdependence necessary to produce best practices.~Sandy
Enjoy the video below on how this school implemented the “The 7 Habits for Highly Effective People” through “The Leader In Me” as well as other resources.
https://youtu.be/SgkqzMQ91bM
I apologize for the quality but its about getting it said and done, not how perfect it is. ~Sandy
A new mobile application that offers detailed information about California’s 10,000 public schools was announced last week by State Superintendent of Public Instruction Tom Torlakson.
The free “CA Schools” mobile app, which is available for iOS and Android systems, lets users locate nearby schools based on their current location or search for schools (public or private) by location (e.g., city, district, or ZIP code). The app provides information such as the school’s phone number, address, demographics, and test scores (for public schools).
“Never before have we put so much school information literally in the hands of our students, parents, and community members and made the information so accessible and user-friendly,” Torlakson said.
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Carol Fry Bohlin, Ph.D.
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Reporter/Editor, California Online Mathematics Education Times (COMET)
California State University, Fresno
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FREE distance learning for Kindergarten through Community College available online for Arizona students. FOR FURTHER INFORMATION, GO TO: http://www.sequoiachoice.org/
FOR FURTHER INFORMATION, GO TO: http://www.sequoiachoice.org/
As I was cruising through youtube, I found this incredible video that maps out the beginning of mathematics through how it is applied. I would love to sit down and speak with this guy, Dominic Walliman. You will see the connections of science, technology, engineering and more. What an incredible overview. Enjoy! ~Sandy
