Recommendations


 * **Recommendations** || **Rationale for Recommendations** ||
 *  **1**. ** Engage in dialogue amongst professionals as a window to self-reflection. ** || Instruments are a "one-dimensional screens"; there are things you cannot measure on a scale. We need to allow for a subjective view and narrative description to explain opportunities and problems, dialogue that allows for self-reflection. Individuals may not come to the point of self-reflection on their own, but through dialogue one can engage in this. ||
 * **2. Use video and narrative descriptions as an alternative way of observing and measuring dispositions in action.** || Video of teaching can be a springboard for discussion and can lead to self-reflection. Narrative descriptions open up space for subjective views and contextualized feedback that may otherwise be left out of a standard measurement rubric or checklist. ||
 * **3. Build relationships with teachers that are contextually based in local practice.** || Observations cannot be conducted in a vacuum. There must be a relationship between the observer and the observed. If there is a relationship, then there can be dialogue, an exchange of information, and a history of experiences that are being shared, appreciated, and measured. ||
 * **4. Schools must develop an ethos of trust and care towards teachers.** || The same way that we do not approach our students with a deficit orientation, we should approach interns and teachers recognizing their strengths, commitment, and funds of knowledge. Building a relationship of trust and care is essential if the goal is to foster a space for teachers to reflect upon their work and be transformational in their teaching. This cannot happen if one is always held suspect, or when one is critiqued and evaluated without ever being asked to share their experiences of struggle and victory. ||
 * **5. Communicate professional dispositions to instructors prior to hiring.** || Prior to being hired, instructors must be made aware of the realities of the changing demographic of students, including cultural, racial, educational, and generational diversity and that the dispositions that foster effective teaching of diverse groups are going to be essential. ||
 * **6. Observe professional dispositions within multiple contexts (i.e. classroom instruction; professional interactions).** || For any metric to measure professional dispositions, it is critically important to gain multiple examples of a teacher enacting professional dispositions in multiple contexts. Specific contexts can help to unpack the variety of professional dispositions possessed by a teacher. ||
 * ** 7. Multiple observations are necessary for developing an understanding of the professional dispositions possessed by a teacher. ** || Multiple observations of a teacher can allow educational stakeholders, such as administrators or other faculty members, to gain an understanding of a teacher's professional dispositions. Systemic attempts must be made to observe a teacher in multiple contexts, at multiple instances. ||
 * <span style="color: #008080; font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**8. A definition of "professional dispositions" must be collaboratively constructed and mutually agreed upon for use in local educational contexts. This definition must also link to relevant professional organizational standards for teacher education.** || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">A local educational context must define what the organization or group deems as "professional dispositions" for the teachers working within its enterprise. The definition must be collaboratively constructed with input from multiple educational stakeholders, including teachers and administrators. The definition must also be mutually agreed upon by all stakeholders to ensure validity in its use within the enterprise. A local definition of "professional dispositions" should clearly link (i.e. use of language or concepts from standards) to applicable professional organizational standards for teacher education. ||