Teaching Dispositions as Feedback Loops Leading to Cultural Proficiency

Eunice M. Merideth 
(Department of Teaching and Learning, Drake University School of Education, Des Moines, IA 50311, USA)

Abstract: This paper will discuss the methodology and results of how defining, cultivating, and documenting teacher dispositions at three levels in a teacher education program can lead to measureable success in establishing cultural proficiency. The four distinct stages of feedback loops: evidence, relevance, consequence, and action form a strong framework for defining, valuing, and adapting dispositional behaviors for teaching candidates — major elements of cultural proficiency. When this type of looping occurs three times throughout a program, it provides assessment points within the program and from the field, as well as opportunities for self-reflection for teacher candidates. Data offered in this paper affirms the success of supporting dispositions with feedback loops and a focused curriculum that emphasizing cultural proficiency. These loops then change data points scattered across the program into a sustainable system that triangulates data from faculty members, students, and mentor teachers, providing a pathway for candidates to demonstrate personal efficacy and responsive professional practice.

Key words: teacher disposition, cultural proficiency, feedback loops