Location
Preston 2
Session Format
Presentation
Abstract
Curriculum and Instruction personnel, typically former teachers, take on roles within schools and districts in which they have some influence over curriculum, assessment, and instructional practices. It is paramount these educators embody the dispositions necessary to understand, examine, and address students’ multifaceted educational experiences and academic outcomes. Additionally, it is essential to prepare future Curriculum and Instruction personnel to possess the dispositions necessary for ensuring that all students have access to accurate, truthful, valuable, and representative curriculum. Thus, this study seeks to identify the dispositions necessary for teachers aspiring to Curriculum and Instruction positions. Through document analysis, we analyzed state-level data for Georgia, a sample of nation-wide Curriculum and Instruction job postings, and disposition assessment instruments for teachers and administrators to compare with existing and relevant literature to identify dispositions essential for fulfilling Curriculum and Instruction related roles. Preliminary analysis revealed that below 5% of those certified between 2013 and 2023 in Curriculum and Instruction were working in related roles in Georgia public schools in 2023. It also showed that Curriculum and Instruction personnel share some dispositions with both teachers and administrators. A distilled list of dispositions specific to jobs related to Curriculum and Instruction was generated.
Keywords
Curriculum and Instruction, Dispositions, Assessment
Professional Bio
Dr. Winifred Nweke is a Professor and the Assessment Director in the School of Education at Clayton State University. She has a Ph.D. in Measurement and Experimentation from the University of Ottawa, Canada. She is a member of professional organizations such as AERA, GERA, GADA, and AACTE, for which she occasionally serves as a peer reviewer. Her research interests include Educator Workforce Supply and Demand, Educator Dispositions Assessment, Validity and Reliability of assessment evidence and instruments. She is a co-author of the Candidate Dispositions Performance Assessment (2017). Dr. Comfort Afolabi is the dedicated professional responsible for offering evaluation and data-related assistance to GEAR UP grantees nationwide. With extensive experience, she has held several key positions in data management and evaluation, with accomplishments including the creation of comprehensive statewide data reports and data visualizations. Comfort thrives on teamwork, holds a strong passion for data, and actively advocates for decision-making that is both data-informed and data-driven. She is a co-author of the Candidate Dispositions Performance Assessment (2017). Dr. Tasha Perkins is a Professor and the Director of Assessment and Accreditation for the School of Education at Shorter University, in Rome, Georgia. She earned her Ph.D. in Instructional Leadership from the University of Alabama. She teaches Secondary Mathematics methods at the undergraduate level and several graduate level courses, including Educational Research. Her research interests include preparing and assessing effective educators, refugee education, issues impeding equal educational opportunities, and the inequitable allocation of teachers as a key resource within schools. She is a co-author of the Candidate Dispositions Performance Assessment (2017).
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Nweke, Winifred C.; Afolabi, Comfort Y.; and Perkins, Tasha P., "Distilling the Dispositions Necessary for Success in Curriculum and Instruction Roles" (2024). Georgia Educational Research Association Conference. 62.
https://digitalcommons.georgiasouthern.edu/gera/2024/2024/62
Distilling the Dispositions Necessary for Success in Curriculum and Instruction Roles
Preston 2
Curriculum and Instruction personnel, typically former teachers, take on roles within schools and districts in which they have some influence over curriculum, assessment, and instructional practices. It is paramount these educators embody the dispositions necessary to understand, examine, and address students’ multifaceted educational experiences and academic outcomes. Additionally, it is essential to prepare future Curriculum and Instruction personnel to possess the dispositions necessary for ensuring that all students have access to accurate, truthful, valuable, and representative curriculum. Thus, this study seeks to identify the dispositions necessary for teachers aspiring to Curriculum and Instruction positions. Through document analysis, we analyzed state-level data for Georgia, a sample of nation-wide Curriculum and Instruction job postings, and disposition assessment instruments for teachers and administrators to compare with existing and relevant literature to identify dispositions essential for fulfilling Curriculum and Instruction related roles. Preliminary analysis revealed that below 5% of those certified between 2013 and 2023 in Curriculum and Instruction were working in related roles in Georgia public schools in 2023. It also showed that Curriculum and Instruction personnel share some dispositions with both teachers and administrators. A distilled list of dispositions specific to jobs related to Curriculum and Instruction was generated.
