M. Mark Wasicsko

Practitioner’s corner

Determining

Dispositions to Teach:

A Hiring Strategy

To get a glimpse into a candidate’s dispositions, I might ask the applicant to describe his or her perfect day. One applicant sent to me, after receiving high marks from the search committee, responded, “I would sleep until noon and then lie in bed the rest of the day watching TV and eating snack foods.” This answer triggered further inquiry into the applicant’s energy and motiva- tional levels, priorities regarding learn- ing new things, and about the ability to engage in meaningful interactions with others. By the end of the interview, I was certain that this teacher was not a good fit for our program and he was not offered the position.

So, how can we make reliable and valid determinations about a teacher’s dispositions in the short span of an interview? Fortunately, research, with roots in perceptual psychology of the late Arthur W. Combs (1981, 1988, 1991), shows that effective teachers possess discernible dispositions (Combs called them “perceptions”) about them- selves, toward students, and regarding teaching. Further, these qualities can
be observed and measured during an interview through the systematic use
of carefully crafted questions from which inferences about dispositions can be made (Wasicsko 1977). By listening carefully to the answers, valuable insights can be garnered into applicants’ self-perceptions, how they see students, and what they believe about the nature of learning and teaching. Follow-

her educational philosophy and to core dispositions about students and teaching. When using this question, there are at least two things to look for. First, look for evidence that the applicant under- stands the difference between “teaching” and “student learning.” If the crux of the answer is not on what the students learned, that person might have

a difficult time identifying with some students, colleagues, or administrators. Second, the best teachers maintain high expectations for students and believe they are worthy of significant time, thought, and effort.

Research indicates that effective teachers think students are able, worthy, and valuable, and believe that all students are capable of learning. Conversely, the worst instructors have low expectations of students, find it difficult to work with some students, and offer many excuses for why they fail.

What kinds of problems do people bring to you? Answers to this question can indicate if others have confidence in the person and provide insight into his or her teaching or helping style. A good follow-up question is to ask what advice was given and what, if anything, happened afterwards. This question is especially good for understanding the teacher’s dispositions regarding teach- ing, learning, and solving problems.

If your life works out the best you can imagine, what will you be doing in five years? This question is a good for two reasons. First, it tells if a person is forward-looking, if he or she can think beyond the immediate, and about the person’s aspirations. Answers such

as, “I will have won the lottery and be living on my private island” or more subtle variations of “I will be in a position that better suits my needs and interests” don’t bode well for being a good fit. Second, it is a way to look for talent. Some of the best lead teachers, department heads, and future admin- istrators have been discovered by listening to people’s aspirations. When applicants indicate that they hope to have greater responsibility or a meaningful impact on the profession, that is a good sign.

Tell me how you used your sense of humor to teach an important lesson.”

During interviews, I use questions such as this to increase the likelihood of hiring high-quality teachers who, in addition to possessing significant knowledge and experience, have dispositions—attitudes, values, and beliefs—that are essential to enhancing learning, teaching, and school culture. Here is a research-based strat- egy that can be incorporated into a 20-minute interview to provide insight into an applicant’s dispositions.