This theoretical exploration redefines teacher evaluation by introducing innovative, ethical constructs influenced by Nussbaum's concept of narrative imagination (1997). Traditional teacher disposition assessments, such as the Teacher Disposition Index (TDI), often rely on rigid, behavior-focused metrics emphasizing compliance over moral reasoning. They neglect the depth of critical dimensions such as empathy, moral reasoning, and cultural competence. This study addresses this gap by proposing a transformative model emphasizing ethical engagement and inclusivity in educational settings.
An extensive literature review, iterative peer feedback, and evaluations across diverse educational contexts guided the development of eight ethical constructs: empathy, open-mindedness, creativity, curiosity, reflectiveness, cultural competence, communication skills, and flexibility. This framework encourages educators to engage deeply with student narratives, fostering a compassionate understanding of students' lived experiences, particularly those from marginalized communities.
This presentation critiques the limitations of traditional disposition tools through a dual-method approach—narrative analysis (Riessman, 2008) and conceptual analysis (Furner, 2004)—and highlights how these constructs better address issues of equity and inclusion. This model moves beyond compliance-based evaluations by embracing narrative imagination, promoting a more holistic, ethically grounded, and student-centered approach to teacher assessment. Ultimately, this work calls for fundamentally rethinking teacher evaluation systems to cultivate more equitable and empathetic educational environments.