socialization factors

SOCIALIZATION FACTORSSOCIALIZATION FACTORS

PET 489 Student Teaching SeminarSpring Semester 2012

SEMESTER IN REVIEWSEMESTER IN REVIEW Course ObjectivesCourse Objectives

Integration Reflection Transition

Weeks 2-5Weeks 2-5 Employment Issues Applying for Jobs Job Interviews

Weeks 6-7Weeks 6-7 Socialization Basic Functions of

Teaching

Week 8Week 8 Poster Presentations Mock Job Interviews

PET 489 COURSE REMINDERSPET 489 COURSE REMINDERS Mock Job InterviewMock Job Interview

Application materials (cover letter, resume & portfolio) submitted and approved prior to interview

Mock interviews and poster presentations during the week of Feb. 27

Student Teaching PaperworkStudent Teaching Paperwork Submit ALL paperwork via LiveText PE 5100 Form, D1 Form, D2 Form, and Form E/F

need to be completed Complete paperwork within 1 Week following

completion of placement That means your university supervisor needs it by

Wednesday of that week!!!

LESSON INTRODUCTION ILESSON INTRODUCTION I

SocializationSocialization: “the process by which people selectively acquire the values and attitudes, the interests, skills, and knowledge- in short the culture current in the groups of which they are, or seek to become, members” (Merton, Reader, & Kendall, 1957, p.287).

LESSON INTRODUCTION IILESSON INTRODUCTION II

You have already gone through two phases of socialization… Pretraining-Pretraining-the phase prior to entering into the

teacher education program.

PreservicePreservice-the phase when students enter formal teacher education programs and continues throughout their formal pedagogical preparation as students.

LESSON INTRODUCTION IIILESSON INTRODUCTION III

The most significant time of a teacher’s career may be the induction phaseinduction phase (Stroot & Whipple, 2003)

The induction phase is defined as “a a transitional period in teacher education transitional period in teacher education between teacher preparation and continuing between teacher preparation and continuing professional developmentprofessional development” (Huling-Austin, Odell, Ishler, Kay, & Edelfelt, 1989, p. 3)

LEARNING ACTIVITY 1LEARNING ACTIVITY 1 Question 1 (Ideal PE/P

A) Russell Orlikoff Corey Turnbull

Question 2 (Engaging Families) Mike Prohoniak Ryan Wamsley Richard Herrington

Question 3 (Transition) Carson Hott Danny Walsh

Question 4 (Mentor & Support) Aaron Satler Jack Ward

Question 5 (Professional Development) Seth Swartzbaugh Nicco Palmero

Question 6 (Elective?)

IDEAL PHYSICAL EDUCATION/ IDEAL PHYSICAL EDUCATION/ PHYSICAL ACTIVITY PROGRAMPHYSICAL ACTIVITY PROGRAM

Common Pre-Service ResponsesWell-resourcedStandards-based curriculumHealth Related Fitness focusPE content integrates and is integrated

into other subject areasAssessmentTeachers are role modelsComprehensive School PA ProgrammingCulturally relevant

ENGAGING FAMILIES & ENGAGING FAMILIES & COMMUNITY MEMBERSCOMMUNITY MEMBERS

Common Pre-Service ResponsesCommunicateBe visibleShowcase successes Be transparentInviteConnect to community Get involved

TRANSITIONAL CHALLENGESTRANSITIONAL CHALLENGES

Management and instructional concerns

Adapting to new environment and colleagues

Over commitment

Marginalization

Colleagues who ROB

Reality shock

Isolation

Workload and role conflict

Management and instructional concerns

De-professionalism Washout Effect

Common Pre-Service Responses

Common Principal Responses

SUPPORT & MENTORSHIPSUPPORT & MENTORSHIP

Common Pre-Service Responses Senior in-discipline mentors

Regular meetings with an assigned mentor

On-going observations and evaluations of teaching

Established professional learning communities within the school

Veteran teachers

PROFESSIONAL DEVELOPMENTPROFESSIONAL DEVELOPMENT

Be involved in professional organizations

Network with other professionals

Be reflective

Stay up-to-date with technology and instructional strategies

Learn organizational hierarchy

Find mentors & support system

Identify an action plan for yourself Gradual change may be

necessary

Network with other professionals

Use published resources

Be reflective

Engage in broader community

Common Pre-Service Responses

Common Principal Responses

ELECTIVE QUESTIONSELECTIVE QUESTIONS

LESSON CONCLUSIONLESSON CONCLUSION

The transition to teaching transition to teaching can be difficult at times

Learn about your work environment to identify those factors that enhance or enhance or inhibit your developmentinhibit your development

Understand that learning to teach is a a lifelong processlifelong process