creating effective teacher growth programs individualizing professional improvement
TRANSCRIPT
Creating Effective Teacher Growth Programs
Individualizing Professional Improvement
How experienced are our teachers?
0-3 years 18.2%4-9 years 30.5%10-19 years 33.1%20+ years 18.2%
Who Teaches?
Full-time: 89% Went to Catholic School: 77%Female: 80% Aged 45-60: 40%Religious: 7% Lay: 93%White: 92% Teach elem. School: 71%Catholic: 96%BA only: 67% MA and above: 30%Married: 70%
Why they leave:
Family/Personal: public 34.7%; private 47.3%
Retired/Sabbatical: public 27.9%; private 10.1%
Salary/benefits: public 4.5%; private 9.2%
Other career: public 3.4%; private 12.5%
RIF-ing: public 5.8%; private 7%
Dissatisfied w/teaching: public 8.9%; private 6.7%
Life Factors
Career at a “dead end”Meaning of lifeHome and familyPhysical, psychological healthCaregiving
Manifestations of burnout
FatigueAnger and anxietyDepression, irritabilityLack of goalsChanges in relationshipsChanges in appearance
New Teachers
DescriptorsGoal: controlHigh stressGaining acceptanceDesirous of respectConfused re: rolesAmbivalent
commitment
Growth NeedsHelp w/tech skillsDirective supervisionClear expectationsSensitivity re:
acceptanceExploration of personal
aimsMeaning of Catholic ID
Understanding young workers
Turn-ons:Recognition and praiseTime spent with supervisorRelating learning to actionOpportunity to learn new thingsFunTime to explore themselves
Understanding young workers
Turn-offs:Hearing about the past-especially yoursInflexibility about timeWorkaholismBeing watched/scrutinizedFeeling pressure to be traditionalDisparaging comments about youthFeeling disrespected
What are your 20-something teachers telling you?
The Middle Years
DescriptorsBuilding securityNew awarenessPreoccupied w/cognitiveWant to prepare studentsDeepened commitment
Growth needsUnderstand theoryOpportunity to innovateCollaborative
supervisionProfessional
developmentSupport services
What are your “middle years” teachers telling you?
The veterans
DescriptorsOptimum career
performanceMixed feelingsSmooth functioning
classroomPride in the pastProfessional boredomReliance on the “tried
and true”
Growth needsLess structured
developmentNondirective
supervisionSelf-improvementMentoring dutiesCall on expertise
What are your veterans telling you?
How do adults learn?
ContextuallyNew knowledge from oldFun/positive/rewarding/non-threateningAllow for practiceImmediate application
Critical Attributes of Effective Teacher Development
Collegiality and cooperationExperimentation and risk-takingIncorporation of available knowledge basesTime to work and assimilateLeadership and sustained supportAppropriate incentives and awardsIntegration of school goalsFormal placement of the program in the
organizational structure