document resume ed 380 970 author title youth. … · document resume ed 380 970 ec 303 844 author...

DOCUMENT RESUME

ED 380 970 EC 303 844

AUTHOR Carter, SusanneTITLE Teacher Stress and Burnout. Organizing Systems To

Support Competent Social Behavior in Children andYouth.

INSTITUTION Western Regional Resource Center, Eugene, OR.SPONS AGENCY Office of Special Education and Rehabilitative

Services (ED), Washington, DC.PUB DATE Nov 94CONTRACT H028-A30003NOTE 97p.PUB TYPE Guides Non-Classroom Use (055)

EDRS PRICE MF01/PC04 Plus Postage.DESCRIPTORS *Coping; Elementary Secondary Education; Individual

Development; Mental Health; *Stress Management;Teacher Attitudes; *Teacher Burnout; Teacher Morale;Teacher Motivation

ABSTRACT

This guide presents individual and school-basedstrategies to help teachers deal with stress and burn:,ut. Thefollowing individual strategies are briefly described: biofeedback,buddy system, childhood energy, conflict management, desensitization,dreams, exercise, humor, ideology, imagilig, leaving stress oehind,looking forward, making lists, meditation, mental diversions, mentalhealth days, morning routine, nutrition, peer coaching, personalinventory for fun, refueling your tank, relaxation, responding tostudent concerns, self-praise, self-hypnosis, self-talk, sense ofpurpose, shunning the superman/superwoman image, sleep, socialsupport, teacher mindsets, time alone, and time management. Schoolstrategies focus on the following areas: administrative support,behavioral consultation, districtwide technical assistance teams,embedded inservice training, inservice training, mentoring,organizational development, restructuring and reform, statewidetechnical assistance network, support networks, teacher assistanceteams, teacher centers, teachers helping teachers, teacher workgroups, and time restructuring. Two appendices provide additionalindividual and school strategies. (Contains 64 references orrecommended readings.) (DB)

**************************c********************************************

Reproductions supplied by EDRS are the best that can be made* f,.om the original document.**********************.************************************************

's.lfri,i,o'lS.7fIN,.11.174,:]fr:,>.i...,.:I:V;:z

':.,!,; S: -,:. ,,":,-,''., ,.-:,-... ' ' ,- -'7 ....', ,

14W777;t?,1,

Yoi

U.S. DEPARTMENT OF EDUCATIONOffice of Educational Rimmerch and Improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

O s document has been reproduced asreceived from the oreon or organizationoriginating it.

0 Minor changes have peen mad* to improvereproduction quality.

Points of view or opinions sisted in this docu-ment do not necessarily represent officialOERi position or policy.

..

.'

,

1 ^.

. .

.,

S. veral:Per 19..

..

Western Regional Resource Center:University of Oregon

Eugene, OR.

.

9

Organizing Systems to Support CompetentSocial Behavior in Children and Youth

Teacher Sitirtss

Author. Susanne Carter

Layout Artiab Myrrh Sagrada

41110 Word Processing: Arlene Russell

November 1994

Western Regional Resource Center1268 University of OregonEugene, OR 97403-1268

This document was developed by the Western Regional Resource Center, Eugene, Oregon, pursuant to CooperativeAgreement N mber H028-A30003 with the U.S. Department of Education, Office of Special Education andRehabilitative Services. However, the opinions expressed herein do bot necessarily reflect the position cr policy ofthe U.S. Dqpartmer . of Education. Nor does mention of tradenames, commercial products, or organizations implyendorsement by the U.S. Government. [TAA# 106-SED/BD]

Introduction

Individual Strategies

Biofeedback

Buddy System

Childhood Energy

Conflict Management

Desensitization

Dreams

Exercise

Humor

Ideology

Imaging

Table of Contents

iii

1

1

1

2

2

2

3

3

3

4Leaving Stress Behind 4Looking Forward 4Making Lists

Meditation

Mental Diversions

Mental Health Days

Morning Routine

Nutrition

Peer Coaching

Personal Inventory for Fun

Refueling Your Tank

Relaxation

Responding to Student Concerns

Self-Praise

Self-Hypnosis

Self-Talk

Sense of Purpose

Shunning the Superman/Superwoman Image

Sleep

Social Support

4

5

5

5

6

6

6

7

7

7

8

8

9

9

9

10

10

10

10

TABLE OP CONTENTS

Teacher Mindsets 11

Time Alone 12

Time Management 12

School Strategies

Administrative Support

Behavioral Constulation

Districtwide Technical Assistance Teams

Embedded Inservice Training

13

13

14

14

inservice Training 15

Mentoring 15

Organizational Development 16

Restructuring & Reform 17

Statewide Technical Assistance Network 18

Support Networks 19

Teacher Assistance Teams 19

Teacher Centers 20

Teachers Helping Teachers 20

Teacher Work Groups 20

Time Restructuring 21

References 23

Recommended Reading 27

Appendix A 29

Appendix B 67

li

5

Introduction

Stress and burnout is an occupational hazard which all members of helpingprofessions are exposed to, including teachers. Hendrickson (1979) defines teacherburnout as "physical, emotional, and attitudinal exhaustion" that begins with afeeling of uneasiness and mounts as the joy of teaching begins to gradually slipaway. Although the symptoms of burnout may be very personal, they are generally"lack of symptoms (McGee-Cooper, 1990). The list includes lack of:

energy joyenthusiasm satisfaction

interestmotivationzest dreams for lifeideas concentrationpermission to play self-confidencehumor

Some teachers leave the profession because they cannot cope with the stress inherentin the job (see results of a Virginia study on stress and burnout detailedon page xx).Others burn out but stay on the job, counting the days until weekends andultimately, their retirement. Another group of teachers who stay in the professionlearn coping skills that enable them to face the stresses involved in their work and togrow with them (Hendrickson, 1979).

vital key in coping with burnout is the realization that it is not something thathappens only once in a lifetime. "It can creep into our lives again and again. If welearn to recognize our symptoms, we can catch it before great damage has beendone. Then we can regain our balance quickly instead of needing a longer recoveryperiod" (McGee-Cooper, 1990, p. 172).

Teacher Stress and Burnout is the fourth document in the series Organizing Systems toSupport Competent Social Behavior in Children and Youth to be published by theWPC. Other titles in the same series include Model Programs and Services,Prevention, and Interventions. The series seeks to examine and analyze currentthinking and best strategies for:

Promoting good mental health and socially competent behaviors amongstudents;

Preventing the development of emotional/behavioral disabilities andstudent involvement in gangs and violent actions by using strategiessuch as screening and early intervention, schoolwide discipline plans,and positive alternatives to violence and gang activities;

RYTRODUCTION

Developing programs to meet the needs of students withemotional/behavioral disabilities as well as those at risk for developingthese disabilities at the district, building, and classroom level; and

Addressing the issues of stress and burnout among teachers who workwith students with emotional/behavioral disabilities.

This document is intended to give teachers and other school staff members a varietyof strategies to help them cope with the occupational stress and burnout associatedwith teaching. We have included, in alphabetical order, a short introduction to 31individual strategiesranging from BIOFEEDBACK to TIME MANAGEMENTand 15school strategiesranging from ADMINISTRA77VE SZIPPORT to 77ME RESTRIJCWRINGrecommended as helpful in coping with stress and burnout. More detailedexplanations of these strategies may be referenced through cited sources.

No one prescription for coping with the stress of teaching will fit the needs of allteachers; coping begins with "an awareness of symptoms and causes and acommitment to change" (Cedoline, 1982, p. 128). Each individual teacher will needto find the unique combination of individual strategies that helps him or her managestress and maintain physical and psychological well being. Schools which recognizethe needs for administrative support, teaming, decision making, mentoring andother safeguards against teacher stress and burnout also contribute to the well-beingand longevity of staff members.

Rockwell (1993) contends that burnout can be avoided. "Not everyone is a velvet-padded brick. Not everyone needs to be," she writes. "A teacher's style emergesfrom a creative blending of learned techniques and individual personality. It isimportant for each teacher to be aware of his or her own personal style. In spite ofall we know about behavior management, the real growth occurs throughrelationships" (p. 57). Rockwell's chapter on 'Personal Notes," which combinesinsight into the art of teaching (and surviving) students with behavior disorderswith practical strategics to prevent burnout, has been reprinted on pages xx ofAppendix A.

Fink and Janssen (1993) recommend that individual coping strategies and skills formanaging stress and burnout be taught as part of teacher training for preserviceteachers who anticipate working with behavioral disorders. As more students withemotional and behavioral disorders are placed in regular classrooms, all aspiringteachers may benefit by learning ways to maintain their physical and psychologicalwell being in the face of stress before they enter the teaching profession.

The use of effective interventions with students can help reduce occupational stressand burnout among teachers. The companion Interventions document in this seriesdescribes 77 classroom and seven school-based interventions which have proveneffective with many students, especially those who have emotional/behavioralproblems.

iv

irtmoDucnom

WHAT TEACHERS SAY ABOUT STRESS AND BURNOUT

A study of 42 special education teachers from Virginia who decided not to return fortheir teaching positions for the 1991-92 school year indicated that stress was one ofthe leading factors in their decision to leave the profession (Krause, 1993). Otherleading causes of leaving the profession listed by the teachers were stress-related aswell, including lack of resources, lack of time, excessive meetings, large class sizes,lack of assistance, lack of support, and hostile parents.

Pullis (1992) sampled 244 teachers of behaviorally disordered students to determinehow occupational stress affected their lives. The major sources of occupationalstress identified by these teachers (in ranked order of importance) were:

Inadequ lte discipline policies of the schoolAttitudes and behavior of administratorsEvaluations by administrators/supervisorsAttitudes and behavior of other teachers/professionalsWork overloadPoor career opportunitiesLow status of the teaching professionLack of recognition for good teachingLoud, noisy studentsDealing with parents

The major effects of stress identified by the teacher sample (in ranked order ofimportance) included:

Feeling exhaustedFeeling frustratedFeeling overwhelmedCarrying stress homeFeeling guilty about not doing enoughFeeling irritable

The strategies teachers reported they use most often to cope with stress (in rankedorder of importance) were:

Doing relaxing activitiesOrganizing time and setting priorities*Maintaining diet and exerciseDiscussing problems with professional colleaguesTaking a day off

ilYTRODUCRON

When asked what schools might do to help relieve teacher stress, the mostfrequently mentioned strategies (in ranked order of importance) were:

Allowing time for teachers to collaborate/talkProviding more workshop/inservices/advanced coursesProviding more verbal praise/reinforcement/respect for the jobProviding more supportProviding more paraprofessionals/support staff /clerical assistanceProviding more educational opportunities to learn about students with

behavioral disorders and program optionsBuilding better communication and decision-making involvement with

administrators.

vi

9

VOA

Individual Strategies

10

e B110FEEDIMCK

Biofeedback is an assisted means of awareness and change of bodily functions thatare within your control (Cedoline, 1982). Biofeedback equipment measures factorssuch as heart rate, blood pressure, brain waves, and skin temperature. Your fivesenses serve as monitors during the biofeedback process. While you practicerelaxation techniques, biofeedback equipment gives immediate feedback to helpidentify the techniques that are the most relaxing for your individual bodilyfunctions. Any bodily function that can be monitored can be changed as you learnto recognize your individual physiology and changes in your body through thebiofeedback process. Once you have learned the most effective relaxationtechniques, you can proceed without equipment. At least during the early stages ofbiofeedback training, the process should take place under qualified supervision.

i731JDDY SYSTE:

A more informal and less expensive method of providing a support system andcamaraderie for first-year teachers than the MENTORINO (see page 15) process is thecreation of a buddy system. A more experienced teacher becomes a "buddy" to afirst-year teacher to offer support through the school year. A buddy is "any willing,successful teacher with good listening skills and compassion. Once appointed bythe principal, the only necessary training for the 'buddy' would be a review ofschool procedures, available resources, and an awareness of common problemsexperienced by first-year teachers" (Hamlin & Haring, 1988, p. 126).

allEDHOOD ENERGY

As we grow up, we often leave behind many of the energizing characteristics ofchildhood, losing our capacity to play. This loss leaves little room for "unstructuredfun, spontaneity, and relaxation" in our lives (McGee-Cooper, 1990). But retainingmany of those characteristics of childhood can be very positive for adults copingwith the stresses inherent in the world of work. Relearning the elements of play thatcome naturally to children but are often phased out of our adult lives can beenergizing and help us cope with stressful situations. Playing can help open"blocked thinking" and trigger creative ideas and solutions as well as releasetension. "When we validate our playful self by taking time to listen to and fulfill

11

riDIVIDIJAL STRATEGIES

wishes and dreams, we bring back to life our optimistic, i,utrageous, enthusiastic,little-kid energy" (McGee-Cooper, 1990, p. 58). The "Characteristics of Childhood"and "Action Items" reprinted on pages 37, 41, & 45 in Appendix A list and describehow the -rediscovery of childhood wonder and curiosity can venew energy andstimulate fresh thinking to meet the demands and stresses of adulthood if we willbut let the child within us live.

CONFIIC'T PlIttNAGEMEAT

Conflicts among administrators, staff members, and/or students can contribute tothe stress of teaching. Openly discussing conflicts with the individuals involved,actively listening when working through conflicts, and using "I" messages that arenot accusatory or evaluative (see Communication section of interventions documentin this series) can promote openness and resolution to conflict (parks & Hammond,1981).

DESENSUTUZAT11011

Desensitization is "programmed relearning" that utilizes relaxing conditionscombined with rehearsal of progressively more difficult situations to help"reprogram" your reaction to stressful situations (Cedoline, 1982). Beginning in arelaxed state, you visualize and then rehearse the stressful situation step by step,each time gradually reducing the anxiety. Like other relaxation processes,desensitization is more effective when practiced often.

DREM5

Dreaming is a safe and energizing way to test your options for the future (McGee-Cooper, 1990). Dreaming is also "the first step toward programming your brain toproduce original solutions" (McGee-Cooper, 1990, p. 28). Some people's dreamsmay include very challenging visions that expand the imagination while others willdream more practical, obtainable dreams. Without some kind of inspiring dream,however, life becomes less meaningful and everyday stresses more difficult toconfront.

2

12

1

INDIVIDUAL 57RA7EGIES

EXERCASE

A regular exercise routine can help prevent many illnesses and diseases oftenassociated with stress, tension, and anxiety. Exercise can help you reduce and copemore effectively with stress. It also helps to reduce fatigue and improve yourcapability to perform daily tasks (Greenberg, 1984). The physiological changes yourbody goes through under stress are brought back into balance by physical activity.A minimum of 20 to 40 minutes a day of non-stressed aerobic exercise isrecommended (McGee-Cooper, 1990).

An exercise program should be individualized to be effective. A well-roundedexercise program will focus on six aspects of fitness: balance, flexibility, agility,strength, power, and endurance.

Some school staffs have formed exercise groups which meet before or after school toparticipate in aerobics or calisthenics. Such groups provide teachers andadministrators an opportunity meet casually and get to know each other indifferent context than their customary educational roles. Physical education teachersmay serve as natural leaders of these exercise groups (Greenberg, 1984).

HUMOR

Allowing yourself to step back and laugh at yourself, others, or situations can helprelieve stress. "Recognizing and using the elements of humor can make the mostserious episode more palatable and less threatening. One of the most healthy typesof humor is the ability to laugh at oneself. Most of us know that trauma is resolvedwhen, after a harrowing experience, we can look back at it and find humor in it"Cedoline, 1982, p. 151).

DEOLOGY

Henrickson (1979) recommends: "Remember the ideological reasons for which youentered the teaching profession. If you can grasp hold of them and relate them toyour professional goals, you'll have more energy with which to wage your fightagainst burnout" (p. 39).

rennumt STRATBOES

MONO

Imaging, or visualizing, is a powerful, energizing process that allows you to becomeaware of and guide the mental images you create. Imaging can boost energy andperformance while building a positive mental set as a strong defense against thenegative effects of stress (McGee-Cooper, 1990). Learning to "image" involvesrelaxing your body, clearing your mind, and imprinting visualizations of success inyour mind, ending with a "mental vacation" of relaxation and playing as a reward.Positive imaging is especially important at the very beginning and ending hours ofthe day when the mind is still in the "alpha window" stage and is most susceptibleto imprinting. An imaging activity for returning home from work recommended byMcGee-Cooper (1990) has been reprinted on page 49 in Appendix A.

LEAVVG STRESS I5E11110

Hendrickson (1979) recommends: "Learn to decompress between the time you leavethe school building and the time you arrive home. Leave behind the conflicts youare involved with at school. Keep home a place to enjoy. Share the good things youexperience at school; recounting the successful times will help you focus on them"(p. 39).

LOOKSNG FORWARD

During times of stress it may help to keep your spirits up to look forward to anupcoming event (Cedoline, 1982). When you feel good about your involvement inactivities outside of sck ool, these positive feelings will be reflected in your workenvironment at school. Reflecting upon positive memories of special times in thepast can also serve as a temporary diversion from the stress of the present.

414

INDNIDUAG 51MTTAIES

MAKSIVG Li75Th

Carballo, Cohen, Danoff, Gale, Meyer, & Orton (1990) advise: "Make lists of thingsto do today, this week, this quarter, etc., to help you keep your priorities straight.Keep a list of things you would like to do next year or try a different way."

IMEDPTATTON

Meditation is a relaxation technique which reduces blood pressure and the need foroxygen through a calm, restful thought process (Greenberg, 1984). = 'though thereare many different methods of meditation, most produce deep muscle and mentalrelaxation. Concentration is an essential part of the meditation process. "The mind'snatural flow from one idea to another is quieted by the individual's concentration"(Humphrey, 1986, p. 110). Practicing meditation requires a calm, quiet environment.Once mastered, the meditation proceSs provides relaxation in a short period of time.Those who meditate can derive feelings of physical, mental, and emotionalrefreshment from the process. It can contribute to psychological stability as well asreducing anxiety.

MENTAL DWIERNONS

When anticipating a stressful situation, you can become more confident and lessfearful by allowing yourself to indulge in a totally different mental activity(Cedoline, 1982). Spending a few minutes thinking of something positive can helpdisplace worries and fear. This type of diversion can also help you remember thateverything is relative and that stress can sometimes be overinflated in importance.

1J

INDIVIDUAL STRAIZOIES

MENTAL kilEALT17-ll DAYS

Hendrickson (1979) recommends: "When you feel particularly depressed, take a dayor two off. Called mental-health days and recognized as legitimate by many schooldistricts, these should be used to pamper yourself" (p. 39).

MORNIING ROYfrilNE

"Your morning routine is the metapTocrical launching pad for your day. It candetermine the kind of mental set you arrive at work with, the amount of energyreserves you have on hand, and even the degree of productivity and success youexperience throughout the clay" (McGee-Cooper, 1990, p. 316). Your morningroutine might consist of a beginning imaging session upon waking; exercise; anutritious breakfast; a stress-free positive mental set; a rewarding commute to work;and an early arrival to begin the day in a stress-free mental state.

NUTHMON

How, what, and where you eat can either add to or reduce the negative effects ofstress. "Effective stress resistance is contingent, in part, on personal nutrition. Goodnutritional habits can enable you to cope better with day-to-day stresses and strains"(Greenberg, 1984, p. 104). Limiting consumption of salt, sugar, fat, cholesterol, andcaffeine while making a conscious choice of eating a variety of whole grains, freshfruits and vegetables, and other nutritious foods to make a well-balanced diet cangive you more energy and strong defenses against disease, especially when coupledwith regular exercise (Greenberg, 1984). Eating in a calm, relaxed atmosphereinstead of "on the run" can also contribute to better digestion.

INDIVIDUAG STRA7ZOIES

spiritual growthintimate relationshipsexperiencing joy and funrelationships with friends and familyinterests and hobbiesvacationsa sense of purpose

The Action Item reprinted on page 57 in Appendix A entitled "The Cure: RefuelingYour Tank" is intended to indicate which of these areas need more time andattention. To replenish energy, McGee-Cooper recommends finding creative waysto bring your lowest-rated factors into play, starting with modest goals to insuresuccess.

RELAX/TIT-FON

Relaxation helps to fight the harmful effects of stress and improves our well-beingmedically, physically, and emotionally (Greenberg, 1984, p. 139). Relaxation helpscounteract increased blood pressure, pulse rate, and other bodily functions thatincrease with stress and allows us to regain equilibrium and a calm, peaceful state.There are many relaxation techniques available, including MEDITATION (see page 5),BIOFEEDBACK (see page 1), massages, SELF-HYPNOSIS (see page 9), warm baths, TIMEALONE (see page 12), music, hobbies, short vacations, and time with friends. Youmust find your own combination of relaxation methods and personal stress-reducing rituals that are effective for you. Developing a relaxation ritual involvesidentifying "pressure points" so that relaxation patterns can be build around them.For the relaxation ritual to become a habit it must be practiced until it is a naturalpart of daily functioning (Greenberg).

RESFONDliNG TO STUDENT CONCERNS

Responding to the concerns voiced by students is one proactive method of reducingteacher stress and burnout. "Because students are the primary consumers ofeducational programs, they can help identify educational strategies and teachercharacteristics that are effective in meeting their needs" (Bacon & Bloom, 1994). Asurvey of 74 students with behavior disorders ranging in age from 12 to 18 yearsrevealed a number of insights into what students feel is important for teachers tolearn. These comments were categorized into the following themes:

17

IND1V1DLIAL STRATEGIES

PEER COACHM

Peer coaching programs are an effective way for teachers to develop a dialogue andoffer one another emotional and technical support. Teachers who have participatedin coaching experiences have reported a heightened sense of collegiality, increasedexperimentation and enthusiasm for learning new skills, and increasedcommunication and cooperation (Williams, 1987). Showers (1985) discusses severalpurposes of coaching: 1) to build communities of teachers who continuously engagein the study of their craft, 2) to develop shared language and a set of commonunderstandings necessary for the collegial study of new knowledge and skills, and3) to provide a structure for the follow up to training that is essential for acquiringnew teaching skills and strategies.

FERSOML MENTORY DEAS FOR FUN

McGee-Cooper (1990) maintains that adults not only have trouble finding time toplay, "but when it comes right down to it, they have lost touch with what's fun forthem" (p. 76). She suggests that adults reorganize their work/play quotient to allowtime to pursue fun acti7ities in their lives "Become as dedicated to planning andexperiencing creative, refreshing play as you are disciplined about getting yourwork done and notice the tremendous boost you will experience in both energy andproductivity," she advises (p. 89). Planning "play breaks" for weekend enjoymentwill enable you to "experience a new vigor and enthusiasm for your work" (p. 89).The "Personal Inventory of Ideas for Fun" has been reprinted on pages 53 - 54 inAppendix A.

FUELM YOUR TANN

McGee-Cooper (1990) cite 12 "factors of life" which can improve overall qualitywhile helping you to regain energy and restore balance. These factors are:

resteating habitsdaily aerobic exerciseprivate timereading and learning

718

INDIVIDVAL STRATEGIES

SENSE OF FURPOSE

A sense of purpose in your life is a key to maintaining energy and motivation(McGee-Cooper, 1990). When you do not feel a sense of purpose, you "can sufferfrom an overwhelming loss of energy and loss of general enthusiasm for life." Onthe other hand, a sense of purpose can "rer.ew energy and zest for life." Activitiessuch as starting your own business, writing a book, taking up a new hobby, learninga foreign language, or planning a vacation can help you "invest in a new vision ofpossibility" that sustains energy counteracts the negative effects of stress (McGee-Cooper).

SHEJAIMIG TYE SUIPERMIV SUPIEWOMN PYAGE

Carballo, Cohen, Danoff, Gale, Meyer, & Orton (1990) advise: "Shun theSuperman/Superwoman imagedon't expect more of yourself than is realistic. Anddon't expect yourself to immediately discover successful strategies for teaching all ofyou. studentsit takes time" (p. 34).

"Activity is essential to life, but so are rest and sleep, as they afford the body thechance to regain its vitality and efficiency in a very positive way" (Humphrey, 1986,p. 73). Sleep allows the body an opportunity to revitalize itself. The amount of sleepyou need to feel rested varies with individual needs. The number of hours neededvaries according to how soundly you sleep, how hard you may be working, andwhat other ways you find to rest between periods of sleep . The important factor isto feel adequately rested (McGee-Cooper, 1990).

SOCBM, SUF'F'ORT

"Social support has been identified as the single most effective means of preventingor ameliorating the effects of occupational stress" (Cedoline, 1982, p. 115). Social

1010

INDIVIDUAL ST7 ATEOLIg3

fairness/respect, relationship/counseling skills, personal qualities, instructionalskills, behavior management, crisis management, and background knowledge.

SELF-FRABSE

Engaging in self-praise statements during the school day for positive outcomes andpartial successes can help you feel good about yourself and help you build thefortitude to cope with the stressors of teaching. The tendency to regard yourself as afailure unless you solve all problems is a "sure pathway to burnout" (Farber, 1991, p.299).

SELFIITYPHOS115

Hypnosis is an "altered state of consciousness that results from focusing attention ona set of suggestions and allowing oneself to he receptive to those suggestions,thereby allowing free reign to one's power of imagination" (Woolfolk & Richardson,1978). Self-hypnosis can be used to reduce stress and address the problemsunderlying it. There are several techniques for inducing self-hypnosis; all of themrequire practice to be mastered (Greenberg, 1984).

SELF-TALK

Positive attitudes can be successful inoculations against stress by buildingconfidence and self-respect (Cedoline, 1982). If you feel even partially in control of adistressing situation, the negative effects of stress can be reduced. When you feelyou have no control, "learned helplessness" offers you no defense against stress.Positive-self talk is an effective way to replace negative thought patterns with morepositive ones, keep calm, and build positive attitudes to become an automatic part ofyour defense against stressful situations.

9n

GU

rompuiu, S'IRAMUES

support involves having frequent interactions that are strongly positive in naturewith one or more people who willingly lend you emotional assistance. This supportis built upon trust, empathy, and mutual concern. Social support provides anopportunity for you to express your feelings, obtain advice and guidance, give andreceive assistance in problem solving, laugh, cry, and share (Cedoline, 1982). Socialsupport can help you perceive stress to be less threatening and allow you to realizeyou are not alone as c thers express mutual feelings about similar concerns.Cultivating supportive relationships, both in and out of the workplace; can provideyou with a feeling of well-being.

Schools can assist staff members by supporting formal or informal support groups.Sharing concerns provides positive feedback and valuable information about otherstaff members' reactions to stressful situations (Cedoline, 1982).

TEACHER MINDSETS

Developing healthy thinking strategies can help teachers cope with the everydaystressors of teaching (Webber, Anderson, & Otey, 1991). Perceptions affect behavior;both perceptions and behavior, in turn, influence self-concept, self-confidence,interpersonal relationships, and personal happiness. Healthy teacher mindsets helpfacilitate success and survival in difficult situations. Twelve positive "survival"mindsets are outlined in "Teacher Mindsets for Surviving in BD Classrooms:"

1) Answer? Answer? I'll Find an Answer2) There Must be a Point in Here Somewhere3) Perceptive Sensitivity4) Progress is ProgressRecognize It!5) Conflict is a Manageable Challenge6) "No Strings Attached" Caring7) Flexible ThinkingI Can Travel New Roads8) If I'm Not Making Mistakes, Then I'm Not Really Trying9) Keep Them 01 the Academic TrackDown Time is Deadly10) Pain is Not a Vearful Thing11) Life is Bizarre and Funny12) Think Straight. Flush Junk Thoughts.

This article has been reprinted on pages 61 - 65 in Appendix A.

2111

rotvirxim, SMATEOLES

TBEIC ALONE

Although the need for time alone may vary from time to time and some people mayrequire more than others, all of us need time to be alone wi4.11 our own thoughts(Cooper-McGee, 1990). This time can be part of a morning jogging routine, a solitaryhike, a period of time spent reading or listening to music, or it rn -ty be a quiet timebefore or after school to be in the classroom when no one else is present. "Whateverthe length and regardless of how the time is spent, it should occur at least once eachday. It is the person's special time to reflect, think, rest, cry, laugh, or do whatever ispersonally needed at the time" (Greenberg, 1984, p. 137).

TrIE MAMGEMENT

A number of time management techniques can be used effectively to reduce stress,especially the stress associated with meeting deadlines. These techniques includeorganizing and budgeting time, prioritizing goals, limiting objectives, establishingrealistic schedules, and setting aside at least a few moments for oneself each day(Farber, 1991). Developing a ranked list of tasks "to do" in priority order andcrossing off items as they are completed gives you a sense of accomplishment andreduces stress. At the end of the day you feel a clear flense of accomplishment(Cedoline, 1982).

22

12

School Strategies

ADMPSTRAITNE SUPPORT

School administrative support is recogn zed as an essential component in alleviationof stress and prevention of burnout among teachers (Calabrese, 1987; Farber, 1991,Gillet, 1987; Reed, 1979; Schlansker, 1987). These authors make a number ofsuggestions administrators can do to support staff members, thereby reducingstress:

Involve teachers in decision makingBecome more visible around the schoolIncrease oral and written communication to teachersProvide recognition for good effort and support for ideas that are currentlyworkingEncourage faculty to try new ideasProvide clear guidelines for policy, especially regarding disciplineFollow up on requests with action, feedback, and more actionProtect teachers from impossible demandsDevelop teacher assistance teamsEncourage additional in-service coursesOffer teachers changes in their routines (e.g. team teaching, rotation ofsubjects or grade taught)Encourage the development of in-house resource centersMake school athletic facilities available to teachers before or after school

CONSULTATM

Behavior management consultation a n provide teachers with assistance in behaviormanagement issues. The role C r 1.1, consultant is to "1) facilitate a mutualunderstanding and agnement regc.. ..ng a definition of the problem or goal; and 2)provide information -and ideas regarc...-I options in effective approaches to solvingproblems or reaching goals" (Oregon, 1981.

A profile of the Behavior Management ns' ltation Program offered through theLinn-Benton Education Service District WI in Albany, OR has been reprinted onpage 69 of Appendix B.

13

24

SCHOOL STRATZOIES

DilSTRUC DE Li C 11 MST CE TEAMS

Technical assistance teams work districtwide to provide ongoing assistance toteachers who work with students with emotional/behavioral disorders and theirfamilies (McEvoy, M. A., Davis, C. A., Reichie, J., 1993). Teams are composed ofseveral professionals across a number of disciplines, including psychologists,occupational therapists, speech therapists, speech and language pathologists, andearly childhood specialists. Those professionals chosen to serve on the team arereleased from their responsibilities for several hours weekly in order to providedistrictwide consultation. Team members receive training in effectivecommunication, use of appropriate assessment strategies and interventiondevelopment, and ongoing evaluation.

General technical assistance for effective strategies to manage challenging behavioron a classroom-wide basis may be requested of the team. Team members thenprovide general assessment and behavior management strategies in consultationwith one or more teachers, or r 2ferrals may be child specific and come from thestudent's IEP/IFSP team, With this type of ndividual referral, a member of thetechnical assistance team may become a case manager who collects inforination andpresents the referral problem to the other team members so that together they candevelop a proactive intervention strategy (McEvoy, M. A., Davis, C. A., Reichie, J.,1993).

EMBEDDED III TR/angle

Embedded Inservice Training seeks to make training an ongoing part of the schoolenvironment in order to build the capacity of local service delivery systems (Albin,1993). This method uses a trainer-of-trainers approach but makes an effort toindividualize the training that is offered in any one setting. Features of the modelinclude:

Tailored to individual training settings;Creates capacity to train others;Efficient delivery of training;Utilizes multiple training methods;Delivered on-site;Delivered to all personnel;Distributed training sessions;Competency-based; andUtilizes inductive and deductive instruction.

14

25

SCtfOOL smArecur,s

Embedded Inservice Training "provides a vehicle for continuous qualityimprovement in school, community programs, and other service delivery settings byoffering a training system that a) is locally controlled; b) is responsive to local needs,systems, and philosophies; c) is efficient and to a large extent learner-guided; d)provides training on-site, distributed across time, using multiple teaching methods;and e) creates the internal capacity to maintain and extend training" (Albin, 1993, p.11).

VSEFMCE TRAIIN11NG

The continual updating of skills and knowledge in the field of education is necessaryfor teachers to feel competent and prepared to teach in a rapidly changing world.This updating should be carefully planned, ordered, monitored, and maintained(Cedoline, 1982). School districts bear the primary responsibility for providing theresources and training necessary to prepare staff members to implement newprograms and improve teaching skills. As the incidence of violent, aggressivebehaviors in school settings continues to grow, it is important that teachersbe givencontinual training in behavioral management strategies and updates on social trendsaffecting school systems as well as community services (Worbel, 1993).

MENTORING

Matching newly hired teachers with experienced ones for support and guidance asthey begin their first year of teaching can be an effective prevention for burnout.Without help, many first-year teachers feel defeated and leave the field after onlyone year of teaching. Having a mentor means that each new teacher can turn to amore experienced professional who can observe, demonstrate, give feedback, listen,and offer assistance and advice.

One of the most successful mentoring programs is the Tarleton Model forAccelerated Teacher Education (TMATE), based at Tarleton State University inStephenville, TX (Littleton, Tally-Foos, & Wolaver, 1992). The TMATE directorassists the school district with mentor selection. The mentor must be an experiencedteacher, must teach in the same building as the beginning it' ocher, must teach thesame subject at the same level, and must be committed to improving instruction.Teachers selected as mentors receive 12 hours of training at Tarleton StateUniversity. Upon completion of the training, the mentor spends the school yearworking with the beginning teacher. Responsibilities include visiting the beginning

1526

SCHOOL, ST RATECIES

teacher's class monthly, having the beginning teacher observe the mentor's class atleast once monthly, meeting the beginning teacher informally every day during thefirst six weeks of the school year, and helping the beginning teacher develop a planfor professional growth at the beginning of each school semester. The school districtprovides release time for the mentor and beginning teacher during the inductionyear. Mentors receive a stipend for $150 a semester.

CAI9lZATBOM11, DEVELOPPIErff

Organizational development, when applied to school organization, is a participatoryprocess for improving working relationships, programs, student learning, andclimate (Martin, Roark, & Tons°, 1978). In order to promote effectiveness within alllevels of the organization, productivity and personal satisfaction are maximizedthrough individual and organizational change and mutual growth (Cedoline, 1982).This improved quality of work life is achieved through focusing on these specificareas:

Development of clear and open communication at all levels within theorganization;Establishment of mutual trust through increased understanding and bettercommunication;Determination that human relations development and systematic goalsetting are major goals of all organizations;Involvement of more individuals in decision making and encouragement ofinformation and nonjudgmental identification of problems;Creation of an open problem-solving climate of mutual cooperation andcollaboration;Development of group effectiveness through group tasks;Establishment of procedures that allow conflict to emerge and comfortablyencourage resolution; andCommitment to total system effort. (Cedoline, 1982)

Organizational development addresses issues such as leadership, decision making,problem solving, conflict management, communication, and planning. "A mainfunction is to provide team building which builds interpersonal relationships byimproved cooperation, communication, and conflict management" (Cedoline, 1982,p. 193).

16

SCHOOL STRATEGIES

8 RESTRUCTURING AND REFORM

The ongoing, nationwide reconceptualization of our schools can help preventteacher stress and burnout if it considers the needs of teachers to be as important asthe needs of students. "An effective and enduring solution to teacher burnoutprobably requires such second-order change strategies" (Farber, 1991, p. 308). Thereare numerous possibilities and combinations of ways that schools could berestructured to meet the needs of teachers as well as students. Farber discusses threeexamples: 1) schools can provide opportunities for teachers to work with studentsin more intensive, individual ways, thereby increasing the likelihood that they willexperience more of the intrinsic rewards of teaching; 2) schools can provideopportunities for teachers to exercise true autonomy within the school system byserving in decision-making roles; and 3) schools can be "organized around theprinciples of a psychological sense of community" (p. 308).

Wangberg (1987) maintains that schools must learn the same lesson that Americanindustry has learnedparticipative decision making improves attendance, morale,and production. Reforms that would improve the conditions of teaching as aprofession and increase job satisfaction include :

Reduce Burnout

Improve the image of the teacher.Develop recommendations for reform with input from teachers.Emphasize the educational (rather than the custodial) function of ourschools.Increase administrative support of teachers.Increase the possibility for teachers to interact positively with students andwith each other.

Increase Involvement

Recognize teachers as curricular and instructional experts.Increase teachers' decision-making authority at all levels and in all areasthat affect them.Emphasize building-level and classroom-level decision making whereverpossible.Encourage innovative, creative, higher-level teaching.

Offer Work Rewards

Design and implement programs to increase parent and communitysupport and involvement in the schools.Design and implement programs to give teachers individual recognition,both tangible and intangible.

2817

SCHOOL STRATEGIES

Design and implement opportunities for job mobility and prbmotion withinthe teaching profession.

Curtail Work Overload

Examine ways to reduce and consolidate paperwork.Provide computers and/or aids to assist teachers with necessarypaperwork.Keep class size manageable.Provide adequate planning time for teachers.Use aids or volunteers to release teachers from non-teaching duties.

Improve Physical Environment

Improve the appearance of school buildings.Furnish school buildings with appropriate, comfortable furniture.Repair run-down school buildings.Air-condition schools in regions where this is necessary.Keep building temperatures at reasonable settings.Reduce noise levels where these are unreasonable.Provide adequ4!-e instructional materials.Provide adequate programs for security.

Improve Classroom Management

Provide teachers with effective classroom management inservice.Emphasize classroom management in teacher education programs.Involve parents in classroom management.Provide teachers with seminars on self-concept building for themselves andfor their students (Wangberg, 1987, pp. 79 - 80).

STATEN/110E TECHNKAL ASS11STANCE NETWORK

The state of Utah has developed a Statewide Technical Assistance Network (STAN)which uses electronically-mediated distance education technology to link teachersthroughout the state in a supportive network (Blair, West, Young, & Johnson, 1994).During two-hour sessions every other week 150 teachers gather in school anddistrict sites to listen, talk, share ideas, and offer solutions to problems via full-motion video and audio technology. STAN participants earn university collegecredit for sharing their problems and offering solutions to students' challengingbehaviors. A description of the network has been reprinted on page 73 of AppendixB.

18

saicxx, STRATUMS

SUPPO T NETWORKS

The state of Maine initiated a statewide network in 1986 to provide support andtraining for special educators throughout the state. According to literature providedby the project, The Maine Support Network for Rural Special Educators wasfounded on the assumption that "teachers need suppoi t as well as cha: vtge in theirjobs, that collegiality is a necessary condition for professional growth, that teacherscan play a powerful role in helping one another, and that structures need to bedeveloped to allow and encourage such continued growth." The network offersopportunities for professional support, a forum for mutual problem solving,validation of feelings, sharing of resources, and training opportunities. Regionally-based activities are held in locations that are accessible to teachers throughout thestate. Fall and spring support meetings are held in six regions of the state. A state-wide winter retreat is held each February, and a Summer Teachers' Academy is heldin August of each year. Specific content of these meetings is determined by currentneeds. The Nt.:twork recently opened membership to regular education as well asspecial education teachers. A description of the project has been reprinted on pages77 - 78 of Appendix B.

'TEACHER ASSllSTANCE TEAMS

Teacher Assistant : Teams (TAT) operate within schools to provide day-to-day peerproblem-solving assistance to teachers. The model consists of three elected teacherswho meet weekly to assist other teachers within a school. The goal of the team is to"obtain more efficient and effective delivery of special help to children by placingthe initiative for action in the hands of classroom teachers (Chalfant, Pysh, SrMoultrie, 1979).

TAT is based upon four assumptions (Chalfant, Pysh, & Moultrie, 1979):

General classroom teachers have the skills and knowledge to help manystudents with learning and behavior problems;Teachers can solve more problems by working together than by workingalone;General education should make every effort to resolve problems at thebuilding level before referring a child to special education; andTeachers learn best by doing. The best way to increase their skills is byhelping them to solve immediate problems In their classroom.

19

30

SCHOOL STRATECEM

The Prospectus Teacher Assistance Te Ins: A Support System for Classroom Teachers(Chalfant & Pysh, 1988) reprinted on pages 81 - 101 of Appendix B offers a detaileddescription of the TAT model.

TEACHER CENTERS

Teacher centers provide teachers with a place where they can meet to discusscommon problems, pool resources, acquire new skills, and provide peer support(Farber, 1991). Teacher centers may be located within individual schools or serve anentire district. Fibkins (1983) suggests that all staff members be encouraged toparticipate in the teacher center, including administrators, secretaries, andcustodians. Development of a teacher center program takes time and effort.Although the nature of teacher centers may differ from district to district, they aregenerally "creative, stimulating places where a rich exchange of material and ideascan occur" (Lieberman & Miller, 1979, p. 189).

TEACHE HELFING TEACIERS

Teachers Helping Teachers (Acquanni, 1994) is a thirty-minute problem-solving systemthat encourages teachers to identify and clarify problems through a structuredsequence of steps and then, as a team, brainstorm solutions that can be developedinto an action plan. Developed by members of School District 12 in Woodstock,New Brunswick and the Roeher Institute as a way for teachers to support theircolleagues, the system includes a videotape and guidebook. Teachers HelpingTeachers is available from The Roeher Institute, Kinsmen Building, York University,4700 Keele Street, North York, Ontario M3J1P3; (416) 661-9611 for $75.

TEACHER WORN GROUPS

Teacher work groups are groups of teachers, organized informally or as part of theschool organization, "to work toward better educational outcomes for all students"(Ferguson, in press). "Work groups can be of any size and composition, but theyhave rally one mission: The group must be committed to solving the problems that

20

31

satoot STRA'TeOIES

seem to be impeding members' efforts to improve learning." Teacher work groupsmay be formed within schools or among schools in rural areas. Although thecomposition and activities of these work groups may vary, they all have in commonthese three features:

Teacher work groups are teacher directed;Teacher work groups are outcome based; andTeacher work groups focus on continuing evaluation and improvement.

Teacher work groups "run themselves" as long as members find the experience to bevaluable. Among the "tricks" that can keep groups functioning effectively are: 1)Attitudes must remain positive and the creative energy of the group must bemarshaled around the fundamental belief that all problems can be solved; 2) Allmembers must spend time listening in order to understand each others' points ofview so that each teacher "feels not only listened to, but heard; not just respondedto, but helped; not just respected, but valued;" and 3) The group needs to "keep thepoint in focus."

'IME RESTRUCTURPIG

Time is a finite resource; its use must be planned and allocated wisely to benefit bothstudents and teachers. "Time is the basic dimension through which teachers' workis constructed and interpreted. Time often defines the possibilities and limitations ofteachers' professional performance" (Time strategies, 1994, p. 10). Various strategiesused by school systems acr oss the country to allow teachers more time for activitiesother than teaching include:

Freed-Up Time: Using various arrangements to free teachers from directstudent supervision. These include enlisting administrators to teach classes,authorizing teaching assistants and college interns to teach classes at regularintervals under the direction of a teacher, and teaming teachers in a way thatallows one teacher to instruct for another.

Restructured Time: Formally altering the time frame of the traditionalcalendar, school day, or teaching schedule.

Common Time: Using common planning time to support restructuringprograms, interdisciplinary teams, subject-area-collaboration, and grade-levelplanning.

21

SCHOOL, STRAWANES

22

Better-Used Time: Using currently scheduled meetings and professionaldevelopment activities more effectively by focusing on planning andcollaboration.

Purchased Time: Hiring additional teachers, clerks, parents, and supportstaff to allow for smaller class sizes and/or expanded or additional planningsessions. (Time strategies, 1994, p. 17)

References

References

Albin, R. W. (1993). Embedded Inservice Training in positive behavioral support.Presentation at the American Association of Mental Retardation AnnualMeeting. Washington, DC. June 2.

Bacon, E. H., & Bloom, L. A. (1994, Spring). Don't ratl the KiDS. journal ofEmotional and Behavioral Problems, 3 (1), 8 -10.

Blair, M. E., West, R. P., Young, R., & Johnson, E. (1994, Winter). StatewideTechnical Assistance Networks (STAN) for Teachers. The Best Times, p. 8.

Calabrese, R. L. (1987, December). The principal: An agent for reducing teacherstress. NASSP Bulletin, 6 - 70.

Carballo, J. B., Cohen, M. K., Danoff, B., Gale, M., Meyer, J. M., & Orton, C. E. (1990).Survival guide for the first-year special education teacher. Reston, VA: Council forExceptional Children.

Cedoline, A. J. (1982). job burnout in public education: Symptoms, causes, and survivalskills. New York: Teachers College Press.

Center on Evaluation, Development, and Research. (1989). Teacher peer coaching.Bloomington, IN: Phi Delta Kappa.

Chalfant, J. C., & Pysh, M. V. (1988). Prospectus Teacher Assistance Teams: A Supportsystem for classroom teachers. Salt Lske City: Utah Learning Resource Center.

Chalfant, J. C., Pysh, M. V., & Moultrie, R. (1979). Teacher assistance teams: Amodel for within-building problem solving. Learning Disability Quarterly, 2,85 - 96.

D'Aquanni, M. (1994, Summer). Teachers Helping Teachers: Problem solvingteams that work. Inclusion Times, p. 4.

Farber, B. A. (1991). Crisis in education: Stress and burnout in the American teacher.San Francisco: Jossey-Bass Publishers.

Ferguson, D. L. (1994, Fall). Magic for teacher workgroups: Tricks for colleaguecommunication. Teaching Exceptional Children, pp. 42 - 47.

Fibkins, W. L. (1983). Organizing helping settings to reduce burnout. In B. A.Farber (Ed.), Stress and burnout in the human service professions. Elmsford, NY:Pergamon Press.

Fink, A. H., & Janssen, K. N. (1993). Competencies for teaching students withemotional-behavioral disabilities. Preventing School Failure, 37 (2),17 - 20.

23

35

REFERENCES

Gillet, P. (1987). Preventing discipline-related teacher stress and burnout. TeachingExceptional Children, 62 - 65.

Greenberg, S. F. (1984). Stress and the teaching profession. Baltimore: Paul H.Brookes.

Hendrickson, B. (1979, January). Teacher burnout: How to recognize it; what to doabout it. Learning, pp. 37 - 39.

Humphrey, J. N., & Humphrey, J. H. (1986). Coping with stress in teaching. NewYork: AMS Press Inc.

Krause, S. (1993, Winter). Schools struggling to keep special ed teachers.Counterpoint, pp. 5 - 6.

Lieberman, A., & Miller, L. (Eds.) (1979). Staff development: New demands, newrealities, new perspectives. New York: Teachers College Press.

Littre 11, P.C., Billingsley, B.S., & Cross, L.J. (1994). The effects of principal supporton special and general educators' stress, job satisfaction, school commitment,health, and intent to stay in teaching. Remedial and Special Education, 15(5),

297 - 309.

Martin, L., Roark, A., & Tonso, C. (1978). Participative option development: Adoptionmanual (ESEA Title IV). Boulder, CO: ESEA.

McEvoy, M. A., Davis, C. A., & Reich le, J. (1993). Districtwide technical assistanceteams: Designing intervention strategies for young children with challengingbehaviors. Behavioral Disorders,19 (1), 27 - 33.

McGee-Cooper, A. (1990). You don't have to go home from work exhausted! Dallas:Bowen and Rogers.

Oregon's innovative approaches for students who are seriously emotionally disturbed orotherwise at-risk. (1989). Salem: Oregon Department of Education.

Pullis, M. (1992). An analysis of the occupational stress of teachers of thebehaviorally disordered: Sources, effects, and strategies for coping.Behavioral Disorders, 17(3), 191 - 201.

Reed, S. (1979). What you can do to prevent teacher burnout. The NationalElementary School Principal, 58(3), 67 - 70.

Rockwell, S. (1993). Tough to reach: Tough to teach. Rk Cton, VA: Council forExceptional Children.

Schlansker, B. A principal's guide to teacher stress. Principal, 66(5), 32 - 34.

n436

REFERENCES

Showers, B. (1985, April). Teachers coaching teachers. Educational Leadership,pp. 43 - 48.

Sparks, D., & Hammond, J. (1981). Managing teacher stress and burnout. WashingtonDC: ERIC Clearinghouse on Teacher Education.

Steere, B. F. (1988). Becoming an effective classroom manager: A resource for teachers.Albany: State University of New York Press.

Success through communication. (1994). Readfield, ME: Maine Support Network forRural Special Educators.

Wangberg, E. G. (1987, October). Lis: .r.ng to teachers: The missing link in reform.Clearing House, pp. 76 - 80.

Webber, J., Anderson, T., & Otey, L. (1991). Teacher mindsets for surviving in BDclassrooms. Intervention in School and Clinic, 26 (5), 288 - 292.

Williams, M (1987, Summer). Peer coaching improved my teaching. TeacherEducation Quarterly, pp. 18 - 25.

Woolfolk, K., & Richardson, F. (1978). Stress, sanity, and survival. New York:Monarch Publishers.

Wrobel, G. (1993). Preventing school failure for teachers: Training for a lifelongcareer in EBD. Preventing School Failure, 37(2), 16 - 21.

25

Recommended Reading

Bradshaw, R. (1991, September/October). Stress management for teachers: Apractical approach. Clearing House, pp. 43 - 47.

Borysenko, J. (1988). Minding the body, mending the mind. New York: Bantam.

Freudenberger, H. j. (1987). Women's burnout. New York: Penguin Books.

Gold, Y. (1989, Fall). Reducing stress and burnout through induction programs.Action in Teacher Education, pp. 66 - 70.

Gold, Y. (1987). Stress reducing programs to prevent teacher burnout.Education,107(3), 338 - 340.

Hamlin, K., & Hering, K. (1988, September). Help for the first-year teacher: Mentor,buddy, or both? NASSP Bulletin, pp. 125 - 127.

Janney, R. E, & Meyer, L. H. (1990). A consultation model to support integratededucational services for students with severe disabilities and challengingbehaviors. Journal of the Association for Persons with Severe Handicaps, 15,186 -199.

Johnson, S. (1987). One minute for myself. New York: Avon.

Joyce, B., & Wienke, W. (1988). Preparing teachers in behavior disorders through anin novative teacher training program. Rural Special Education Quarterly,9(2), 4 - 9.

Kyriacous, C. (1987). Teacher stress and burnout: An international review.Educational Research, 29(3), 146 - 152.

Littleton, M., Tally-Foos, K., & Wolaver, R. (1992, January/February). Mentoring::A support system for new teachers. Clearing House, pp. 171 - 174.

Macisaac, D., & Brookhart, L. (1994). A partnership approach to new teacher induction.(ERIC Document Service No. ED 367 601)

Mackiel, J. (1979, March). PMHT! Positive mental health for teachers. ClearingHouse, pp. 307-310.

O'Neill, R., Williams, R, Sprague, J. R., Homer, R., & Albin, R. W. (1993). Providingsupport for teachers working with students with severe problem behaviors:A model for providing consulting support within school districts. Educationand Treatment of Children, 16, 66 - 89.

38

27

RECOMMENDED READINO

Pelletier, K. R. (1977, February). Mind as healer: Mind as slayer. Psychology Today,pp. 35 - 40, 82.

Power, L. (1990, October). Strategies for managing the ALARM reaction. EducationDigest, pp. 61 - 63.

Raney, P., & Robbins, P. (1989, May). Professional growth an dsupport throughpeer coaching. Educational Leadership, pp. 35 - 38.

Robbins, P. (1991). How to plan and implement a peer coaching program. Alexandria,VA: Assocation for Supervision and Curriculum Development.

Schlansker, B. (1987, May). A principal's guide to teacher stress. Principal,pp. 32 - 34.

Sparks, D. (1979, November/December). A teacher center tackles the issue. Today'sEducation, pp. 37 - 39.

Steere, B. F. (1988). Becoming an effective classroom manager: A resource for teachers.Albany: State University of New York Press.

Strother, D.B. (1989, June). Peer coaching for teachers: Opening classroom doors.Phi Delta Kappan, pp. 824 - 827.

Time strategies. (1994). West Haven, CT: NEA Professional Library,

Wangberg, E. G. (1982, March). Helping teachers cope with stress. EducationalLeadership, pp. 452 - 454.

Wei, S. B., Shapero, S., & Boggess, B. W. (1993). Training and retaining rural specialeducators. Rural Special Education Quarterly,12(4), 52 - 58.

Weinberg, C. (1990, April). Stress-reducing attitudes for teachers. Education Digest,pp. 41 - 44.

39

28

Appendix AIndividual Strategies

Rockwell, S. (1993). Personal notes. In S. Rockwell, Tough to reach: Tough to teach..(pp. 57 - 60). Reston, VA: Council for Exceptional Children.

From Tough to Reach: Tough to Teach by S. Rockwell, Chapter 8, pp. 57 - 60, 1993,Copyright 1994 by the Council for Exceptional Children.

REPRINTED Wffil PERMISSION

41

29

Personal Notes

From behind the gimmicks and techniques involved in the survival of a day, week, year,or longer with children with behavioral disorders, a real person emerges. The childrenlearn to trust the professional aspects ofa teacher's relationship with them. However,children are never content to stop there, as adults might be. Children watch, wait, listen,pry, probe, and poke until they're satisfied that they know all that they want and needto know. The personality they discover behir..1 the point sheets, reward system, andtime-out chair makes all the difference as far as they're concerned.

My enthusiasm for teaching and learning is real. My belief in the children is real. Mydesire to be honest; fair, firm, and caring is real. In these ways, I believe most teachersare alike. I have a visual image of myself as a velvet-padded brick. The children's willful,misdirected energy can safely find release and new direction as they figuratively andsometimes literally bang their heads against me. 1 am not unforgivingly angered,disappointed, or hurt. No. matter how rough the previous day was, I can meet a newday with positive expectations. My students know that I hate fights and angry confron-tations. They also know I won't back down or be intimidated.Not everyone is a velvet-padded brick. Not everyone needs to be. A teacher's styleemerges from a creative blending of learned technique and individual personality. It isimportant for each teacher to be aware of his or her own personal style. In spite of allwe know about behavior management, the real growth occurs through relationships.As I watch my students go through the ups and downs of learning newer, moreappropriate responses to their feelings, I am often amazed at little things adults caneasily take for granted. Why does a child who has been interrupting a lesson for 10solid minutes, ignoring corrections, and cursing a blue streak over the zeros on hispoint sheet respond quickly, quietly, and without further discussion to "Put your headon your desknow"?

Then there is the 6-foot tall 15 year old who could break me into kindling if he wantedto. Why does he go to the chair in the corner when I tell him to go after he has justcalled me a four-eyed, fucking whore?

I'm not complaining, but sometimes the craziest things students do are the mostcompliant. It's part of a mystery I'm still trying to solve. The following tips are designedto maximize personal effectiveness and minimize stress. Burnout can be avoided.

1 Know your style, your strengths, and your limits.2. Use your style and strengths at every possible point.

Si

58

3. Respect your limits just as carefully as you respect the limits of your students. Askingfor help when you need it is not just OK; it's the only sane, intelligent, and professionalthing to do.

4. On rotten days, it's OK to tell the students that you feel angry, disappointed, or tired.Sometimes I am able to get through a tough day by saying, "1 really hate it when ourday goes like this. I feel like having a screaming fit too." The students will smiledevilishly and hope with all their might that I lose it. then find it helpful to talk myselfthrough the decision-making steps out loud. This helps diffuse my anger while settingan appropriate example for the children.

5. At some pOint, there will be a child who really annoys you or is repulsive to you in someway. Admit it to yourself. Discuss it confidentially with a co-worker. Be aware of it asyou deal with the student. Being honest with yourself is the only way to get beyond it.Not liking every child is not a sign of failure. Making a conscious effort to be positivewith the child in spite of your feelings can work. It's OK to have personal feelings. It'simportant to maintain professional behavior.

6. Have at least two fun activities always available for spur-of-the-moment rewards. Bingofor small prizes, craft activities, and simple cooking activities are common favorites.

7. Plan at least one thing every day that you enjoy doing with the class. I personally hatereading-group activities. Science experiments, singing with the guitar, and buildingstructures related to social studies are my favorite activities. I can motivate myself andmy students to get through less enjoyable lessons by planning something more fun forlater.

8. Have highly structured, independent work always available for times when things getwild. Word searches, crossword puzzles, and fill-in-the-blank worksheets are pos-sibilities. One thing that works well with older students is to offer them the choice ofcovering material orally in an appropriate way or having them copy a large amount ofinformation from the chalkboard or a book. The message to them is, We are going tocover this information today. You may benefit from a discussion of it or, you may copyit. Either way, I will know you have been introduced to the concepts. You decide withyour behavior how you will learn it."

9. Take weekends and holidays off. The paper work will be there waiting for you whenyou get back. Mental health breaks must be respected.

10. Have as much love and support in your life as possible. You can't give if you're notgetting.

11. Make a list of all the things that need to be done.. Organize them by day, week, gradingperiod, and semester. Give the aide or associate the jobs that don't absolutely have tobe done by the teacher. Filing, grading papers, recording grades, averaging grades,filling out forms, running off papers, and caring for bulletin boards are just a few of thetime-consuming clerical chores that can be shared with others.

12. Give the aide or associate a list of expected responsibilities and do's and don'ts in thebeginning. The Appendix gives some excerpts from my own files. Getting off to a goodstart by being positive and precise with the aide has many advantages. Be aware of howmuch training and experience the aide has. Some school systems employ well-educatedassociates, some do their own training, and others require very little education andtraining.

13. Set up a filing system immediately. It is easy to get lost in all the paper shuffling. Schoolsystems are funded to an extent based on the accuracy of their paperwork. Folderheadings can fall under two main categories: Professional and Instructional.

4732

59Professional Folders

These can be organized in the following way:

Pl. Professional Documents:CertificatesDiplomasEvaluations

P2. Special Education Memos

P3. Regular Education Memos

P4. Testing Forms and InformationP5. Report Cards

P6. Anecdotal Records

P7. Behavior Charts and GraphsP8. Motivational Charts and GraphsP9. Lesson Plans

P10. Substitute Folder

P11. Associate Folder

P12. Classroom Management FileP13. Forms:

Blank IEP FormsPermission SlipsEtc.

P14. Acronym Lists for County. State, and Federal ProgramsP15. Community Resource List for Parents

Instructional Folders

Have a folder for each month of the year. Attach a blank calendar to the front of eachfolder with the name of the month printed on it. Make notes on the calendar for quickreference to special holidays and activity sheets you may find related to each month.Stick copies of all monthly activities in these folders. Art, math, spelling, science, andsocial studies can be included in these special activity folders. Building a reservoir ofTiler" activities can save your life on hectic days. These activities are often useful tohave in the substitute folder. The substitute can keep students busy on current activitieswithout disrupting plans you have made. Make sure the substitute folder is updatedeach month. Christmas worksheets won't go over well in May. Label these specialmonthly activity folders 11 through 112.

Instructional folders 113 through 123 could be labeled as follows:113. Addition Worksheets

114. Subtraction Worksheets

115. Multiplication Worksheets116. Division Worksheets

117. Spelling

44

60

118, Language

119. Primary Reading

120. Upper Elementary Reading

121. Secondary Reading

122. Teacher-Selected Science Topics

123. Teacher-Selected Social Study Topics

14. Plan bulletin boards with seasons in mind. The background paper takes a long time toreplace and is expensive. September through November background paper can bebrown, yellow, or orange. December through February background can be red, darkblue, or white. March through June background can be pink, light green, or light blue.During the summer months, primary colors work well. Each month, borders and actualdecorations can be changed in a minimum of time. Change background paper aminimum of every 3 months.

15. Make large monthly or seasonal envelopes out of poster board. Print headings on each,and file bulletin board materials in them. Use a large, heavy-duty garbage bag or sew acloth bag to hold all the envelopes for easy storage.

16. Keep an "Idea Journal." Get a notebook with tabs. Divide the journal into subjectheadings. Every time a television show, magazine, friend, or co-worker sparks an idea,write it down under the appropriate heading. Multilevel classrooms require creativeutilization of time, energy, and material resources. An idea journal can help tremen-dously.

17. Have some kind of personal and professional support group.

18. Plan something pelitive for yourself each day. Take at least 30 minutes to do somethingenjoyable for yourself. Knowing that a reward is waiting after the paperwork is donealso helps.

19. Take time regularly to assess progress and set new goals. Part of the job of avoidingburnout is feeling successful. Savor your successes 'I recharge your batteries. Thenset new goals to feel successful again. Falling into a rut can be the worst kind of stress.

The Appendix includes sample worksheets, progress charts, intervention strategies,and other information intended to make life in the classroom easier to organize andmanage.

McGee-Cooper, A. (1990). Characteristics of childhood. In A. McGee-Cooper, Youdon't have to go home from work exhausted! (p. 35). Dallas: Bowen and Rogers.

From YOU DON'T HAVE TO DO HOME FROM WORK EXHAUSTED! Copyright(c) 1990, 1992 by Ann McGee-Cooper. Used by permission of Bantam Books, adivision of Bantam Doubleday Dell Publishing Groups, Inc.

REPRINTED WITH PERMISSION

ROLE MODELS FOR HIGH ENERGY

Childhood behavior patterns and attitudes also contribute great-ly to their energy levels. Consider the way healthy children goabout their day, then compare this with the way you spend youraverage day. Study the list of fifteen childhood characteristicsthat we have observed among children.

Characteristics of Childhood

Little kids characteristically

*

1. seek out things that are fun to do, or elsethey find a way to have fun at what they aredoing;

2. spontaneously jump from one interest toanother, giving themselves permission toleave one activity whenever they feel boredor more interested in something else;

3. are curious, usually eager to try anythingonce;

4. smile and laugh a lot;5. experience and express emotions freely;6. are creative and innovative;7. are physically active;8. are constantly growing mentally and physi-

cally;9. will risk ofteni.e., aren't afraid to keep try-

ing something that they aren't initially goodat and aren't afraid to fail;

10. rest when their body tells them to (and ifthey resist nap time, they become crankyand have shorter attention spans);

11. learn enthusiastically;12. dream and imagine;13. believe in the impossible;14. generally don't worry or feel guilty; and15. are passionate.

47

----

, . , m I

'''I' 411.-7- ':' -`,;

oft. ;

nV

'"' . !1,.

14-19

McGee-Cooper, A. (1990). Action item. In A. McGee-Cooper, You don't have to gohome from work exhausted! (p. 39). Dallas: Bowen and Rogers.



48 39

Itv

ACTION[-ITEM

'..

- 4.61`.....' .'..

Study the following components of play and consider how they help torelease energy. When preschool children are playing, they are usually

looking at and touching toys and equipment that have stimulatingcolors, shapes, and textures (notice how few black-and-whiteand single-colored toys there are);

being challenged to solve something, such as putting together apuzzle and making the jack-in-the-box pop up;

fantasizing about being something other than themselves, suchas being a lion or a firefighter or their mommy;

getting exercise, and therefore increasing their metabolism, byclimbing on a jungle gym, playing tag, jumping rope, etc.;

testing the limits, as in how far out on a tree limb they can climbor how much they can get away with before being punished;

exploring and discovering relationships, such as cause andeffect (what happens when I step on a bug, drop an egg, etc. ?':

discovering their personal power, such as swinging high in theair or winning a game; and

creating new possibilities, such as blending two colors togetherto make a new color.

These activities renew energyfor both children and adultsby

relieving stress buildup;

creating an interplay and balance between the right and left brainhemispheres;

releasing energizing hormones and endorphins;

producing challenging situations and the satisfaction of solvingthem; and

building bridges between people.

49 41

4




5043

ENERGY ENGINEERING

ACTIONI T E

`®`

What did you miss out on when you were a kid that might be funand energizing now? Make your own list of things you always wantedto do but missed out on. Maybe it's learning to play a musical instru-ment; to paint, sculpt, build with clay, or take and develop your ownphotographs; to write poetry or a murder mystery; to act in a play,learn French, or take singing lessons; to own your own ice creamstand or become a D.J.; or to build a sailboat or sail the Caribbean.

Realize that for some people, it takes some poking aroundbefore you can dig up those old fantasies and start dreaming again.You might go to your local library and see what interesting books youcan find on fun things to do. Or try becoming a scout leader or girl'sclub leader, and in the process of helping youngsters discover newtalents and fun, you might discover some of your own.

Then don't deny yourself the chance to revive these old dreamsand interests. All you need is the awareness that you still would enjoythese activities (or slight variations on these fun ideas) and the per-mission to pursue them.

When we validate our playful self by taking time to listen to andfulfill wishes and dreams, we bring tuck to life our optimistic, outra-geous, enthusiastic, little-kid energy. Find ways to make some ofthese unrealized dreams come true.

51

45

McGee-Cooper, A. (1990). Action item. In A. McGee-Cooper, You don't have to gohome from work exhausted! (pp. 78 - 79). Dallas: Bowen and Rogers.



J 4r- 047

ENERGY ENGINEERING

ACTIONITEM

Imaging on Your Way Homo from Work

As you travel home from work (or if your office is at home, choose atime toward the end of your work day), spend a few minutes recallingonly the positives of your day. Think of the goals you accomplished aswell as the healthy habits you practiced, the nice conversation youhad with a friend, the compliments you received on a recent project,the new idea you came up with, and so forth.

At first it may be difficult for you to congratulate yourself on thegood aspects of the day rather than worrying about problems or dis-appointments that surfaced. If so, this will show you how unaccus-tomed you are to revisiting your wins. Yet imaging the.positives is ahighly effective habit of peak performers. Think of it as a mental dressrehearsal for future performances. Also, remember that your subcon-scious mind cannot tell the difference between a real experience anda remembered one. So to recall a win is like reliving it again. And ifyour mind insists on thinking about what you did wrong or badly,replay that experience, doing it correctly this time.

5349




J-4

SI

ACTION

Jot down things that are fun for you. Put them into columns accord-ing to the amount of time they take.

As you begin recalling what's fun for you, write down as manypossibilities as you can. For example, you might think, "it's fun toread a novel." How long do you typically need to enjoy this fun?"Well, I'd like to have at least an hour to get into it," you might answer.So you would enter this idea for fun in the third column, "30 Minutesto 1/2 Day." An idea for fun might fit in all four columns, such asspending time with a special friend. If so, just put an arrow across toindicate all the columns it will fit in. You might want to time how long ittakes before you begin to run out of ideas. Draw a line when you findthe ideas are no longer coming quickly and you have to stop and thinkawhile between ideas.

Take time for this list-making activity. If you like, invite a friend ormate to be making a similar fun list while you make yours.

How many activities did you come up with? Ycu might be inter-ested to know that most busy adults run out of ideas between ten andfifteen. (Ten-year-olds have easily generated fifty-five ideas in thesame amount of time.) And how many could you think of quicklybefore having to really search for ;deas?

Now, just for fun, count up how many ideas you have in the firsttwo columns (ways to have fun in thirty minutes or less) and howmany ideas you have in the last two columns. Which has the largernumber? And what does this tell you about the problems you arehaving finding time for fun?

J Js3

WHAT'S FUN FOR YOU?

Pomona krantry ta FE

2-5 Motu. 540 Mates SO IVImstim

to 112 Day

112 Day

or Mira

-,.,t...

BEST COPY AVAILABLE




5 7 55

ACTIONITEM

The Cure: Refueling Your Tank

What percentage of the time do you get an adequate amount ofeach of these?

1. Properrest

2. Goodnutrition

3. Daily "non-stressed"exercise

4. Time alone

5. Time to readand learn

6. Spiritualgrowth

7. Intimacyand love

8. Fun, joy,and play

9.

10.

11.

12.

Quality timewith familyand friends

or hobbiesNew interests L

0 10 20 30 40 50 60 70 80 90 100%

Regular andfrequentvacationsSense ofpurpose I I

Choose one area that is low and creatively brainstorm some ways toincrease the time devoted to this area by 10% over the next month. The pur-pose in setting a modest goal is to be sure it is attainable. Set yourself up towin. Let both your intuition and your logic tell you which is most important toimprove. Frequently, a small improvement in one critical area can make a bigdifference toward moving you back to whole-brained balance.

57

Webber, J., Anderson, T., & Otey, L. (1991). Teacher mindsets for surviving in BDclassrooms. Intervention in School and Clinic, 26 (5), 288 - 292.

Copyright 1994 by PRO-ED, Inc.

REPRINT ED BY PERIVESION

5969

Teacher Mindsets for Survivingin BD Classrooms

Presents 12 mindsets that could make lifewith BD students easier and less stressful for teachers

28/1 IN I I. R1't VII( )1 I\ tit I It M11 i11) lI Nit60

By Jo Webber,Tom Anderson,and Laura Otey

Teach ing students withbehavior disorders is diffi-cult The students may beaggressive, extremely with-

drawn, anxious, bizarre, and most arenoncompliant. Easy cures have notbeen found, and the search for effectiveprogramming for these "super-prob-lems" continues It is the opinion ofmany professionals that "effective andhumane education of disturbed chil-dren has always depended on the indi-vidual actions of competent, caringteachers, and this will be the case inthe future" (Kauffman, 1989, p. 408).Teacher characteristics greatly impactstudent success (Dembo, 1988)par-ticularly those teacher characteristicsthat have to do with responsiveness.warmth, supportiveness, acceptance,positive interactions, affection, flexibil-ity, hope, confidence, joy, and honesty

Psychological soundness and appro-priate interpersonal interactions arenecessary characteristics foe. teacherswho want to effectively instruct stu-dents with behavior disorders (Kauff-man, 1989). But how do teachersbecome psychologically sound? Cognitive theory (Beck, 1976 Ellis & Harper,19751 holds that psychological sound-ness comes from adopting a rational

61

belief system and developing healthythinking strategies. Perceptions affectbehavior, and both perceptions andbehavior influence self-concept, self-confidence, interpersonal relation-ships, and personal happiness (Bard,1980). Healthy teacher mindsets, then,might facilitate success and survival ina very difficult job.

This article contains 12 mindsetsthat could make life with BD studentseasier and less stressful for leachers. Asa whole, the mindsets constitute a phi-losophy regarding students with behav-ior disorders that forms a basis forhumane and cogent treatment.

Mindsets for Survival

Y. Answer? Answer? Yes, I'llFind An Answer.

It is important for teachersworkingin BD classrooms to believe that allproblems have solutions and that oneproblem may have many solutions.Students with emotional and behav-ioral disorders present a teacher withdifficult problems needing creativesolutions. Teachers who are competentat finding these solutions are able to(a) step back and think about the prob-lem, (b) request help from outsideresources when necessary, (c) applyvarious problem-solving strategies, and(d( persist in searching for answers.

This "back-to-the-drawing-board"type of thinking will reduce the pres-sure to be perfect and "get it right thefirst time," while allowing teachers tofeel empowered rather than victimizedand helpless (Abramson, Seligman, &Teasdale, 1978). Panic is rare for teach-ers with solutions. Teachers whobelieve that there is an answer usu-ally make creative, organized, well-thought-out decisions. Above all, theyrarely, if ever, give up on students.

62

2. There Must he a Pony inHero Somewhere.

This mindset is based on the jokeabout the child who was excessivelyoptimistic and whose mother tried toremedy that by sticking him in a roomfull of horse manure, only to find himlater whistling and digging m the horsemanure. When asked what he wasdoing, he replied, "With all this horsemanure, there must be a pony in here

somewhere." Looking on the brightside and being hopeful instead of dwell-ing on the negative and having littlehope has been found to result in bet-ter health, more energy, fewer fears,more trust, and more self-confidence(Peterson, Seligman, & Vaillant, 1988).

Optimistic people tend to feel happy,relaxed, joyful, and empowered in their

11111=11111111101111111111111111111111

1. Answer? Answer? Yes, I'llFind an Answer.

2. There Must Be a Pony in HereSomewhere.

3. Perceptive Sensitivity.4. Progress Is ProgressRecog-

nize It!5. Conflict Is a Manageable

Challenge.6. "No Strings Attached"

Caring.7. Flexible ThinkingI Can

Travel New Roads.8. If I'm Not Making Mistakes,

Then I'm Not Really Trying.9. Keep Them on the Academic

TrackDown Time Is Deadly.10. Pain Is Not a Fearful Thing.11. Life Is Bizarre and Funny.12. Think Straight. Flush Junk

Thoughts.

111111111.11111er

everyday lives. Seldom do regrets sur-face, and if they do, they do not linger.Optimism is different from minimiz-ing. People who do not see tragedy,suffering, and pain are probably riotseeing what is real (Emery & Camp-bell, 1986). Optimists recognize unde-sirable events but do not obsessivelyfocus on these things. Furthermore,they generally feel that things willwork out and that their effort canmake a positive impact. An optimisticteacher would see his or her studentsas children who are essentially goodand have positive attributes to be nur-tured. This teacher would rarely feelhelpless Being hopeful, it seems, isessential to survival with difficultstudents.

3. Perceptive Sensitivity.How a teacher views a studenthis

or her perception of the studentcanimpact teaching outcomes (Good &Brophy, 1984I..It is important to viewthe student with sensitivity in order tounderstand the function of his or herbehavior (Kauffman, 1989). Perceptivesensitivity includes the followingbeliefs:

1. The student is a child worth sav-ing. This child is worthy of my bestinstructional techniques and I willnot quit trying to teach him or her.

2. Disruptive behavior reflects thestudent's past learning history; thusnew behavior must be taught. Thechild was not born "bad." The stu-dent has been taught to be aggres-sive, oppositional, and bizarre byreceiving reinfo -ers for thosebehaviors. This means that other,appropriate behavior can be learned.

3. The student's behavior might pos-sibly be healthy, given abnormalcircumstances. His or her reactionmay be reasonable given his or herenvironment. It is probably normalto react to pain by lashing out at theworld or mistrusting everyone.

4. The student's behavior is a way tosatisfy his or her needs. Satisfyingone's needs underlies basic humanmotivation (Maslow, 1954). Need-ing to feel safe and secure, con-nected to other humans, worthy,and wanting to become fulfilled arebasic to personality development.The student is probably doing his orher best to meet those needs.

5. 1 need to view the world throughthe student's eyes. Empathizingwith the student gives perspectiveabout what it would be like to bethat age, have those characteristics,and live in that environment. Theability to understand the student'sthoughts, desires, and needs whileoverlooking what he or she says iscrucial for effective communica-tion. The student's words often getin the way.

A teacher who is sensitive and per-ceptive understands aggression to pos-sibly mean, "I'm scared," or "I'm sad,"and will respond accordingly. So thestudent's needs (rather than the teach-er's anger and embarrassment) wouldgovern teacher actions. The sensitiveteacher tries to formulate accurate per-

61

ceptions in order to better understand able mindsets that a BD teacher canand teach each student. develop.

4. Progress Is ProgressRecognize It!

We are all products of a goal-orientedsociety. To be successful, it is neces-sary to set a goal and work to accom-plish it. Falling short of that goalcauses feelings of frustration and fail-ure. The mindset that will enhance

in BD classrooms is one thatsays, "The next step toward the goalIS the goal." Often, teachers haveneither the resources nor the time toaccomplish their final goal with stu-dents, but every step toward that goalis a victory. The task is to set up a sys-tem (i.e., observational techniquessuch as frequency counts and ratingscales) so that it is possible to recog-nize each step as progress. Two stepsforward and one step back is occasionfor celebration.

Teachers who recognize progress insmall changes tend to feel reinforcedmore often and reinforce their stu-dents more often. This feeling ofeffectiveness can prevent stress andburnout. Survival with BD studentsmay hinge on this ability to see indis-tinct progress.

S. Conflict Is a ManageableChallenge.

In our schools today, teaching with-out conflict is impossible. Developingcertain beliefs about conflict can, how-ever, make it a manageable challenge.Viewing conflict as a learning processprevents it from becoming somethingto avoid. Some types of conflict canactually stin:ulate interest and cre-ativity in people (Hart, 1981). Conflictwith BD students may even be an indi-cation that a teacher is 'getting close"to reaching the student in a positiveway (Ty' -r, 1969).

Managing anger is a basic compo-nent of successfully resolving conflict.Recognizing anger and potential con-flict will allow a teacher to avoid orstop power struggles instead of beingdrawn into a conflict unwittingly.However, there are times when con-flict is necessary, and the ability torecognize these times becomes signifi-cant. Believing com.ict is manageableand accepting it as a growth experienceis probably one of the most valu-

290 INTERVLNVON IN SCHOOL AND CLINIC

JIM

6. "No Strings Attached"Caring.

There is a corollary to the GoldenRule (Do unto others as you wouldhave them do unto you) that is a com-mon mindset. The corollary is: "If I doextra for you, you should do somethingfor me." Teachers who expect students

111511111195111111111111111NRINIRONERMIUMNINIR

"Successful survival in BDclassrooms can be difficult.

Adopting belief systemsor mindsets that enhanceinstruction and facilitate

hope, joy, acceptance, selefficacy, and progress alle-

viates many of thedifficulties."

to return their caring are often disap-pointed. Students with BD are usuallyincapable of returning affection.

There are a number of ways to over-come this belief in an affective "quidpro quo." One way is to give up theidea that the children will show appre-ciation for all that is done for them.Recognizing that they will try to getall they can while giving back as littleas possible is a more realistic mindset.A second way is to remember "not totake it personally." The child's behav-ior is not specific to you. It is a resultof past learning. A th " -d way is to learnto "give freely" not too much. Giv-ing "too much" can cause the child tofeel guilty and resentful.

Teachers who care "with no stringsattached" tend to enjoy being with thestudents, and they frequently exhibitsubtle behaviors that show that thecaring is genuine (i.e., touch, intenseeye contact, smiles, proximity, laugh-ing, asking personal questions). Caringwithout expectations is "food for life."

7. Flexible Thinking-1 CanTravel New Reads.

The mindset of flexible thinkingmenns a willingness to entertain any

strategy that might help studentsimprove. This might mean giving uptraditional thinking "This is theway I have always done it and I don'twant to change my classroom."). Flex-ible thinking changes "my way" to anyway that works in the best interest ofthe student. In addition, this mindsetwill allow teachers to expand theirown experiential reservoir.

Teachers with this "flexible" mind-set are open to new ideas and sugges-tions, and approach students with awillingness to try new strategies eventhough the strategies may be unfamil-iar and uncomfortable. The chances forsuccess with students increase with aflexible mindset as more opportunitiesbecome available. Flexibility and suc-cess contribute to the art of classroomsurvival.

8. If I'm Not Making Mistakes,Then I'm Not Really Trying.

No one likes to make mistakes.Teachers who have a mindset thatsays, "1 must be perfect," might findthemselves unable to achieve class-room goals or to relate well to stu-dents. If teachers fear that "If I fail,people will ridicule me," then theymay become incapable of performingeffective instructional strategies. Hav-ing to be perfect .3 a self-defeatingmindset; self-talk and disputation canhelp (Ellis & Harper, 1975). Thinkingthat "everyone makes mistakes andmost people won't even notice the mis-take" will prevent the teacher fromgiving up or becoming defensive andblaming others.

Teachers who accept their personalmistakes usually are willing to riskmore by trying new techniques. Theyoften open their classrooms to scru-tiny model self-acceptance, tolerateothers who make mistakes, are free offear, and become more spontaneous incaring for students. Survival with BDstudents and making mistakes areinterrelated.

9. Keep Thom on The AcademicTrack Dawn Time Is Deadly.

Academic time-on-task is vital forsuccessfully teaching students withBD (Morgan & Jensen, 1988). Studentsactively engaged in challenging, mean-ingful tasks on their instructional levelwill rarely have time for inappropriatebehavior. Too much "free" unstruc-

63

aired time usually results in problemstudent behavior and seldom results inschool achievement (Eng lert, 1984;

Fisher & Berliner, 1985).Teachers with a, mindset that an aca-

demic focus is important will use a"no-nonsense" approach for assigningtasks. These teachers expect studentsto work and to complete all assign-ments. Class structure and routines arewell organized so that students knowthe teacher's expeCtations. "Free" timeis kept to a minimum and is contin-gent on academic task-completion.Academic expectations, structure, andlittle down-time make life in the class-room less stressful for everyone.

10. Pain Is Net a Fearful Thing.Fear of being hurt by students is one

of the quickest mental paths to burn-out. Fear causes either avoidant oraggressive behavior in humans (Rach-man, 1978). Neither of these responsespromotes effective instruction. Fur-thermore, fear can promote depressionand learned helplessness (Rosenhan &Seligman, 1989). Every classroom deci-sion can be adversely affected by afearful thinking pattern. The teachermight make decisions based on short-term reinforcement (e.g., fear reduc-tion) for the teacher (i.e., expulsionand/or timeout), rather than long-termgoals for the student. Even worse, thismindset is stress producing, neverdiminishes, and actually becomesstronger each time the teacher success-fully avoids getting hurt.

It is necessary to change a fearfulmindset in order to thrive with BDstudents:

I. Look at pain realistically. Pain,realistically, is a temporary compo-nent of life that happens to every-one at one time or another.

2. Adc,pt an external attribution styleabout the possibility of being hurt.This means that the teacherbelieves that his or her own failureis not necessarily the cause of pain.

3. Develop a plan to prevent volatilesituations and to handle uncon-trolled student behavior

Realizing that pain is not due to per-sonal failure, that it is transitory, andthat it is specific to certain situationsallows teachers to avoid excessive fear,depression, helplessness, and victim'.

:64

zation (Peterson, Luborsky, & Selig-man, 1983). Overcoming the fear ofpain can make anyone more powerfuland effective in intimidating situa-tions.

11. Life Is Bizarre and Funny.Humor is a necessary ingredient for

classroom survival. Being able to find

11111111111111L, 411119=11111111=11111111111110,

"Everyone is free to choosehow to think. Working with

BD students provides anopportunity to reject unpro-ductive ways of thinking andto incorporate mindsets thatrelease the ability to work,

play, have fun, and survive."

humor in difficult situations is closelylinked to optimism. It is particularlyimportant to be able to accept andlaugh at one's own foolish behaviorand at life's bizarre twists (Ellis &Harper, 1975). This often relieves orprevents depression, anxiety, andhopelessness. Additionally, Redl andWattenberg (195 advocated humor asa method for managing behavior withBD students. It is very difficult for astudent to persist in aggressive ordestructive behavior when he or she islaughing.

Since humor decreases anxiety anddepression, the student with emotionalproblems can benefit from the teach-er's sense of humor. A sense of humoris characteristic of self-actualization(Maslow, 1954, 1971) and optimal liv-ing (Rosenhan & Seligman, 1989).Laughing can enhance perspective, per-petuate sanity, and make communica-tion more effective. Teachers with asense of humor are usually happy,relaxed, fun-loving, and reinforcing toothers. A humorous mindset can hetherapeutic for both teachers andstudents.

12. Think Straight. Flesh JunkTheughts.

Engaging in straight thinking canenable an individual to be happy

63

and productive (Bard, 1980). Think-ing straight involves disputing andchanging thoughts that are irrational(junk thoughts). Ellis and Harper(1975) delineate three common junkthoughts:

1. "I must do well and win approvalfor my performances or else I rateas a rotten person" (p. 88).

2. "Other people should treat me con-siderately and kindly, precisely theway I want tr, be treated, and if theydo not, they should be punished"(p. 113).

3. "Life, in general, should be hassle-free. I should get practically every-thing I want quickly and easily andget nothing that I don't want" (p.177).

Ascribing to these junk thoughtswill cause people to become unhappy,depressed, anxious, immobilized,impatient, and in Ellis' words, "crazy."Disputing them, on the other hand,facilitates one's feeling relatively fear-less, empowered, confident, happy, andsatisfied. A teacher who engages inrational self-talk (i.e., "I would preferto be liked, but this is not necessary formy happiness") and who disputes irra-tional thinking ("Where is it writtenthat life must be easy?") can morerealistically assess classroom situa-tions, change what he or she can, andaccept what cannot be changed. Thisfeeling of efficacy will enhance anyrelationship, but particularly difficultones. So, don't worry, think straight,be happy, and survive!!!

SummaryWhat teachers believe about them-

selves, others, and the world in gen-eral impacts their behavior in theclassroom. Successful survival in BDclassrooms can be difficult. Adopt-ing belief systems or mindsets thatenhance instruction and facilitatehope, joy, acceptance, self-efficacy, andprogress alleviates many of the diffi-culties. A dozen survival mindsetshave been discussed

By analyzing negative attitudestoward students and toward teachingin general, teachers may identifyunproductive mindsets and may sub.sequently choose to replace them withsurvival mindsets. Self-talk related tothe desired mindset begins the changeprocess. Everyone is free to choose how

VOLUME 26 NUMBER c MAY 1991 291

to think. Working with BD studentsprovides an opportunity to rejectunproductive ways of thinking and toincorporate mindsets that release theability to work, play, have fun, andsurvive. =

to Wo lams, PhD, is currently on assistantprofessor of special education of Southwest TexasState University in Son Marcos, Texas. TomAstaleorsoes, PhD, is currently the supervisor at DillAlternative School, Austin Independent School Dis-trict. in Austin, Texas Lows *toy, MEd, LPC,is currently a supervisor for adolescent BD pro-grams in the Austin Independent School District,Austin, Texas. Address: Jo Webber. 1106 ReaganTerrace, Austin, TX 78704.

ReferencesAbramson, I Y., Seligman, M.E.P & Teosdole. J.(1978). Leorned helplessness in humans: Critiqueand reformulation. Journal of Abnormal Psychol-ogy, 87, 32-48

Bard, J A (1980). Rotionolemotive therapy inpractice Champaign, IL: Research Press.

Beck, A.T. (1976). Cognitive therapy and the erne.!ion& disorders. New York: International Universines Press.

Dembo, M.H. (1988) Applying educational psy-chology in the classroom (3rd ed.). New York:Longman.

Ellis. A , & Harper, R.A (1975). A new guide torational living. Englewood Cliffs, NJ: Prentice-Hall

Emery. G . & Campbell, J. (1986) Rapid relief fromemotional distress. New York: Ballontine Books.

Englert, C.S. (1984). Measuring teacher effectiveness from the teacher's point of view. Focus onExceptional Children, 17(2), 1-15.

Fisher, C.W , & Berliner, D.C. (1985). Perspectiveson instructional time. White Plains, NY: Longman.

Good. T.L., & Brophy, J.E. (1984). Looking in class.rooms (3rd ed.). New York: Harper & Row.

Hart, L B. (1981). Learning from conflict. Reading,MA: Addison.Wesley.

Kauffman, J.M. (1989). Characteristics of behaviordisorders of children and youth (4th ed.). Columbus, OH: Merrill.

Maslow, A.H (1954). Motivation and personalityNew York: Harper & Row.

..

F.E ?TIME. INSYRIITCTION:QP,....DIFOICULT-1701tAcH:STObEICITTRA.INI:N:CTV: TUTE

Maslow. A.H (1954). The farther reaches ofhuman nature. New York: Viking.

Morgan, D.P., & Jensen, W.R. (1988). Teachingbehaviorally disordered students: Preferred prat.tices. Columbus, OH: Merrill.

Peterson, C., Luborsky, L., & Seligman. M.E.P(1983). Attributions and depressive mood shifts: Acase study using the symptom-context method.Journal of Abnormal Psychology, 92, 96-103.

Peterson, C., Seligman, M.E.P., & Vaillant, G.(1988) Pessimistic explanatory style os a risk fac-tor for physical illness: A 35 year longitudinal study.Journal of Personality and Social Psychology, 55,23-27.

Rachman, S.J. (1978). Fear and courage. NewYork: freeman.

Redl, F . & Wattenberg, W.W. (1951). Mentalhygiene in teaching. New York: Harcourt, Broce,& World.

Rosenhon, D.L., & Seligman, M.E.P. (1989). Abnormol psychology (2nd ed.). New York: W.W.Norton.

Tyler, L.E. (1969). The wo4 of the counselor. NewYork: Appleton-Century-Crofts.

Sponsored byInstitute for Learning & Development

andAssociation for Educational & Psychological Consultants

<'I NSTITUTE FACULTY::,`

Lorna Idol, Ph.D.J. Frederick West, Ph.D.

TOPICS

effective instructional decision makingcurriculum-based assessmentassessing classroom and instructionaldemandsadapting curriculum and instructioncognitive and strategic instructionsocial skills and disciplinemanaging the learning environmentmanaging classroom behaviorevaluating student progress/gradingfield-based presentations on modelprograms and practices

292 INVEKVENTION IN SCII(X)L AND CLINIC

a

NameAddress

0 ! II

Aspen, ColoradoJune 24 - 27, 1991

Registration Form 7Phone

Registration Fee (check one):o $300.00 Individualo $275.00 Team Membero $250.00 AEPC Member

Amount Enclosed: $(U.S. Dollars)

4 or more from same school district

L____

64

Send check or signed purchaseorder with registration form to:

Institute for Learning & Development2201 N. Lamar, Suite 207Austin, Texas 78705(512) 482.0744

Registration Deadline: May 24, 1991

Appendix BSchool Strategies

Behavior Management Consultation Program (1989). In Oregon's innovativeapproaches for students who are seriously emotionally disturbed or otherwise at-risk.(p. 73). Salem: Oregon Department of Education.

MATERIAL NOT COPYRIOIITED

66

67

Program:The Behavioral ManagementConsultation Program OfferedThrough Linn-Benton ESD

Contact:Cory DunnLinn-Benton ESD905 4th Ave SEAlbany, OR 97321-3199

Level:ElementaryMiddleHigh School

33

Description: The Linn-Benton program provides behavior managementconsultation to constituent school district staff to assist with issues relatedto the management of emotionally handicapped and behaviorallydisordered students. The overall goal of the Behavior ManagementConsultation Program is to help constituent districts enhance theircapability to respond effectively and appropriately to the specialeducational needs of students who are emotionally handicapped and/orbehaviorally disordered.

Role of the Consultant: The consultation relationship is viewed as apartnership between the district staff and the consultant. The consultant'srole is to: (I) facilitate a mutual understanding and agreement regardinga definition of the pre em or goal; and (2) provide information and ideasregarding options in effective approaches to solving problems or reachinggoals.

Process: The intent of the consultation is to assist consultees in buildingon and strengthening their own capabilities by means of a shared problem-solving process. The consultant assumes that the referring schoolpersonnel, who may be teacher, c itinselor, aide, administrator orpsychologist, is the one most familiar with the student or situation inquestion. Upon receipt of a request for services, the consultant meets withthe originator of the request to agree upon a definition of the issue. Theconsultant may then play one or more roles depending on the plan ofaction developed in the mutual problem-solving process. Additionalactivities may include family or student consultation, teacher inservices,community liaison, school team planning facilitation and consultation.

As district requests for services far exceed the availability of consultanttime, each district prioritizes service delivery by the consultant. The planof action for each request for services is determined in accordance withthe referring district's service priorities.

Results: The program has been evaluated as an excellent vehicle inprevention and in the resolution of problems before they become serious.In addition, this model can help prevent over-identification of students ashandicapped, and under-identification as well, by providing cost-effectiveservices to rural and populated areas. Staff report that over the years, theBehavior Management Consultation Program has assisted in developingthe skill levels of staff members in effective intervention and interactionwith handicapped, as well as nonhandicapped, students. In addition, theprogram has facilitated schools' development of school-wide managementsystems of benefit to all students in school.

67

FIGURE 3Behavior Management Consultation Program

Services Flow Chart

Request for Consultation Services

I. School staff completed Request forConsultation Services Conn.

2. Principal and District Liaison person signsrequest.

3. Request form is forwarded to consultant.

Initial ConsultationI. Consultant contacts the originator of the

request (consultee) to set appointment.2. Consultant meets with consultee to explore

issues of concern, examine alternatives and todetermine course of action.

Terminationof Consultation

District/BuildingServices

1. Discipline PolicyConsultation

2. Insenrices3. Group

CounselingLeadershipTraining

Termination

Student ServicesReport

Classroom Services1. Management

Consultation2. Classroom

Observation3. Class Presentations

Student ServicesI. Generic

Consultation2. Specific Student

Consultationa. Assessmentb. Behavior

Contractsc. Referral to

districtor communityresources

d. PL 94-142EligibleStudents(I) Identifi-

cationConsultation

(2)1EPConsultation

(3) Identify andMobilizeresources/relatedservices.

Evaluation

I. District feedback on Behavior ManagementProgram.

2. Parent feedback on Behavior ManagementProgram.

3. In-Program feedback on BehaviorManagement Program.

69

Blair, M. E., West, R. P., Young, R, & Johnson, E. (1994, Winter). StatewideTechnical Assistance Networks (STAN) for Teachers. The Best Times, p. S.

MATERIAL NOT COPYRIOHTED

6871

*Ms V JWinter 1994 Vol. 3 No. 1

imPAGiasSTATEWIDE TECHNICU. ASSISTANCE NETWORKS (STAN) FOR TEACHERS:

Making Technical Assistance More Accessible through Electronic DistanceEducationMartin E Blain Rickard P. West, L Wichard Venn:, Emily Johnson

Instigate for the Study of Childress, Youth. and Families At Risk (SOFA& Utah Stare Universiry

Those who work with children who displaychallenging and resistant behavior problemoften fuel frustrated and alone in theirordeal. These feelings are particularlyintense for those teachers who ere located inthe rural and lallaC areas of the statewhere support services and technicalassistance are that readily available. TheStatewide Technical Assistance Network(STAN) for Teachers has been establishedto deal with these frau:lions. STAN forTeachers is an electronically- mediateddistance education system that employs a7exciting new technology and standardtelephone lines resulting in the capability ofcommunicating and interacting with full-motion video and audio. Every site thatparticipates can send as well as receive.it's almost like having a face -to -faceconsultation with every participant at eachof the interacting sites.

STAN results from a collaborationof various state and local agencies, includingUtah SIAM University (The InterdisciplinaryTraining Division and Techrsology Division

at the university-affiliated Center for Personswith Disabilities, the Institute for the Study ofChildren, Youth, and Families At Risk, andthe Special Education Department), the UtahState Ofrace of Education and its affiliatedstatewide projects, particularly the Utah BESTProject and the Utah Learning ResourceCenter, and several school districts (Cache,Davis, Toxic, Washington, and Weber).Presently, STAN is in session for two hoursevery other Thursday arm-noon. More than150 educators from participating schooldistricts gather in their high schools or districtoffices (currently nine sites in all) and learn bylistening, talking. sharing ideas. and offeringsolutions to problems that arc raised by theircolleagues. During the first few sessions,faculty and staff from Utah State Universityhave reverted a portion of the time tointroduce' concepts and strategies pertaining tothe science of solving problems with /earningand behavior, including techniques such asfunctional analysis of problem behavior,opportunistic teaching, and other anvironmen-oily-based approaches. Participants learn that'if we always do what we've always done,

we'll always get what we've always got"Therefore, to change the continuing problembehaviors of our students, we nocd to changethe circumstances thit support the problembehavior. STAN participants are preparing toshare their ideas for accomplishing this for abroad range of challenging behaviorproblems. Currently, STAN participants areable to earn university graduate credit forsharing their problems with challengingtiehavior and offering solutions to others'problems.

Everyone learns who participates in STAN.for Teachers. We're learning not only aboutsolving behavior problems, but how to usethe exciting advances in distance educationtechnology. We're learning how to makeinstruction in such an environment entertain-ing, effective, and useful. We're learningabout multimedia presentations, videocapture, and other interesting techniques. Ifyou're interested in attending a session ofSTAN, simply call Las Geddes at (801) 750-3091 ]797-3091 after Marsh 31] for a list ofsites, dates, and times.

69

BEST COPY AVAILABLEIS

Success through communication. (1994). Readfield, ME: Maine Support Network forRural Special Educators.

/INTERIM, NOT C,OPYPJOtiTED

e75

SUCCESS THROUGH COMMUNICATION

Our biggest problem...? it comes down to warm bodies. We simply can't get them,and those we have we can't keep.

Hancock County Special Education Coordinator

Recruitment and retention of qualified special education personnel is a real problem in Maine,particularly in its most isolated regions. The isolation -- physically, intellectually, andemotionally -- is a major reason for leaving the field.

While seemingly an impossible task, Maine's Support Network for Rural Special Educatorswas designed specifically to begin to deal with this very difficult problem. The Network isfounded on the assumption that teachers need support as well as challenge in their jobs, thatcollegiality is a necessary condition for professional growth, that teachers can play a powerfulrole is helping one another, and that structures need to be developed to allow and encouragesuch continued growth.As a local director of special education commented:

It (the Network) can have a greater impact on the retention of teachers than anythingelse because it is the absolute grassroots, collegial approach. It is the single mostimportant thing the Division of Special Education can do...

Initiated in the fall of 1986, the objective of the Network is to diminish the high turnover ofspecial education teachers in Maine's rural schools. Regional support groups have beenformed in six sections of the state, three peer support and problem-solving sessions are heldannually in each region, regional teacher academies -- based on needs particular to each region-- are conducted in the summer, and a statewide midwinter retreat, led by teachers fromdifferent regions, is held in February. Interest over the years has increased considerably withparticipation in the support groups doubling to tripling in most of the regions and over 300teachers attending the Winter Retreat. Each regional group is led by a local director who is anexperienced staff developer. These people are accessible and know the region, its culture, andits people. They represent diverse backgrounds with job responsibilities such as a director ofspecial education, a teacher, a superintendent, a university professor, a behavorial managementconsultant, and a staff development consultant. The regional directors meet five times duringthe year to provide support and stimulation for one another, and to coordinate activities where

. appropriate.

71 71

After six years, the Network is clearly having an impact, as indicated by the followingcomments from participants, in response to the question: "What insights have you gained

through your participation in the Network?"

The commitment needed to be/stay in special education and the opportunity forcreativity/innovation in special education.

We are all a very knowledgeable group of professionals; there are many people ow

there to help -- just seek.

That I am not alone.

I learned a variety of resources that would benefit me as a "rural" resource teacher.

The Network is working. Already networking is occurring informally as a result of thesharing and activities. For example, I have met with one of the members of theNetwork to help her through some professional hurdles. It is encouraging to know thatwhen given the opportunity to share ideas and experiences, others really do want to

listen and learn.

I have not been witness to such strong bonding betweenprofessionals with similar needsprior to this time. Not only have I realized that there is hope, my' awareness of the

severe needs in my district has increased to an uncomfortable degree. Hopefully, withthe support of the group, awareness will be the first step to improvement.

The most obvious result is a lessening of feelings of isolation. The support goes further,however, to specific sharing of resources and teaching strategies that are helping participating

teachers not only feel better, but da better in their jobs. More extensive learning of skills orknowledge was initiated in the summer academies, and has been further developed through

follow-up support sessions during the year.

The project, though designed specifically to meet the needs of Maine's special educators, hasapplicability elsewhere particularly in rural regions. The basic structure, processes, andmaterials used could easily be replicated.

For information about the Network, please contact the Network Office:

Maine Support Network for Rural Special EducatorsPO Box 390

Readfield, Maine 04355-0390(207) 685-3171 /FAX (207) 685-3172/4703

Project Directors

Aroostook Region Central Region Downeast/Southern Raglan Penobscot Region Western RegionPetry Gudreau Judy- Enright Dianne Paton Moore Gerald Oockstrole Kathryn F. Markowhkic

PO Box 457 RR I. Box 4795 139 Seaborne Drive Superintendent, MSAD PO Box 390

Mapleton, Maine 04757.0457 Skowhegan, Maine 04976 Yarmouth, Maine 04096 PO Box 171 RatdReld, Maine 04353

(207) 744-6788 (207) 474-5907 (207) 15464750 Unity, Maine 049411 (207) 05-3171

75 7 r)(207) 9411-4136FAX (207) 9411-2678

FAX (207) 40-3172 or45-4703

Chalfant, J. C., & Pysh, M. V. (1988). Prospectus Teacher Assistance Teams: A Supportsystem for classroom teachers. Salt Lake City: Utah Learning Resource Center.

MATERIAL NOT COPYRKIMED

73

79

PRO

SPE

CT

US

TE

AC

HE

R A

SSO

STA

NC

E T

EA

MS:

A S

UPP

OR

TSY

STE

M F

OR

CL

ASS

RO

OM

TE

AC

HE

RS

Jam

es. C

. Cha

lfant

Col

lege

of E

duca

tion

The

Uni

vers

ity o

f Ariz

ona

Tuc

sOn,

Ariz

ona

Mar

gare

t Van

Dus

en P

ysh

The

Nor

ther

n S

ubur

ban

Spe

cial

Edu

catio

n D

istr

ict

Hig

hlan

d P

ark,

Illin

ois

Com

pile

d by

the

Uta

h Le

arni

ng R

esou

rce

Cen

ter,

198

8

75C

O C

O/T

AT

irAT

SU

P S

YS

CLA

SS

TE

AC

HE

RS

TE

AC

HE

R A

SS

IST

AN

CE

TE

AM

A M

OD

EL

FO

R S

UP

PO

RT

ING

RE

GU

LAR

CLA

SS

RO

OM

TE

AC

HE

RS

The

Tea

cher

Ass

ista

nce

Tea

m m

odel

(T

AT

) is

a sy

stt m

for

with

in b

uild

ing

prob

lem

sol

ving

by

and

for

regu

lar

clas

sroo

m te

ache

rs.

It is

bas

ed o

n th

e be

lief t

hat t

each

ers

have

the

skill

s an

dkn

owle

dge

to e

ffect

ivel

y te

ach

man

y st

uden

ts w

ith le

arni

ngan

d be

havi

orpr

oble

ms

by w

orki

ng to

geth

er in

a p

robl

em s

olvi

ngpr

oces

s. T

he g

oals

of t

he m

odel

are

as

follo

ws:

1)T

o he

lp r

egul

ar e

duca

tion

teac

hers

to in

divi

dual

ize

inst

ruct

ion

to m

eet t

he n

eeds

of a

ll st

uden

ts--

-nor

mal

,ha

ndic

appe

d, a

nd g

ifted

.

2)T

o su

ppor

t tea

cher

s in

mai

nstr

eam

ing

hand

icap

ped

stud

ents

.

3)T

o pr

ovid

e an

effi

cien

t pre

-ref

erra

l scr

eeni

ng fo

rsp

ecia

l edu

catio

n se

rvic

es.

The

sys

tem

is d

esig

ned

to p

rovi

de p

rom

pt, a

cces

sibl

esu

ppor

t to

teac

hers

. Tea

cher

s re

fer

stud

ents

with

pro

blem

sto

a te

am o

f thr

ee e

lect

edte

ache

rs w

ithin

the

build

ing.

The

team

and

the

refe

rrin

gte

ache

r Jo

intly

eng

age

In a

str

uctu

red

proc

ess

of c

once

ptua

lizin

g th

e pr

oble

m,

brai

nsto

rmin

g so

lutio

ns, a

nd p

lann

ing

inte

rven

tions

.P

aren

ts, s

tude

nts,

and

oth

er s

peci

alis

ts p

artic

ipat

ein

som

e ca

ses.

A s

erie

s of

follo

w-u

pm

eetin

gs a

re h

eld

to e

valu

ate

the

stud

ent's

prog

ress

and

to p

lan

furt

her

Inte

rven

tion.

Whe

n ap

prop

riate

, stu

dent

s ar

e re

ferr

ed to

spe

cial

educ

atio

n.

The

mod

el is

ver

y co

st-e

ffect

ive.

It h

as b

een

desi

gned

to m

inim

ize

time

and

pape

rwor

kre

quire

men

ts. N

o ad

ditio

nal s

taff

need

to b

e hi

red.

It ha

sbe

en s

how

n to

be

effe

ctiv

e in

a w

ide

varie

ty o

fsc

hool

dis

tric

ts r

angi

ng fr

om m

etro

polit

anto

rur

al a

reas

.

The

Tea

cher

Ass

ista

nce

Tea

m m

odel

was

dev

elop

ed b

y Ja

mes

C. C

halfa

nt, U

nive

rsity

of A

rizon

aan

d M

arga

ret V

an D

usen

Pys

h, T

heN

orth

ern

Sub

urba

n S

peci

al E

duca

tion

Dis

tric

t in

Hig

hlan

d P

ark,

Illin

ois.

The

orig

inal

con

cept

and

team

s w

ere

esta

blis

hed

with

the

guid

ance

and

supp

ort

of M

r. K

enne

th C

row

ell,

form

er S

uper

inte

nden

tan

d D

r. R

ober

t Mou

ltrie

, for

mer

Pup

ilP

erso

nnel

Dire

ctor

In D

istr

ict 1

08,

Hig

hlan

d P

ark,

Illin

ois.

The

mod

el w

as d

evel

oped

furt

her

and

eval

uate

d In

Ariz

ona,

Neb

rask

a, Il

linoi

sfr

om 1

978-

1980

und

er a

gra

nt fr

omth

e D

epar

tmen

t of

Edu

catio

n, B

urea

u of

Edu

catio

n fo

r th

e H

andi

capp

ed,

Div

isio

n of

Per

sonn

el P

repa

ratio

n. T

o da

teth

e T

each

er A

ssis

tanc

e T

eam

Mod

elha

s ha

s be

enim

plem

ente

d in

10

stas

es a

nd 4

pro

vinc

es o

f Can

ada.

Mat

eria

ls a

nd tr

aini

ng a

re a

vaila

ble

to h

elp

othe

r di

stric

ts a

dopt

the

mod

el a

nd a

dapt

it to

thei

r si

tuat

ion.

Thi

s P

rosp

ectu

s ha

s be

enpr

epar

ed to

help

pot

entia

l ado

pter

s m

atch

the

mod

elto

thei

r lo

cal n

eeds

, con

ditio

ns, c

hara

cter

istic

s,an

d re

sour

ces.

The

follo

win

gpa

ges

sum

mar

ize

the

eval

uatio

n, d

escr

ibe

the

prog

ram

ina

ques

tion

and

answ

er fo

rmat

, and

des

crib

eth

e m

ater

ials

and

trai

ning

that

are

avai

labl

e to

sup

port

rep

licat

ion,

as fo

llow

s:

-Sum

mar

y of

Effe

ctiv

enes

sp.

2-T

eam

Coe

ratin

g P

roce

dure

sp.

5-G

oals

of T

AT

p. 3

-DeV

elop

le, T

eam

sI)

. 8'T

eam

Com

posi

tion

p. 4

',Cos

t of T

AT

p. 1

1

Com

pile

d by

the

Uta

h Le

arni

ng R

esou

rce

Cen

ter,

1988

76

'Impa

ct o

f TA

Tp.

12

-Mat

eria

ls A

vaila

ble

77

SU

MM

AR

Y O

F E

FF

EC

TIV

EN

ES

ST

EA

CH

ER

AS

SIS

TA

NC

E T

EA

MS

The

Tea

cher

Ass

ista

nce

Tea

m m

odel

was

fiel

d te

sted

and

eva

luat

ed in

15

scho

ols

(K-9

) in

thra

est

ates

und

er a

gra

nt fr

om th

e O

ffice

of S

peci

al E

duca

-tio

n, D

ivis

ion

of P

erso

nnel

Pre

para

tion.

The

full

final

rep

ort f

rom

that

proj

ect i

s av

aila

ble

from

the

deve

lope

r. T

he r

esul

tsar

e su

mm

ariz

ed b

elow

as fo

ur c

laim

s of

effe

ctiv

enes

s. T

he fi

rst t

hree

cla

ims

corr

espo

nd to

the

maj

or g

oals

of t

he p

rogr

am.

1)T

each

er A

ssis

tanc

e T

eam

s he

lp te

ache

rs to

est

ablis

h su

cces

sful

pro

gram

s fo

r .7

,tude

nts

with

lear

ning

and

beha

vior

pro

blem

s.

2)T

each

er A

ssis

tanc

e T

eam

s pr

ovid

e su

ppor

t to

teac

hers

in =

mai

nstr

eam

ing

hand

icap

ped

stud

ents

.

3)T

each

er A

ssis

tanc

e T

eam

s pr

ovid

e an

effi

cien

t pre

-ref

erra

l scr

eeni

ng fo

r sp

ecia

l edu

catio

nse

rvic

es.

4)T

he m

odel

can

be

effe

ctiv

ely

repl

icat

ed in

sch

ool d

istr

icts

with

a va

riety

of c

hara

cter

istic

s.

The

firs

t thr

ee c

laim

s ar

e ba

sed'

un te

am r

ecor

ds o

f obj

ectiv

esat

tem

pted

and

ach

ieve

d fo

r ea

ch s

tude

nt a

ndon

inte

rvie

ws

with

all

refe

rrin

g te

ache

rsat

the

end

of th

e sc

hool

yea

r. A

stu

dent

's p

robl

ems

wer

e de

emed

to h

ave

been

res

olve

d if

a m

ajor

ity o

f obj

ectiv

es h

ad b

een

achi

eved

and

ifth

ere

ferr

ing

teac

her

was

sat

isfie

d th

at a

suc

cess

ful p

rogr

am h

ad b

een

esta

blis

hed

and

that

no

furt

her

help

was

nee

ded.

Of 2

00 s

tude

nts

serv

ed in

15

scho

ols,

the

team

s he

lped

res

olve

the

prob

lem

sof

133

(67

%)

with

in th

e bu

ildin

g. O

f the

se13

3, 1

03 w

ere

non-

hand

icap

ped

stud

ents

, and

30

wer

e m

ains

trea

med

han

dica

pped

stu

dent

s. A

Um

ains

trea

med

stu

dent

s re

ferr

ed to

the

team

sw

ere

help

ed. O

f the

67 s

tude

nts

not h

elpe

d w

ithin

the

build

ing,

54

wer

e re

ferr

ed to

spe

cial

educ

atio

n an

d fo

und

to b

e el

igib

le fo

r sp

ecia

lse

rvic

es. T

here

wer

e no

fals

e re

ferr

als.

The

team

s w

ere

unab

le to

res

olve

the

prob

lem

s of

13

stud

ents

(7%

).

The

abo

ve d

ata

wer

e ga

ther

ed d

urin

g th

e se

cond

yea

r,of

the

prog

ram

in 1

5 sc

hool

s in

Neb

rask

a, Il

linoi

s, a

nd A

rizon

a. T

each

erA

ssis

tanc

e T

eam

sw

ere

show

n to

be

succ

essf

ul in

ver

y la

rge

subu

rban

sch

ools

, in

smal

l, di

sper

sed

rura

l sch

ools

, and

in s

choo

ls In

sm

all

citie

s. T

he p

rogr

amw

asre

plic

ated

at t

hese

site

s w

ith tr

aini

ng a

nd s

yppo

rt s

imila

rto

that

des

crib

ed in

this

Pro

spec

tus.

Com

pile

d by

the

Uta

h Le

arni

ng R

esou

rce

Cte

r, 1

088

73

2 Wha

t are

the

goal

s of

the

Tea

cher

Ass

ista

nce

Tea

m m

odel

?

GO

ALS

OF

TA

T

1.T

o he

lp r

egul

ar e

duca

tion

teac

hers

indi

vidu

aliz

eIn

stru

ctio

n to

mee

t the

nee

ds o

f all

stud

ents

--no

rmal

, gift

ed, a

nd h

andi

capp

ed.

2.S

uppo

rt te

ache

rs.n

ains

trea

min

g ha

ndic

appe

d st

uden

ts.

3.T

o pr

ovid

e an

effi

cien

t pre

-ref

erra

lsc

reen

ing

for

spec

ial

educ

atio

n se

rvic

es, t

here

by r

educ

ing

inap

prop

riate

refe

rral

s.

Wha

t oth

er p

urpo

ses

does

T.A

.T. s

erve

?1.

To

faci

litat

e co

mm

unic

atio

nam

ong

teac

hers

with

in a

build

ing.

Wha

t ass

umpt

ions

und

erlie

the

T.A

.T. m

odel

?

Com

pile

d by

the

Uta

h Le

arni

ng R

esou

rce

Cen

ter,

128

8

3 0

2.T

o ge

nera

te a

con

stru

ctiv

e,pr

oble

m-s

olvi

ng a

ttitu

deam

ong

teac

hers

.

3.T

o in

crea

se te

ache

rs' s

kills

inw

orki

ng w

ith a

ll st

uden

ts.

1.R

egul

ar e

duca

tion

teac

hers

hav

e th

e sk

ills

and

know

ledg

e to

help

man

y st

uden

ts w

ith le

arni

ng a

nd b

ehav

ior

prob

lem

s in

thei

r cl

assr

oom

s.

2T

each

ers

can

reso

lve

mor

epr

oble

ms

wor

king

toge

ther

than

clo

ne.

3.R

egul

ar e

duca

tion

shou

ld m

ake

ever

y ef

fort

to r

esol

vepr

oble

ms

at th

e bu

ildin

g le

vel b

efor

ere

ferr

ing

a ch

ild to

spec

ial e

duca

tion

and

labe

ling

him

as

hand

icap

ped.

4.T

each

ers

lear

n by

doi

ng; t

he b

est

way

to in

crea

se th

eir

skill

s Is

by

help

ing

them

sol

veIm

med

iate

pro

blem

s In

thei

r cl

assr

oom

s.

81

US

ER

CO

NC

ER

NS

Who

is in

clud

ed o

n a

team

?

Who

act

s as

lead

er o

fth

e te

am?

How

long

do

mem

bers

serv

e?

How

man

y te

ams

are

need

ed p

er s

choo

lal

bui

ldin

g?

82

PR

OG

RA

M C

HA

RA

CT

ER

IST

ICS

TE

AM

CO

MP

OS

ITIO

N.

The

cor

e te

am c

onsi

sts

of th

ree

regu

lar

educ

atio

n te

ache

rs e

lect

ed b

y th

e en

tire

scho

ol te

achi

ng s

taff.

Mem

bers

sho

uld

have

a)

supp

ortiv

e pe

rson

aliti

es, b

) th

eab

ility

to c

omm

unic

ate

with

sta

ff,pa

rent

s, a

nd s

tude

nts,

c)

abov

e av

erag

esk

ill a

nd k

now

ledg

e as

teac

hers

, and

d)

will

ingn

ess

to o

ffer

time

to h

elp

thei

r

The

ref

errin

g te

ache

r an

d so

met

imes

the

pare

nt a

nd s

tude

nt a

ttend

the

mee

ting.

Spe

cial

edu

cato

rs, o

ther

spe

cial

ists

, and

prin

cipa

ls m

ay b

e re

ques

ted

to a

ttend

som

em

eetin

gs to

ser

ve a

s re

sour

ces

in s

peci

ficca

ses.

Tea

m m

embe

rs s

elec

t a le

ader

to ta

kere

spon

sibi

lity

for

the

over

all f

unct

ion-

ing

of th

e te

am. T

he te

am le

ader

'sre

spon

sibi

litie

s In

clud

e:a)

Com

mun

icat

ing

info

rmat

ion

abou

tT

.A.T

. to

the

rest

of t

he s

choo

l sta

ff.b)

Mak

ing

sure

ope

ratio

nal p

roce

dure

sar

e es

tabl

ishe

d.c)

Pla

nnin

g an

d co

nduc

ting

mee

tings

.d)

'Coo

rdin

atin

g re

ferr

als

and

follo

w-u

p.

Afte

r th

e fir

st y

ear

of th

e pr

ogra

m, m

embe

r-sh

ip o

n th

e te

am is

rot

ated

with

one

new

mem

ber

repl

acin

g a

form

er o

ne e

ach

sem

este

r.

In g

ener

al, t

here

Is o

ne te

am p

er s

choo

lbu

ildin

g.In

larg

er s

choo

ls, t

wo

or m

ore

team

s m

ight

be

need

ed to

han

dle

refe

rral

s.

MIN

IMU

M S

TA

ND

AR

DS

FOR

RE

PLIC

AT

ION

The

cor

e te

am m

ust b

e co

mpo

sed

of r

egul

ared

ucat

ion

teac

hers

. It i

s no

t rec

omm

ende

dth

at p

rinci

pals

or

spec

ial e

duca

tors

serv

eon

the

team

alth

ough

they

may

atte

nd in

spec

ific

case

s. T

each

ers

are

mor

e ap

t to

spea

k fr

eely

abo

ut p

robl

ems

and

to a

ctiv

ely

sugg

est s

olut

ions

with

thei

r pe

ers

than

with

thei

r su

perv

isor

s of

spe

cial

'exp

erts

'.

A te

am le

ader

mus

t be

sele

cted

.

A te

am s

houl

d no

t ser

ve m

ore

than

1 s

choo

l.

i;orn

plie

d by

the

Uta

h Le

arni

ngR

esou

rce

Cen

ter,

198

883

US

ER

CO

NC

ER

NS

The

ref

erra

l pro

cess

.

Pre

para

tion

for

the

mee

ting

Con

duct

ing

the

mee

ting

U1

pmci

aasa

gakc

jaB

aTiM

mia

mas

umm

ama B

EE

jsak

ial

TE

AM

OP

ER

AT

ING

PR

OC

ED

UR

ES

Ref

erra

ls c

an b

e m

ade

by a

ny s

taff

mem

ber

as w

ell a

s by

par

ents

and

by

the

stud

ents

them

selv

es.

The

ref

errin

g te

ache

r su

bmits

a s

hort

refe

rral

form

con

sist

ing

of 4

par

ts:

a) a

des

crip

tion

of th

e pe

rfor

man

ce d

e-si

red

in th

e cl

ass;

b) a

list

of t

he s

tude

nt's

str

engt

hs a

ndw

eakn

esse

s;c)

a d

escr

iptio

n of

wha

t the

teac

her

has

alre

ady

done

to r

esol

ve th

e pr

oble

ms;

and

d) a

ny r

elev

ant b

ackg

roun

d in

form

atio

nan

d te

st r

esul

ts.

The

team

lead

er r

evie

ws

the

refe

rral

toen

sure

that

it In

clud

es th

e ne

cess

ary

info

rmat

ion,

sch

edul

es a

mee

ting,

and

assi

gns

a te

am m

embe

r to

obs

erve

the

child

in c

lass

brie

fly.

Eac

h te

am m

embe

r re

ads

the

refe

rral

and

anal

yzes

the

prob

lem

bef

ore

the

mee

ting.

Thi

s re

duce

s th

e am

ount

of t

ime

in th

em

eetin

g be

caus

e or

al s

harin

g is

not

nece

ssar

y.

A m

eetin

g ab

out o

ne s

tude

nt is

com

plet

edin

30

min

utes

and

incl

udes

the

follo

win

gst

eps.

1'.

Rea

ch c

onse

nsus

qui

ckly

abo

utth

e st

uden

t's p

robl

em b

ased

on

prep

arat

ory

wor

k.2.

Neg

otia

te 1

or

2 ob

ject

ives

tow

ork

on fi

rst.

3.B

rain

stor

m a

ltern

ativ

es fo

rIn

terv

entio

n.

A s

hort

writ

ten

refe

rral

incl

udin

gth

ese

four

par

ts m

ust b

e co

mpl

eted

.

Thi

s pr

epar

atio

n is

impo

rtan

tso

that

the

mee

ting

can

be d

evot

ed to

pro

blem

solv

ing

and

can

be k

ept t

o 30

min

utes

.

All

step

s ar

e es

sent

ial.

Obj

ectiv

es, r

ecom

men

ded

Inte

rven

tions

,re

spon

sibi

litie

s, a

nd fo

llow

-up

plan

sm

ust b

e w

ritte

n.

Com

pile

d by

the

Uta

h Le

arni

ngR

ec.o

urce

Cen

ter,

198

8

85

Con

duct

ing

the

mee

ting

cont

.

Fol

low

-up

and

eval

uatio

nof

stu

dent

s.

How

ofte

n do

es th

e te

amm

eet?

PR

OG

RA

M C

HA

RA

CT

ER

IST

ICS

4.R

efer

ring

teac

her

sele

cts

a fe

wap

proa

ches

to tr

y an

d th

e te

amre

fines

thos

e ap

proa

ches

.5.

Est

ablis

h re

spon

sibi

litiri

s fo

rac

tion-

--w

ho, w

hat,

whe

n, h

ow.

6.E

stab

lish

a fo

llow

-up

plan

.

The

ref

errin

g te

ache

r Is

res

pons

ible

for

initi

atin

g th

e in

terv

entio

ns a

nd fo

rm

easu

ring

prog

ress

as

indi

cate

d on

the

Inst

ruct

iona

l Rec

omm

enda

tions

form

.

Tea

m m

embe

rs in

form

ally

che

ck o

n th

esu

cces

s of

the

reco

mm

enda

tion

by v

isit-

ing

the

clas

sroo

m a

nd ta

lkin

g w

ith th

ete

ache

r.

A fo

rmal

follo

w-u

p m

eetin

g is

sch

edul

edto

take

pla

ce w

ithin

2 to

6 w

eeks

of t

hein

itial

mee

ting.

At t

he fo

llow

-up

mee

ting,

addi

tiona

l pla

ns a

re m

ade.

The

pro

cess

cont

inue

s un

til th

e re

ferr

ing

teac

her,

team

.an

d pa

rent

are

sat

isfie

d th

at th

e st

uden

t'spr

oble

m is

res

olve

d.

The

freq

uenc

y of

mee

tings

dep

ends

on

the

num

ber

of r

efer

rals

.T

ypic

ally

, tea

ms

mee

ton

ce a

wee

k fo

r 1

hour

or

twic

e a

wee

k fo

r30

min

utes

.D

urin

g pe

ak r

efer

ral t

imes

mor

etim

e m

ay b

e re

quire

d. A

t the

se ti

mes

, it i

she

lpfu

l to

prov

ide

a re

leas

e da

y fo

r te

amm

embe

rs.

One

team

can

ser

ve 2

0 to

40

stud

ents

durin

ga

year

with

con

tinui

ng fo

llow

-up.

Com

pile

d by

the

Uta

h Le

arni

ng R

esou

rce

Can

ter,

128

8

MIN

IMU

M S

TA

ND

AR

DS

FO

R R

EP

LIC

AT

ION

An

orga

nize

d pr

oced

ure

for

follo

win

g up

case

s an

d m

akin

g ne

w r

ecom

men

datio

ns is

esse

ntia

l. A

follo

w-u

p m

eetin

g m

ust

occu

r w

ithin

6 w

eeks

.

87

81U

SE

R C

ON

CE

RN

S

Wha

t are

the

time

and

pape

r-w

ork

requ

irem

ents

of t

eam

mem

bers

?

Wha

t sup

port

Is r

equi

red

ofth

e pr

inci

pal?

PR

OG

RA

M C

HA

RM

INIM

UM

ST

AN

DA

RD

S F

OR

RE

PLI

CA

TIO

N

The

T.A

.T. m

odel

has

bee

n de

sign

ed to

min

i-m

ize

time

and

pape

rwor

k re

quire

men

ts.

Tim

e, E

ach

team

mem

ber

can

expe

ct to

spen

d 1

hour

mee

ting

and

1/2

hour

inpr

epar

atio

n ea

ch w

eek.

Dut

y on

T.A

.T.

shou

ld b

e In

lieu

of a

noth

er d

uty

such

as

play

grou

nd, b

us, o

r lu

nch

duty

.

Tea

m m

embe

rs n

eed

15 m

inut

es p

repa

ratio

n an

d30

min

utes

in m

eetin

g fo

r ea

ch r

efer

ral.

Eag

anao

ds, T

he r

efer

ring

teac

her

com

p-P

aper

wor

k m

ust b

e ke

pt to

a m

inim

um. E

xcep

t for

the

fete

s a

refe

rral

form

whi

ch ta

kes

abou

t 15

refe

rral

, all

pape

rwor

k m

ust b

e co

mpl

eted

dur

ing

the

min

utes

. An

Inst

ruct

iona

l Rec

omm

enda

tions

mee

ting.

form

is c

ompl

eted

dur

ing

the

mee

ting

and

incl

udes

obj

ectiv

es, r

ecom

men

ded

inte

rven

-tio

ns, r

espo

nsib

ilitie

s, a

nd fo

llow

-up

plan

s.T

his

sam

e fo

rm is

add

ed to

at e

ach

follo

w-u

pm

eetin

g.

No

cler

ical

sup

port

is n

eede

d.

The

sup

port

of t

he p

rinci

pal I

s cr

ucia

l to

It is

ess

entia

l tha

t the

prin

cipa

l sup

port

the

team

in th

eth

e su

cces

s of

a te

am. T

he p

rinci

pal c

an:

follo

win

g w

ays:

1.A

ttend

the

initi

al tr

aini

ng o

f tea

m1.

Atte

nd th

e in

itial

trai

ning

.m

embe

rs to

fully

und

erst

and

the

prog

rarr

i.2.

Arr

ange

for

a tim

e an

d pl

ace

to m

eet.

2.A

rran

ge fo

r tim

es a

nd a

pla

ce to

mee

t.3.

Ver

bally

sup

port

the

team

to th

est

aff.

3.E

xpre

ss s

uppo

rt fo

r th

e T

.A.T

. mod

el tu

the

entir

e st

aff.

4.H

elp

teac

hers

iden

tify

stud

ents

that

cou

ldbe

ref

erre

d to

the

team

.

5.R

ecog

nize

the

wor

k of

the

team

and

of t

hete

ache

rs w

ho h

ave

refe

rred

stu

dent

s.

Com

pile

d by

the

Uta

h Le

arni

ng R

esou

rce

Cen

ter,

198

8

89

US

ER

CO

NC

ER

NS

PR

OG

RA

M C

HA

RA

CT

ER

IST

ICS

MIN

IMU

M S

TA

ND

AR

DS

FO

R R

EP

LIC

AT

ION

DE

VE

LOP

ING

TE

AC

HE

R A

SS

IST

AN

CE

TE

AM

How

is th

e T

.A.T

. mod

el o

rgan

ized

Dep

endi

ng o

n th

e di

stric

t org

aniz

atio

n, a

num

ber

The

adm

inis

trat

or w

ho a

ssum

es o

vera

ll re

spon

sibi

lity

for

at th

e di

stric

t lev

el?

of a

dmin

istr

ativ

e pl

ans

have

bee

n us

ed. T

ypi-

the

prog

ram

mus

t be

from

reg

ular

edu

catio

n no

t spe

cial

cally

the

curr

icul

um c

oord

inat

or, i

nser

vice

educ

atio

n.co

ordi

nato

r, a

ssis

tant

sup

erin

tend

ent,

or o

ther

adm

inis

trat

or a

ssum

es r

espo

nsib

ility

for

co-

ordi

natin

g T

.A.T

. No

new

sta

ff ne

ed to

be

hire

d.

To

assi

st th

is T

.A.T

. Coo

rdin

ator

, a S

teer

ing

Com

mitt

ee is

form

ed c

onsi

stin

g of

3 te

amle

ader

s, a

bui

ldin

g pr

inci

pal,

a sp

ecia

l edu

ca-

tion

adm

inis

trat

or, a

nd th

e T

.A.T

. Coo

rdin

ator

.T

he S

teer

ing

Com

mitt

ee m

eets

onc

e a

mon

thdu

ring

the

first

6 m

onth

s to

dis

cuss

pro

blem

san

d to

dev

elop

dis

tric

t gui

delin

es. T

he C

omm

it-te

e m

eets

eve

ry 2

or

3 m

onth

s th

erea

fter.

Wha

t are

the

maj

or r

espo

nsi-

1:T

o pr

ovid

e le

ader

ship

in s

ched

ulin

gbi

litie

s of

the

Dis

tric

t's T

.A.T

.an

d co

ordi

natin

g tr

aini

ng a

ndC

oord

inat

or?

orie

ntat

ions

.

Wha

t orie

ntat

ion

is n

eede

d?

2.T

o m

onito

r th

e op

erat

ion

of e

ach

team

.

3.T

o se

rve

as a

res

ourc

e to

team

s In

answ

erin

g qu

estio

ns a

nd r

esol

ving

prob

lem

's.

4 .

To

eval

uate

pro

gram

suc

cess

.

A p

rese

ntat

ion

is m

ade

to p

rinci

pals

at a

mee

ting

calle

d by

the

supe

rinte

nden

t.T

rain

ers

expe

rienc

ed in

the

prog

ram

are

avai

labl

e fo

r th

is o

rient

atio

n.T

his

orie

nta-

tion

can

also

be

done

usi

ng p

rinte

d m

ater

ials

.

Com

pile

d by

the

Uta

h Le

arni

ng R

esou

rce

Cen

ter,

198

8

'10

A S

teer

ing

Com

mitt

ee s

houl

d be

form

ed.

All

of th

eSe

func

tions

mus

t be

fulfi

lled.

It is

not

nec

essa

ryho

wev

er, t

o us

e th

e Im

plem

enta

tion

and

eval

uatio

n pl

ans

prov

ided

in th

e M

anua

l.

Prin

cipa

ls a

nd te

ache

rs m

ust b

e or

ient

edto

the

prog

ram

prio

r to

trai

ning

so

that

team

s ca

n be

ele

cted

. 91

US

ER

CO

NC

ER

NS

PR

OG

RA

M C

HA

RA

CT

ER

IST

ICS

MIN

IMU

M S

TA

ND

AR

DS

FO

R R

EP

LIC

AT

ION

Wha

t tra

inin

g is

nee

ded

toim

plem

ent t

he T

.A.T

. mod

el?

How

man

y te

ams

can

be tr

aine

dat

onc

e?

How

is tr

aini

ng e

valu

ated

?

1.O

rient

atio

n fo

r th

e su

perin

tend

ent

and

adm

inis

trat

ors

and

orie

ntat

ion

for

teac

hers

in e

ach

build

ing.

2.O

ne d

ay w

orks

hop

for

prin

cipa

ls a

ndel

ecte

d te

am m

embe

rs, o

r en

tire

build

-in

g st

aff.

3.H

alf d

ay m

eetin

g of

Tra

iner

and

T.A

.T.

Coo

rdin

ator

to d

iscu

ss Im

plem

entin

g th

epr

ogra

m a

nd s

uppo

rtin

g te

ams

durin

g th

ede

velo

pmen

tal p

hase

.

4.A

t lea

st o

ne fo

llow

-up

visi

t by

the

Tra

iner

to m

eet w

ith te

ams

and

adm

inis

trat

ors.

All

four

ste

ps a

re n

eede

d.

A te

am o

f tw

o T

rain

ers

can

wor

k w

ith 1

00T

wo

Tra

iner

s ca

n tr

ain

a m

axim

um o

f 100

peo

ple

at o

ne ti

m.

trai

nees

at o

ne s

essi

on.

One

trai

ners

can

wor

k w

ith 3

0 to

50

trai

nees

.

Par

ticip

ants

rat

e th

e tr

aini

ng u

sing

a p

re-

Eva

luat

ion

mus

t be

cond

ucte

d.pa

red

form

. Eva

luat

ion

resu

lts a

re u

sed

tom

odify

the

wor

ksho

p an

d to

pla

n fo

llow

upsu

ppor

t.

How

is In

itial

impl

emen

tatio

n1.

Tea

m r

ebei

ve a

n Im

plem

enta

tion

chec

k-T

he T

.A.T

. Coo

rdin

ator

mus

t mon

itor

Impl

emen

tatio

nto

ens

uof

the

mod

el m

onito

red

and

list c

over

ing

all t

he s

teps

invo

lved

inth

at th

e te

am m

ake

a go

od s

tart

.ev

alua

ted?

:get

ting

the

prog

ram

Into

ope

ratio

n.

92

2.T

he T

.A.T

. Coo

rdin

ator

con

tact

s al

l tea

mle

ader

s by

pho

ne 2

to 4

wee

ks a

fter

trai

ning

to c

heck

on

prog

ress

and

tore

solv

e pr

oble

ms.

3.T

he T

.A.T

. Coo

rdin

ator

mak

es m

onth

lyph

one

cont

acts

with

eac

h te

am a

nd m

ain-

tain

s re

cord

of '

prog

ress

, pro

blem

s, a

ndas

sist

ance

nee

ded.

VI

Com

pile

d by

the

Uta

h Le

arni

ng r

esou

rce

Cen

ter,

148

8

93

USE

R C

ON

CE

RN

S

How

is te

ams'

suc

cess

in

reso

lvin

g re

ferr

al p

robl

ems

eval

uate

d?

Patr

aatI

tiaL

SBA

GIE

BIE

ICia

1 .

At t

he e

nd o

f the

yea

r, e

ach

team

lead

er c

ompl

etes

a s

umm

ary

of th

enu

mbe

r of

stu

dent

s se

rved

, the

num

ber

of o

bjec

tives

atte

mpt

ed a

nd a

chie

ved,

whe

ther

the

teac

hers

felt

that

a s

uc-

cess

ful p

rogr

am fo

r ea

ch s

tude

nt h

adbe

en e

stab

lishe

d, a

nd th

e nu

mbe

r of

stud

ents

ref

erre

d to

spe

cial

edu

catio

n.

2.A

t the

end

of t

he y

ear,

ref

errin

g te

ache

rsan

onym

ousl

y ra

te th

e va

lue

of th

e te

ams

in h

elpi

ng th

orn.

3.T

he a

bove

info

rmat

ion

is c

olle

cted

and

anal

yzed

by

the

Coo

rdin

ator

.

Com

pile

d by

the

Uta

h Le

arni

ng R

esou

rce

Cen

ter,

198

8

91

MIN

IMU

M S

TA

ND

AR

DS

FOR

RE

PLIC

AT

ION

Eva

luat

ion

of th

e ov

eral

l suc

cess

of t

hepr

ogra

m in

mee

ting

the

need

s of

teac

hers

and

stu

dent

s is

impo

rtan

t In

mak

ing

deci

sion

s ab

out c

ontin

uing

and

expa

ndin

g th

e pr

ogra

m.

95

a

US

ER

CO

NC

ER

NS

Wha

t doe

s it

cost

to im

plem

ent

T.A

.T.?

PR

OG

RA

M C

HA

RA

CT

ER

IST

ICS

ME

SEIL

I

The

re is

no

dire

ct c

ost f

or o

pera

tion

of th

e T

.A.T

. mod

elon

ce it

is e

stab

lishe

d. T

here

are

som

e in

dire

ctco

sts

in th

e tim

e re

quire

d of

the

Coo

rdin

ator

(ab

out 2

hou

rs p

er w

eek)

and

the

team

mem

bers

(1

to 2

hour

s pe

r w

eek)

. In

addi

tion,

som

e di

stric

ts h

ave

paid

sub

stitu

tes

to p

rovi

de r

elea

sed

time

for

team

mem

bers

dur

ing

peak

ref

erra

l tim

es (

1 or

2 d

ays

a ye

ar).

The

cos

t of t

rain

ing

Incl

udes

the

time

and

expe

nses

of t

he T

rain

er(s

),M

anua

ls fo

r ea

ch te

am m

embe

r,an

d in

som

e ca

ses

rele

ased

tim

e. T

o pi

lot t

he p

rogr

am in

8 to

10

scho

ols

wou

ld r

equi

re th

e fo

llow

ing

trai

ning

:

1.O

ne T

rain

er fo

r 6

hour

s in

itial

trai

ning

and

1or

2 d

ays

for

follo

w-u

p (p

lus

an o

ptio

nal 1

day

for

orie

ntat

ion.

2.M

anua

ls fo

rte

am m

embe

rs.

How

cos

t effe

ctiv

e is

T.A

.T.?

The

T.A

.T. p

rogr

am s

aves

con

side

rabl

e tim

e an

dm

oney

by

redu

cing

the

num

ber

of in

appr

opria

te r

efer

rals

to s

pvci

al e

duca

tion.

T.A

.T. i

s an

effi

cien

t way

to in

crea

se te

ache

rs' s

kills

and

enab

le th

em to

mor

e ef

fect

ivel

y te

ach

stud

ents

with

lear

ning

and

beh

avio

r pr

oble

ms.

Com

pile

d by

the

Uta

h Le

arni

ng R

esou

rce

Cen

ter,

198

8

97