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Ideas for bringing fading veteran teachers back into full bloom, and for preventing fading in the first place.
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Revitalizing the Veteran TeacherRevitalizing the Veteran Teacher
Or, No Teacher Left Behind?
Peter GowNAIS 2009
Or, No Teacher Left Behind?
Peter GowNAIS 2009
2/26/20092/26/2009 Veteran Teachers/Gow/NAIS 09
Veteran Teachers/Gow/NAIS 09
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Some observationsSome observations
The dumb-bell demographic: lots of older teachers--50+, lots of younger teachers--<30
Senior faculty compensated as valuable asset; too expensive to waste (which puts pressure on the system in hard times)
By no means does every veteran teacher need revitalizing!
The dumb-bell demographic: lots of older teachers--50+, lots of younger teachers--<30
Senior faculty compensated as valuable asset; too expensive to waste (which puts pressure on the system in hard times)
By no means does every veteran teacher need revitalizing!
Baby Boomers (born 1945-64)
Baby Boomers (born 1945-64)
Some characteristics
Some characteristics
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Some Boomer attributes
Some Boomer attributes
FlexibleGoal-orientedFocus on individual choices and freedom
Adaptive to a diverse workplace
Positive attitude
(from ValueOptions.com)
FlexibleGoal-orientedFocus on individual choices and freedom
Adaptive to a diverse workplace
Positive attitude
(from ValueOptions.com)
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Boomer work styles
Boomer work styles
Confident in their work--but the tasks keep changing
Like working in teams--but schools tend to isolate
Like collaborative decision-making --short-circuited by more top-down management
Conflict averse--SUCH a two-way street! (from ValueOptions.com)
Confident in their work--but the tasks keep changing
Like working in teams--but schools tend to isolate
Like collaborative decision-making --short-circuited by more top-down management
Conflict averse--SUCH a two-way street! (from ValueOptions.com)
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The changes we’ve seen
The changes we’ve seen
Rights and liberation movements multiculturalism globalization (post-racial?)
computer programming Web 2.0
teacher-centered student-centered
peace/boom war/bustCollege pressures greater
Rights and liberation movements multiculturalism globalization (post-racial?)
computer programming Web 2.0
teacher-centered student-centered
peace/boom war/bustCollege pressures greater
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Added pressuresAdded pressures
Many of us thought we wouldn’t live to see the 21st century--nuclear anxiety (“I’m amazed to have made it this far”)
Repudiation of our parents’ ways had a cost (but we’ve made ourselves feel better by shopping)
Lately there have been some extra financial anxieties (“What’d I do to deserve this?”)
Many of us thought we wouldn’t live to see the 21st century--nuclear anxiety (“I’m amazed to have made it this far”)
Repudiation of our parents’ ways had a cost (but we’ve made ourselves feel better by shopping)
Lately there have been some extra financial anxieties (“What’d I do to deserve this?”)
The Failing TeacherThe Failing Teacher
Symptomatology & Etiology
Symptomatology & Etiology
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What does fading look like?
What does fading look like?
Active disaffection, angerWithdrawal into sad corners“Work to rule”Clinging to/extravagantly defending students (paradox)
Dismissive of students (and colleagues)
“The school going to hell”
Active disaffection, angerWithdrawal into sad corners“Work to rule”Clinging to/extravagantly defending students (paradox)
Dismissive of students (and colleagues)
“The school going to hell”
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Most likely to have succeeded--
to a point(but maybe for the wrong
reasons)
Most likely to have succeeded--
to a point(but maybe for the wrong
reasons)Gadfly--puckish wit, sharp observer, hip cynicism
Charismatic--cool once or maybe still, hazy on the boundaries
Old School--straight ahead, iron discipline, awesome inflexibility
Gadfly--puckish wit, sharp observer, hip cynicism
Charismatic--cool once or maybe still, hazy on the boundaries
Old School--straight ahead, iron discipline, awesome inflexibility
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WHY? Let’s face it
WHY? Let’s face it
The 70s, 80s, and early 90s were not exactly the era of great teacher evaluation
Bad habits persisted; “value the individual”
Professional development seen as forced or irrelevant (and it often was)
The 70s, 80s, and early 90s were not exactly the era of great teacher evaluation
Bad habits persisted; “value the individual”
Professional development seen as forced or irrelevant (and it often was)
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Challenge: Successive waves
of change
Challenge: Successive waves
of changeDiversity and multiculturalism
Technology 1.0“Authentic Assessment”“Learning differences”GlobalizationTechnology 2.0
Diversity and multiculturalism
Technology 1.0“Authentic Assessment”“Learning differences”GlobalizationTechnology 2.0
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Bigger challenge: Autonomy/isolatio
n
Bigger challenge: Autonomy/isolatio
nMeet each “wave of change” on your own
Little accountabilityLittle holistic thinking on an institutional level
We’re all trying to build and sustain an elephant based on incomplete data from our own narrow viewpoint
Meet each “wave of change” on your own
Little accountabilityLittle holistic thinking on an institutional level
We’re all trying to build and sustain an elephant based on incomplete data from our own narrow viewpoint
Management ideasManagement ideas
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Institutional issues
Institutional issues
Find the balance betweenServing the kids and the program of today well AND acknowledging past good service
Enacting necessary change AND making the process of change humane
Find the balance betweenServing the kids and the program of today well AND acknowledging past good service
Enacting necessary change AND making the process of change humane
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What doesn’t helpWhat doesn’t help
Too many top-down initiatives Individually focused, opt-outable professional development program
Not confronting the issue directly; the passive-aggressive work-around
Hoping for change/retirement Creating “the Undead”—they’ve been judged, put in a box, and now they are treated with averted eyes
Too many top-down initiatives Individually focused, opt-outable professional development program
Not confronting the issue directly; the passive-aggressive work-around
Hoping for change/retirement Creating “the Undead”—they’ve been judged, put in a box, and now they are treated with averted eyes
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What can help What can help
AcknowledgeInvestigateEmpathizeAdjustSet goals(Set free)Celebrate
AcknowledgeInvestigateEmpathizeAdjustSet goals(Set free)Celebrate
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Adjust?Adjust?
Assignments/responsibilitiesNot fewer, but different
Workload, scheduleNot less, but different
LocationTeam/cohortSpecial projects
Assignments/responsibilitiesNot fewer, but different
Workload, scheduleNot less, but different
LocationTeam/cohortSpecial projects
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If the cause is lost
If the cause is lost
Be clear about the process
Enlist the teacher in planning an exit strategy
Find authentic ways to acknowledge past value
Support with career or other counseling
Resist blame and guilt
Be clear about the process
Enlist the teacher in planning an exit strategy
Find authentic ways to acknowledge past value
Support with career or other counseling
Resist blame and guilt
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Veteran Teachers/Gow/NAIS 09
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Preventive strategies
(financial)
Preventive strategies
(financial) Invest in employees’ lives: salary, benefits (tuition remission as “stock options”)
Intentional, exciting professional development program
Reward great workOffer financial planning supportA good and well understood Employee Assistance Plan
(A designated H.R. function)
Invest in employees’ lives: salary, benefits (tuition remission as “stock options”)
Intentional, exciting professional development program
Reward great workOffer financial planning supportA good and well understood Employee Assistance Plan
(A designated H.R. function)
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Preventive strategies
(cultural)
Preventive strategies
(cultural) Transparent and forthright school culture
Express interest in employees and their needs--normalize vicissitudes of adult life and support balance
Help faculty invest in school--board committee work, leadership roles where earned
Consistent evaluation Recognize great work
Transparent and forthright school culture
Express interest in employees and their needs--normalize vicissitudes of adult life and support balance
Help faculty invest in school--board committee work, leadership roles where earned
Consistent evaluation Recognize great work
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Preventive strategies
(pedagogical)
Preventive strategies
(pedagogical) Use mentoring to promote investment in the school and connect with new colleagues
Make collaboration essential--team planning, team teaching, interdisciplinary teaching
Encourage and reward innovation Consider exchange/travel programs (e.g., Fulbright, Network of Complementary Schools)
Make “legacy” (long-term) teaching portfolios part of professional development(from Peter Seldin, Pace University)
Use mentoring to promote investment in the school and connect with new colleagues
Make collaboration essential--team planning, team teaching, interdisciplinary teaching
Encourage and reward innovation Consider exchange/travel programs (e.g., Fulbright, Network of Complementary Schools)
Make “legacy” (long-term) teaching portfolios part of professional development(from Peter Seldin, Pace University)
Some case studiesSome case studies
Can this teacher be saved?
Can this teacher be saved?
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Color-blind DerekColor-blind Derek
At the school for 22 years, was department chair until replaced by a younger colleague in 2001
Fell afoul of P.C. police in late 90s for claim of “color-blindness”
Has been slow to adopt new ideas in general
At the school for 22 years, was department chair until replaced by a younger colleague in 2001
Fell afoul of P.C. police in late 90s for claim of “color-blindness”
Has been slow to adopt new ideas in general
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Jane, unpluggedJane, unplugged
24 years in the school; 38 years in the classroom
Most beloved teacher among alums
Proclaims she just doesn’t understand computers
One-to-one laptop initiative starts next year
24 years in the school; 38 years in the classroom
Most beloved teacher among alums
Proclaims she just doesn’t understand computers
One-to-one laptop initiative starts next year
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Sinkin’ DuncanSinkin’ Duncan
Career-changer at 45, now in year 10 at the school
2 kids, one in college and one just out and living at home
Parents live on the other coast, Mom just diagnosed with Alzheimer’s
Career-changer at 45, now in year 10 at the school
2 kids, one in college and one just out and living at home
Parents live on the other coast, Mom just diagnosed with Alzheimer’s
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Thanks toThanks to
Ezra Adams, Tom Daccord, Debi Ellman, Karen Fairbank, Mimi Harrington, Harry Hart, Bob Irving, Bill Ivey, Kathleen Jordan, Curt Lieneck, David Mallery, Luann Lee, Mike Salmon, Elizabeth Sky-McIlvain, Delores Smith, Amy Ward, Anne Macleod Weeks, Glen Westbroek, David Withrow, Teacher X
Peter Seldin, “’Tired’ Professors Can Be Rejuvenated,” The Chronicle, 7 March 2008
Ezra Adams, Tom Daccord, Debi Ellman, Karen Fairbank, Mimi Harrington, Harry Hart, Bob Irving, Bill Ivey, Kathleen Jordan, Curt Lieneck, David Mallery, Luann Lee, Mike Salmon, Elizabeth Sky-McIlvain, Delores Smith, Amy Ward, Anne Macleod Weeks, Glen Westbroek, David Withrow, Teacher X
Peter Seldin, “’Tired’ Professors Can Be Rejuvenated,” The Chronicle, 7 March 2008
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