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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)
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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.
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Western Regional Resource Center:University of Oregon
Eugene, OR.
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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.
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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.
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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.
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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.
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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.
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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.
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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
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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.
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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.
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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
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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.
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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
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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.
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.
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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
McGee-Cooper, A. (1990). Action item. In A. McGee-Cooper, You don't have to gohome from work exhausted! (p. 58). 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.
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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.
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.
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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
McGee-Cooper, A. (1990). Action item. In A. McGee-Cooper, You don't have to gohome from work exhausted! (p. 232). 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.
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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?
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McGee-Cooper, A. (1990). Action item. In A. McGee-Cooper, You don't have to gohome from work exhausted! (p. 294). 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.
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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.
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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
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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
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AT
irAT
SU
P S
YS
CLA
SS
TE
AC
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RS
TE
AC
HE
R A
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CE
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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.
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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