The Stages of Teacher Development and ConcernsNew and Beginning Teachers

Learning OutcomesIdentify the different stages of concern in teacher developmentTrace the time line of a teacherDescribe some of the challenges of a beginning teacherIdentify the types of professional development available for continuing lifelong learning

As a teacher.. Lifes greatest gift is the opportunity to throw oneself into a job that puts meaning and hope into the lives of other people. Seizing this opportunity is the surest way to put meaning and hope into ones own life.

Martin Haberman

Survey QuestionWhat are the most commonly reported challenges of beginning teachers as reported by beginning teachers?

Beginning Teachers Most Often Report These Challenges:9. Relations with colleagues8. Students personal problems7. Insufficient materials and supplies6. Evaluating student work5. Planning class work4. Parent relations3. Dealing with individual differences2. Motivating students1. Classroom discipline

Time Crunchers Frequently Reported by Beginning TeachersAfter-School ActivitiesCoachingLesson PlanningExtra-Duty AssignmentsGrading PapersMeetingsFinding Instructional ResourcesPainting MuralsPreparing for Parent ConferencesDecorating the ClassroomTutoringModifying LessonsCatching Up on PaperworkClassroom Cleanup

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What Would a Beginning Teacher Say in?Jan through March

April through July

August through November

Consider what a beginning teacher would say during these different times of the school year. Also, think about what a beginning teacher looks like. For example, in January the beginning teacher looks energetic, is smiling, and says, I am so excited about having my own class. Just think about what beginning teachers generally look and sound like : (a) early in the year, (b) during the middle of the year, and (c) at the end of the year.

Take 3 minutes to write your own thoughts and, then, 5-7 minutes to share ideas with your table group. Use a round-robin strategy in which one person talks and all others listen. Then the next person talks. Only at the end do all of you have a table group discussion.

Profesional Life Span of A New Teacher : The beginning of a teaching career for some may be charged with excitement, challenge, and exhilarating success. For others, the first year of teaching may seem to be confusing, uncontrollable, filled with unsolvable problems, and threatened by personal defeat and failure. For many, beginning to teach is a unique and more balanced mixture of success, problems, surprises, and satisfactions. (Johnston & Ryan, 1983)

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Phases of First Year TeachersAttitude Towards Teaching

Roller Coaster Ride!ipba

My Journeyas a New Teacher..ipba

Phases of the First Year Anticipation SurvivalDisillusionment Rejuvenation Reflection AnticipationJan Feb Mac Apr May Jun Jul Aug Sept Oct Nov Dec

Phases of Teaching Revisited

Reading Task.Phases of First Year Teaching

Read and highlight some of the aspects that are significant in each phase

Brief Overview of the Phases of First Year Teaching

Anticipation - Looking forward to what will be happening in the classroom. Jan, Feb I am elated to get the job but terrified abt going from the simulated experience of student teaching to being the person completely in chargeSurvival Feb & March, realities set in. Facing problems they do not have experience in addressing them. Struggle to keep heads above water I thought Id be busy, sth like student teaching,but this is crazy. Im feeling like Im constantly running. It is hard to focus on other aspects of my life

Disillusionment April- Jun is hit-the-wall time. Extensive time commitmentseventy hours per week; Highly stressed; Self-doubt; Lower self-esteem; Non stop schedule may affect health and sense of confidence. Beginning teachers begin to doubt their career choices. They wonder, Should I go back to school and change my profession? Parent-teacher conference, evaluation by principals, major source of distress classroom management

Rejuvenation - marks a transition brining a clearer sense of the realities July September . As one reflected on the first half of ones year, one was amazed at how much one had accomplished and learned

I am really excited about my story writing center, although the organisation of it has at times been haphazard. Story telling has definitely revived my journalsA sense of relief that you have made it through the first half of the year

Reflection - best time for reflection is the last week or two of the year. Take stock of the work done. October December. As one thinks back, there are things one would never try again or would choose to do very differentlyMentors/Senior teachers are essential in helping the protg look back.

I think that for next year, Id like to start the letter puppets earlier in the year to introduce the kids to more letters

Reflection is important throughout the year. Reflecting gets better. More can be done. Much is gained from reflecting together.

Begin again withAnticipation!Jan - March

Developmental Levels of ConcernA study by Fuller (1969) asked educators to describe their main concerns. The study resulted in the identification of three developmental levels of concern.

Take a minute now to quietly reflect on how you would answer the following question. What is your primary concern as a teacher?

Developmental Levels of Concern Theory - Fuller, 1969Survival StageImpact StageTask Stage

Survival StageThe SURVIVAL StageStage 1Stage OneSelfSurvival StageMatches Anticipation & Survival Phaseteachers in this stage are primarily focused on . . .

SELF

- How am I doing?- Will I make it?- Do others approve ofmy performance?Some key Survival Stage questions are . . . .trying to keep our heads above water

Stage 1: The Survival StageAppropriate Mentoring BehaviorsLook for opportunities to provide specific praise.Express interest in shared ideas.Empathize by sharing experiences.Reflect on things that are going well, on successes as well as on setbacks.Participate in social as well as professional activities. Share your coping skills, and encourage a balanced life that includes time for self, family, and friends.

Stage Two

Stage OneSurvival Stage The TASK StageTask StageStage 2Task StageDisillusionment Phase

Survival Stage

teachers in this stage are primarily focused on . . .

Time Task and

- Is there a better way?- How can I do all that is expected of me?- How can I improve this?

Some key Task Stage questions are . . .Able to stay afloat by dog paddling. Start to learn some other strokes

Stage 2: The Task StageAppropriate Mentoring BehaviorsPrioritize the many tasks that must be completed.Share lesson plans.Share your methods of more efficiently accomplishing common teaching and management tasks. Speak with or observe colleagues who demonstrate exemplary practice.Reflect on motives for pursuing a particular task.

Stage 3The Impact Stage

teachers in this stage are primarily focused on . . .Stage Three

Stage Two

Stage OneImpact StageRejuvenation & Reflection PhasesTask Stage

Survival StageImpact StageTask StageSurvival Stage

Student Outcomes

-Are students learning?- How can I support student achievement?- Is my work meaningful to students?Some key Impact Stage questions are . . .we know a variety of strokes and can save ourselves (and others) in the water.

Stage 3: The Impact Stage

Appropriate Mentoring BehaviorsEngage in collegial dialogue that focuses on meeting the needs of individual learners.Discuss complex teaching strategies.Collaborate with or observe outstanding teachers who model best practices.Reflect on how students are different as a result of your work.

The Triarchic Approach During your practicum and most important as a beginning teacher, always.

Remember...Reflecting on your teaching and knowing behaviors that work are only part of the whole Teaching episodePeople become expert teachers. They are not the product of sudden insight.

Continuing on. Stages of Teacher Development

Definition of Concern

The composite representation of the feelings, preoccupation, thought, and consideration given to a particular issue or task is called concern.

Hall & Hord, p. 61

Stages of Concern One-legged interview Open-ended concerns statement Stages of Concern questionnaire

Identifying Stages of Concern IMPACT TASK SELFHall & Hord, p. 69; Hall et al., 1979

Stages of ConcernExpressions of ConcernStage 6: RefocusingI have some ideas about something that would work even better.Stage 5: CollaborationI am concerned about relating what I am doing with what my co-workers are doing.Stage 4: ConsequenceHow is my use/innovation affecting clients?Stage 3: ManagementI seem to be spending all of my time getting materials ready.Stage 2: PersonalHow will using it affect me?Stage 1: InformationalI would like to know more about it.Stage 0: AwarenessI am not concerned about it.

Activity Select the suitable interventions for each Stage of Concerns

InterventionsHall, George, & Rutherford, 1986

Stage 6, Refocusing Respect and encourage teacher interests Channel their ideas and energies; act on their concerns.Stage 5, Collaboration Provide opportunities to develop skills needed to work collaboratively Rearrange schedules so people can collaborateStage 4, Consequence Provide positive feedback and needed support Provide opportunities for teachers to share knowledge and skillsStage 3, Management Answer specific how to questions Avoid considering future impact at this timeStage 2, Personal Address potential personal concerns directly Implement changes progressively over timeStage 1, Informational Provide clear and accurate information Relate changes to current practicesStage 0, Awareness Involve teachers in discussion and decisions

A second year teachers voice.These first years have taught me to know my weak sides as a teacher. I have to develop my skills. I noticed my weak points thanks to the self-analysis. But sometimes I think that I analyse myself too much

The tasks that life throws in front of us should not be this difficult, because at one point the question arises how big a price should I pay for becoming a good teacher? However, I like my job and I have always been proud of saying that Im a teacher.

Stages of Mastery Novice Advanced Beginner Competent Proficient Expert

In the 1st yearIn the beginning years 2nd-- 5thNovice Teachers

New to the School or State

Limited Ability, Minimal Skills

Performance Considered Marginal

Who are Novice Teachers? Almost 2/3 of beginning teachers are younger than 25 years 42% have just finished college/U and have never taught before Are usually single, in debt or are financially struggling Are likely to teach outside their field Have technology skills May be more informed about multicultural issues

Novice Teacher QualitiesWilling & EagerCollaborative & CooperativeShows InitiativeReceptiveRequests FeedbackResponsiveValues Mentors HelpSelf-Analytic & ReflectiveCommitted

What we need is..

More Swimming&Less Sinking

Novice

Learns to recognize various objective facts, initial concepts, and specific rules

This stage is the beginning of the preparation of becoming a professional educator.

Advanced BeginnerLearns to recognize facts and elements not defined in the Novice Stage and learns more sophisticated rules

This stage continues your development in your undergraduate program. Your undergraduate training ends with a student teaching experience.

3. Competent

Begins to recognize more context-free and situational elements; simplifies and improves performance; begins to problem-solveBegins as you accept full-time employment as a professional educator. It generally takes 2-5 years of on-the-job training for a person to become a competent professional educator.Many teachers never achieve this level because they do not gain enough experience.

Proficient

Learns to identify quickly the important elements of the task; develops rapid fluid style based on intuitive understandingsOnly a small percentage of professional educators ever reach this stage. These are the teachers one normally thinks about when we remember the teachers who had the most influence on us.

.Proficient

Individual's style begins to be expressed and experience (rather than school training) begins to be a major factor in performance.

Expert

Experience-based holistic recognition of similarity leads to natural, fluid performance that almost always works

We may only interact with a handful in our entire education experience. These teachers are widely recognized as superior. They are also likely to be mentors for teachers who desire to become like them.

Expert

At your stage of development, it is important to remember that it takes years of training and experience to become a competent, let alone a proficient or expert teacher.

All we ask at this point is that you work hard and try to learn from your mistakes. However, you need not feel guilty when you make mistakes; it comes with being in your stage of development.

Becoming a Master TeacherBoth critical thinking and self-regulation are necessary to attain the level of competence.

As these activities become habitual, movement to the proficiency and expertise levels becomes possible

Expert Teachers have Expert KnowledgeLet us examine some of the qualities of expert teachers.Expert teachers have gained greater knowledge through their experiences.They do not appear to have better memory in general.

Types of Expert KnowledgeContent KnowledgePedagogical KnowledgePedagogical-content Knowledge

Organization of Expert KnowledgeExpertsDeep StructureNovicesSurface Structure

Implications for TeachingTeachers become expert by learning from experience.Teachers become expert by growing in efficiency.Teachers become expert by developing their insights.

Scenario PlanningBuilding PartnershipCulture ManagementOrg. Ldrshp & Mgmt.Knowledge Mgmt.Learning Org.Training and Dev.Org. Ldrshp & Mgmt.Systems ThinkingChange Mgmt.

Instructional Ldrshp.Conflict Mgmt.Team BuildingCreativity & InnovationRelationship & NetworkingInterpersonalStrategic Mgmt.Content PedagogyInformation Mgmt.Quality Mgmt.Staff Dev.Action ResearchEtiquetteContent PedagogyCommunicationTechnological Learning.School ImprovementPerformance Mgmt.Community Dev.

Life long Learning

Lesson observationTeacher training Writing reflections and casesFeedbacks on lessons Attending Seminars Activities that promote teacher development

Continuing Professional Development

A professional knowledge baseThe knowledge of teachers is about teaching their subject to pupils- Subject geography or English- Subject pedagogy- Action research

The view and methods of the teacher are consistent with the view and teaching approach the teacher wants to encourage in students

Swennen, Korthagen & Lunenberg, 2004

In teaching Consciously model

Be explicitLegitimize what you model

ModelIt is modelling the processes, thoughts and knowledge of a teacher in a way that demonstrates the why or the purpose of teaching: it is not creating a template of teaching for unending duplication

Be explicitTeachers need to make their teaching explicit, so the modelling is brought to a conscious level of the student. This requires a high-level of meta-cognition, it is verbalizing the reflection-in-action, (Schn, 1983) the tacit part of professional knowledge in teaching

LegitimizeUnderpin what you model with theory that teachers know or should know

Swennen, Korthagen & Lunenberg, 2004

Continuing Professional DevelopmentConferences (annual)Research and Development Centres (RDCs)ProjectsPublications

RIGHT ATTITUDES TO TEACHING

Learning = Growing

MCCE Summer 06*Read the quote above to participants.

Doesnt this quote eloquently describe why many of us became teachers? By participating in an induction system that supports beginning teachers, we have an additional opportunity to reach out, effect change, and make a difference in our own life and the lives of others.

This list is not all inclusive, the group can probably add many more. These are not in an order of priority.MCCE Summer 06*MCCE Summer 06*MCCE Summer 06*MCCE Summer 06*MCCE Summer 06*MCCE Summer 06*MCCE Summer 06*MCCE Summer 06*MCCE Summer 06*MCCE Summer 06*Key questions.MCCE Summer 06*MCCE Summer 06*MCCE Summer 06*Key questionsMCCE Summer 06*MCCE Summer 06*MCCE Summer 06*MCCE Summer 06*Key questionsMCCE Summer 06*Most classrooms situations can be examined from a variety of viewpoints. In this class, the following three approaches to understanding a situation will be used throughout the term.

Thinking Analytically - analyze, compare and contrast, or evaluate concepts or information.Thinking Creatively - invent, discover, or design. Stretch your thinking; go beyond what you already know.Thinking Practically - learn how to apply in everyday life what you already know.

Becoming an expert teacher is not merely the sum of a list of expert behaviors coupled with a tendency to reflect on the effectiveness of ones behaviors; instead, expert teaching results from a combination of these things and how they interact with the individual.

Everyone brings something unique to a situation and because of this, what works for one teacher may not work for another.

Teachers dont start out as experts.

Expertise develops as one gains experience and knowledge.

Expert teachers do not appear to have better memories overall (Gobet & Simon, 1998; Petre & Blackwell, 1999), but they have better knowledge about their domain of expertise.

Example - Chase & Simon, 1973, investigated expert versus novice chess players and their memory for configurations of chess pieces. They found that expert chess players only demonstrated better memories for configurations that might have come about from a real game. They were no better than novices if the chess piece configurations were entirely random.Researchers have noted that one key difference between experts and novices lies in how they organize their knowledge.

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