Phases and Stages of Beginning Teacher Development Lifes

Phases and Stages of Beginning Teacher Development

“Life’s 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 one’s own life. ” Martin Haberman

Goals • To become familiar with two models of beginning teacher development • To gain awareness of how support varies based on the teacher’s stage of development

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

Beginning Teachers Most Often Report These Challenges: 9. Relations with colleagues 8. Students’ personal problems 7. Insufficient materials and supplies 6. Evaluating student work 5. Planning class work 4. Parent relations 3. Dealing with individual differences 2. Motivating students 1. Classroom discipline

What Would a Beginning Teacher Say in…? • August through October • November through February • March through July

Phases of Teaching Anticipation Reflection Survival Rejuvenation Jul Jun May Apr Mar Feb Jan Dec Nov Oct Sep Aug Disillusionment

Phase One: Anticipation • Begins during student teaching • Is marked by romanticization and a commitment to making a difference • Carries through the first weeks of school

Phase Two: Survival • Reality hits. • Teachers in this stage are primarily focused on self. • Some key Survival phase questions • How am I doing? • Will I make it? • Do others approve of my performance?

Phase Three: Disillusionment • Extensive time commitment— seventy hours per week • High stress • Self-doubt • Lower self-esteem

Phase Four: Rejuvenation • Focus on time and task • Some key Rejuvenation phase questions • Is there a better way? • How can I do all that is expected of me? • How can I improve this?

Phase Five: Reflection • Assessment of impact on students • Focus on student learning • Some key Reflection phase questions • Are students learning? • What are students learning? • How can I raise achievement levels? • Is this meaningful to students?

Phases of Teaching Revisited Anticipation Reflection Survival Rejuvenation Jul Jun May Apr Mar Feb Jan Dec Nov Oct Sep Aug Disillusionment

Developmental Stages of Concern Frances Fuller (1969) asked teachers to describe their chief concerns about teaching. The study resulted in the identification of three developmental levels of teacher concern.

The Stages of Concern Stage 1: Survival Stage 2: Task Stage 3: Impact

Stage 1 The SURVIVAL Stage One Survival Stage Self

Stage 2 The TASK Stage Two Stage One Task Stage Time/ Task Survival Stage Self

Stage 3 The IMPACT Stage Three Impact Stage Two Task Stage One Survival Stage Student Learning Time/Task Self

Give One to Get One • Review the notes on your Phases and Stages card. • On a sticky note, write an aha, comment, OR question, as you reflect on your learning about phases and stages.

Give One to Get One (cont’d) • At the sound of the chime, get up, mingle, and exchange sticky notes with as many people in the room as possible. Acknowledge each other’s contribution non-verbally. • After 3 -4 minutes, you will hear another chime. Return to your table group with the last sticky note you received. Share your learning. • Each table group chooses their favorite aha, comment, or question to share with the group.

“The most important characteristic of a successful mentor is a commitment to provide personal time and attention to the beginner. ” Steven Gordon

Fred Jones Book Study • Overall Goals from the book: – Building classrooms where both the teacher and the students look forward to getting to school in the morning. – Implement practical and down to earth procedures. – Save time and effort to maximize student learning.

Fred Jones Book Study • Chapter 1 Natural Teachers • All of our efforts to improve education come down to the classroom. • Whether or not lessons come alive and students learn depends on the teacher’s skill. • Natural teachers do not work themselves to death. Instead they put the students to work. • Natural teachers save time and effort—more time to teach and more energy for living after you get home.

Fred Jones Book Study • Chapter 1 Natural Teachers Focus Points: • Jones has observed many classrooms and found: – 80% of “Goofing Off” is scored talking to neighbors or texting friends. – 15% is scored out of seat. – 5% are behaviors not even worth scoring—passing notes, tying shoelaces to the chair, doodling. • So How Do We Fix It? – Four Stages of the Learning Curve for New Teachers (pages 9 -11)

Fred Jones Book Study • Chapter 2 Primary Prevention of Discipline Problems • Instead of discipline being remedial (dealing with it after a problem), we need it to be preventative. • This management system is reduced to the fundamentals—skills and procedures. • Procedures need to be simple, powerful, and cheap. • The goal is the make the teacher’s job easier, not harder.

Fred Jones Book Study • Chapter 2 Focus Points • What Does Classroom Management Look Like to You? • A Management System has: – – – Only Skills that Are Critical Synergy Skills versus Information Fundamentals That Are Timeless Discipline That Can Be Positive Has your opinion changed? Why or Why Not?

Fred Jones Book Study • Chapter 3 Working the Crowd • Physical distance from the teacher governs the likelihood of students goofing off. • Effective teachers work the crowd—you work the crowd, or the crowd works you. • Using mobility and proximity, effective teachers can constantly disrupt the disruptive impulses. • Working the crowd provides the perfect camoflauge.

Fred Jones Book Study • Chapter 3 Working the Crowd Focus Points • Zones of Proximity – Describe the behaviors students subconsciously make as they move through the zones. – How does working the crowd disrupt the disruptions? • Camouflage for Setting Limits – How does working the crowd provide “camouflage” for setting limits on disruptive students?

Fred Jones Book Study • Chapter 4 Arranging the Room • Furniture can become a literal obstacle to working the crowd. • Develop a room arrangement that allows you to get to any student from another student in the fewest possible steps. • Teachers need walkways • Increase proximity by removing your desk from the front of the room and focus on student desk placement.

Fred Jones Book Study • Chapter 4 Arranging the Room Focus Points • Look at the room arrangements on pages 4145. • Jot down pros and cons about each arrangement. • Choose which arrangement would work best for you.

Your Role This Year • • • Responsibilities Documenting Interactions Observation Forms Campus Support Suggested Topics Canvas Collaboration – https: //birdvilleschools. instructure. com/e nroll/NXBRC 8