Creating effective teacher growth programs
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Creating Effective Teacher Growth Programs. Individualizing Professional Improvement. How experienced are our teachers?. 0-3 years 18.2% 4-9 years 30.5% 10-19 years 33.1% 20+ years 18.2%. Who Teaches?. Full-time: 89% Went to Catholic School: 77% Female: 80% Aged 45-60: 40%

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Creating effective teacher growth programs

Creating Effective Teacher Growth Programs

Individualizing Professional Improvement


How experienced are our teachers
How experienced are our teachers?

0-3 years 18.2%

4-9 years 30.5%

10-19 years 33.1%

20+ years 18.2%


Who teaches
Who Teaches?

Full-time: 89% Went to Catholic School: 77%

Female: 80% Aged 45-60: 40%

Religious: 7% Lay: 93%

White: 92% Teach elem. School: 71%

Catholic: 96%

BA only: 67% MA and above: 30%

Married: 70%


Why they leave
Why they leave:

Family/Personal: public 34.7%; private 47.3%

Retired/Sabbatical: public 27.9%; private 10.1%

Salary/benefits: public 4.5%; private 9.2%

Other career: public 3.4%; private 12.5%

RIF-ing: public 5.8%; private 7%

Dissatisfied w/teaching: public 8.9%; private 6.7%


Life factors
Life Factors

  • Career at a “dead end”

  • Meaning of life

  • Home and family

  • Physical, psychological health

  • Caregiving


Manifestations of burnout
Manifestations of burnout

  • Fatigue

  • Anger and anxiety

  • Depression, irritability

  • Lack of goals

  • Changes in relationships

  • Changes in appearance


New teachers

Descriptors

Goal: control

High stress

Gaining acceptance

Desirous of respect

Confused re: roles

Ambivalent commitment

Growth Needs

Help w/tech skills

Directive supervision

Clear expectations

Sensitivity re: acceptance

Exploration of personal aims

Meaning of Catholic ID

New Teachers


Understanding young workers
Understanding young workers

  • Turn-ons:

    • Recognition and praise

    • Time spent with supervisor

    • Relating learning to action

    • Opportunity to learn new things

    • Fun

    • Time to explore themselves


Understanding young workers1
Understanding young workers

  • Turn-offs:

    • Hearing about the past-especially yours

    • Inflexibility about time

    • Workaholism

    • Being watched/scrutinized

    • Feeling pressure to be traditional

    • Disparaging comments about youth

    • Feeling disrespected



The middle years

Descriptors

Building security

New awareness

Preoccupied w/cognitive

Want to prepare students

Deepened commitment

Growth needs

Understand theory

Opportunity to innovate

Collaborative supervision

Professional development

Support services

The Middle Years


What are your middle years teachers telling you

What are your “middle years” teachers telling you?


The veterans

Descriptors

Optimum career performance

Mixed feelings

Smooth functioning classroom

Pride in the past

Professional boredom

Reliance on the “tried and true”

Growth needs

Less structured development

Nondirective supervision

Self-improvement

Mentoring duties

Call on expertise

The veterans



How do adults learn
How do adults learn?

  • Contextually

  • New knowledge from old

  • Fun/positive/rewarding/non-threatening

  • Allow for practice

  • Immediate application


Critical attributes of effective teacher development
Critical Attributes of Effective Teacher Development

  • Collegiality and cooperation

  • Experimentation and risk-taking

  • Incorporation of available knowledge bases

  • Time to work and assimilate

  • Leadership and sustained support

  • Appropriate incentives and awards

  • Integration of school goals

  • Formal placement of the program in the organizational structure


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