Education Change & Stress at Mountain View Union

1. Education Change & Stress at Mountain View Union BY: Katie Bouchard & Marc Gilbertson

2. Marc Gilbertson – The Veteran Teacher

3. Katie Bouchard – The Novice Teacher

4. SIGNIFICANCE Teachers face constant pressure to change, which can lead to stress and burnout

5. A PROBLEM Mountain View Union purchased 15 sets of Clickers at $1200.00 each – Only three sets are being used

6. What the heck are Clickers? • Clickers are a Classroom Response System • They are remote devices that use radio frequency to collect data on student performance

7. Our Research Questions: • What do we know about education change and stress at Mountain View Union? • Can we implement these Clickers without causing unnecessary stress? Moun

8. Literature Review • Davidson, K. (2009). Challenges contributing to teacher stress and burnout. Southeastern Teacher Education Journal, 2(2), 47-56. Retrieved from Education Research Complete database. • Eklund, N. (2009). Sustainable workplaces, retainable teachers. Phi Delta Kappan, 91(2), 25-27. Retrieved from Education Research Complete database. • Ertmer, P., & Ottenbreit-Leftwich, A. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255-284. Retrieved from Education Research Complete database. • Glazer, E., Hannafin, M., & Song, L. (2005). Promoting technology integration through collaborative apprenticeship. Educational Technology Research & Development, 53(4), 57-67. Retrieved from Education Research Complete database. • Koenig, K. (2010). Building Acceptance for Pedagogical Reform Through Wide-Scale Implementation of Clickers. Journal of College Science Teaching, 39(3), 46-50. Retrieved from Education Research Complete database. • Kolikant, Yifat Ben-David, Denise Drane, and Susanna Calkins. 2010. "'Clickers' as Catalysts for Transformation of Teachers." College Teaching 58, no. 4: 127-135. Education Research Complete, EBSCOhost (accessed October 31, 2010). • Klassen, R. (2010). Teacher Stress: The mediating role of collective efficacy beliefs. Journal of Educational Research, 103(5), 342-350. Retrieved from Education Research Complete database. • Lucas, A. (2009). Using peer instruction and I-Clickers to enhance student participation in • calculus. Primus: Problems, Resources & Issues in Mathematics Undergraduat • Studies, 19(3), 219-231. doi:10.1080/10511970701643970. • Lukacs, K. (2009). Quantifying "The Ripple in the Pond": The development and initial validation of the teacher change agent scale. International Journal of Educational & Psychological Assessment, 325-37. Retrieved from Education Research Complete database. • Tomil, D.R. (2010). Action research for educators. New York. Rowan & Littlefield. • Troman, G., & Woods, P. (2000). Careers under stress: Teacher adaptations at a time of intensive Reform. Journal of Educational Change, 1(3), 253-275. Retrieved from Education Research Complete database. • Zhang, Y., & Yu, Y. (2007). Causes for burnout among secondary and elementary school teachers and preventive strategies. Chinese Education & Society, 40(5), 78-85. doi:10.2753/CED 1061-1932400508. • Zwart, R., Wubbels, T., Bergen, T., & Bolhuis, S. (2007). Experienced teacher learning within the context of reciprocal peer coaching. Teachers & Teaching, 13(2), 165-187. doi:10.1080/13540600601152520 • GROUNDED! BAM!

9. THIS IS OUR ACTION RESEARCH PROJECT

10. THE ACTION -- Collaborative Sessions • Four training sessions: Marc tutored Katie on the use of Clickers. • Katie then implemented the Clickers in her classroom.

11. DATA COLLECTION OVERVIEW • Double Journal Entries - from the Collaborative Sessions • Stress Level Continuum- rated after each session • Interviews- with novice and veteran teachers

12. DATA COLLECTION #1:DOUBLE JOURNAL ENTRIES • Reflection on progress made and what caused stress • Observation of each other’s stress during the session

13. REFLECTION AND OBSERVATION

14. DATA COLLECTION #2:Stress Level Continuum Rated stress levels using the Stress Level Continuum after each training session

15. Stress Level Continuum Likert scale 1-5 • 1) No stress; • 2) Slightly less stress than normal; • 3) Neutral – normal school stress; • 4) Slightly more stress; • 5) Extreme stress.

16. Training Session Stress Levels • Marc had higher stress 3-4 • Katie had moderate stress 3

17. DATA COLLECTION #3: INTERVIEWS Five interviews about STRESS and CHANGE at Mountain View

18. INTERVIEW QUESTIONS • How long have you been teaching? • What is an example of a successful educational change? What made it successful? • What stops change from happening in education? • Who is involved in changes in an educational setting? • Do you find change in schools stressful? If so, how can this stress be reduced? • How do you feel about new technology in the classroom? • What has prevented you from using the CRS in your classroom?

19. FIRST INTERVIEWEEGWENYTH – 9 YEARS EXPERIENCE

20. SECOND INTERVIEWEECONAN –FIVE YEARS EXPERIENCE

21. THIRD INTERVIEWEEJENNIFER – 20 YEARS EXPERIENCE

22. FOURTH INTERVIEWEEKATE – FIRST YEAR TEACHER

23. FIFTH INTERVIEWEESEAN – 40 YEARS EXPERIENCE

24. INTERVIEWS • These gave us general insight into stress and change at Mountain View Union

25. IMPLEMENTATION With 4 training sessions completed…it was time for Katie to implement the Clickers in her classroom…

26. Here is what happened…

27. Implementation • Marc- Low Stress- 2 • Katie- High Stress- 4+

28. Handing out the clickers – started the funny business

29. Ms. Bouchard – Do I stick this up my nose?

30. Is this a cell phone?

31. It’s like a remote!

32. What are the point of these?

33. Students did not take these seriously

34. Katie felt very stressed!

35. Analysis

36. Interview Analysis • Gwenyth - “Time stops change from happening because you have five million other things to do.”

37. Interview Analysis Jennifer - “it takes time to set the Clickers up…it’s not second nature, so it is time consuming.”

38. Interview Analysis Kate -“Change is just time consuming!”

39. Interview Analysis Conan - “You need to make sure there is enough time to put the plan in place”

40. Interview Analysis Sean - “I need plenty of time to learn and implement.”

41. Analysis - Double Journals Marc-“The big cause of stress was lack of time.”

42. Analysis - Double Journals Katie- “Marc seemed very rushed during this session and was a little bummed out that we were not able to progress as far as we had hoped.”

43. Discussion Lack of Time emerged as the dominant cause of stress.

44. Time Katie stated that “implementing technology just added more to my plate.” Marc was worried that Katie needed more time before going in front of the class with the new technology

45. Discussion Katie agrees that if the change was worthwhile and helped her teaching, she would have taken it more seriously. Marc agrees that change can occur, but there needs to be time, a clear process, and a purpose for it to be implemented.

46. Discussion Marc and Katie both agreed that working collaboratively made the change process less stressful

47. Conclusion When implementing change at Mountain View Union, Lack of Time was the dominant stressor!

48. Recommendations • When implementing change, give yourself enough time to do it properly or you might… Just Beat It…