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%Religious: 7% Lay: 93%White: 92% Teach elem. School: 71%Catholic: 96%BA only: 67% MA and above: 30%Married: 70%

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

Career at a “dead end”Meaning of lifeHome and familyPhysical, psychological healthCaregiving

Manifestations of burnout

FatigueAnger and anxietyDepression, irritabilityLack of goalsChanges in relationshipsChanges in appearance

New Teachers

DescriptorsGoal: controlHigh stressGaining acceptanceDesirous of respectConfused re: rolesAmbivalent

commitment

Growth NeedsHelp w/tech skillsDirective supervisionClear expectationsSensitivity re:

acceptanceExploration of personal

aimsMeaning of Catholic ID

Understanding young workers

Turn-ons:Recognition and praiseTime spent with supervisorRelating learning to actionOpportunity to learn new thingsFunTime to explore themselves

Understanding young workers

Turn-offs:Hearing about the past-especially yoursInflexibility about timeWorkaholismBeing watched/scrutinizedFeeling pressure to be traditionalDisparaging comments about youthFeeling disrespected

What are your 20-something teachers telling you?

The Middle Years

DescriptorsBuilding securityNew awarenessPreoccupied w/cognitiveWant to prepare studentsDeepened commitment

Growth needsUnderstand theoryOpportunity to innovateCollaborative

supervisionProfessional

developmentSupport services

What are your “middle years” teachers telling you?

The veterans

DescriptorsOptimum career

performanceMixed feelingsSmooth functioning

classroomPride in the pastProfessional boredomReliance on the “tried

and true”

Growth needsLess structured

developmentNondirective

supervisionSelf-improvementMentoring dutiesCall on expertise

What are your veterans telling you?

How do adults learn?

ContextuallyNew knowledge from oldFun/positive/rewarding/non-threateningAllow for practiceImmediate application

Critical Attributes of Effective Teacher Development

Collegiality and cooperationExperimentation and risk-takingIncorporation of available knowledge basesTime to work and assimilateLeadership and sustained supportAppropriate incentives and awardsIntegration of school goalsFormal placement of the program in the

organizational structure