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Valuing & Supporting Teacher Experience
Why Teachers Leave the Classroom … Even the Career!
Jennifer DaleGWU Graduate StudentC & I:Teacher LeadershipAU-IV TeacherMillbrook High SchoolWake County Public School [email protected]
Samantha SchulerGWU Graduate Student
C & I: Teacher Leadership First Grade Teacher
Tommy’s Road ElementaryWayne County Public Schools
Bitmoji.comBitmoji.com
ObjectivesDiscuss Value of Experienced Teachers…
in the classroom
Discuss What Causes Teachers to Leave the Classroom
Advocate for Professionalism of Teaching
The Challenge...
Penny for Your Thoughts
Take a penny from the pile each time you make a real world or self connection to the information we discuss in each segment of our presentation. At the end of each segment, we will ask you to share with
the group what one of your pennies represents.
The Value of Experience
(Bitmoji, n.d.)
(Bitmoji, n.d.)
The Value of Experience
Growth and progress are necessary for improvement, achievement, and success in education. These changes can only come through effective teachers.
Research Says:
➔ Experienced teachers are more effective in general as well as in specific categories such as student engagement and classroom management. (Putnam, 2007).
➔ Experienced teachers’ beliefs about their practice are more closely aligned to actual research results than the beliefs of novice teachers. (Fleckenstein, Zimmerman, Koller, & Moller, 2015).
(Bitmoji, n
.d.)
Experience and Change
❏ As education changes, teacher belief
systems are challenged.
❏ Research shows that successful veteran
teachers adapt and develop their own
survival strategies. (Eilam, 2009)
❏ Effective teachers improve their own instruction when they are “dissatisfied with some detail of their teaching.”
❏ “Experience tends to influence teacher change, more than new knowledge gained from institutional sources.”
Effective Experienced Teachers Adapt to Change
(Quotes from Hazi & Rucinski, 2009, p. 33, para. 4)
(Bitmoji, n.d.)
Penny for Your Thoughts
Choose one connection about the value of teacher experience to share with the group.
Why do Teachers Leave the
Classroom?
(Bitmoji, n.d.)
(Bitmoji, n.d.)
“In the classroom, depersonalization may interfere with collaborative working relationships between teacher/student, teacher/parents, teacher/colleagues, and teacher/administration. Students may be seen more as diagnostic categories than individuals.”
“Teachers experiencing a diminished sense of personal accomplishment may feel less competent, less productive, and experience guilt. They may even feel that they are losing ground professionally and doubt their effectiveness in the teaching field.”
3 Dimensions of Burnout (Emery & Vandenberg, 2010, p. 120)
“Emotional exhaustion occurs when one feels overextended, drained of emotional resources, and lacking in physical and emotional energy.”
Emotional Exhaustion
Low Feelings of Personal Accomplishment Depersonalization
(Bitm
oji,
n.d.
)
Passion Affects Burnout“Teachers who are fired up about their work are widely thought to
be vulnerable to burnout.” (Fernet, Lavigne, Vallerand, & Austin, 2014, p. 270)
“Teaching is a profession which should be chosen not out of
coincidence but out of passion.” (Erdamar & Demirel, 2016, p.164)
Yet
“Defined as a strong inclination towards an activity that people like, find important, and in which they invest time and energy,
passion is harmonious when the activity is under the control of the individual, whereas passion is obsessive when the activity controls
the individual” (Fernet, Lavigne, Vallerand, & Austin, 2014, p. 271).
“...we propose that one type of passion (obsessive) is likely to foster burnout, whereas another type (harmonious) is likely to prevent it”
(Fernet, Lavigne, Vallerand, & Austin, 2014, p. 271).(Bitmoji, n.d.)
Work Environment
Job Satisfaction
Pay Scale
Working Conditions
Promotion System
Leadership Style and Culture
Social Relationships
The J-O-B
“...factors that can Influence a person’s level of job satisfaction” (Kumar & Singh, 2016, p. 2)
Employee Involvement
(Bitmoji, n.d.)
Penny for Your Thoughts
Choose one connection about the value of teacher experience to share with the group.
Advocate for Professionalism
(Bitm
oji,
n.d.
)
(Bitmoji, n.d.)
Be a Teacher Leader Accomplished teachers are “busting to get out of the cage because they know they have the knowledge and skill to reform the field in ways that allow their expertise to extend not just to the twenty-five or thirty students in front of them but also to hundreds or even thousands more by virtue of their influence on other teachers” (Arthur Wise as cited
by Berry, Byrd, & Wieder, 2013, p. 91).
Unless someone like you cares a whole awful lot, nothing is going to get better.
It’s not.~Dr. Seuss, The Lorax
“...the challenges facing our public schools cannot be met with all teachers serving in the same narrow roles designed for a bygone era” (Berry, Byrd, & Wieder, 2013, p. 3).
“Left alone in their classrooms, teachers are not likely to play a major role in defining and improving the core features of their work.” (Silva, 2009)
The Responsibility
is Ours!
(Bitmoji, ‘
n.d.)
(Bitmoji, n.
Teachers Must Take Action
Get involved! It’s okay to start small.
“Productive change in schools emerges naturally from the daily practice of outstanding teachers who are willing to share their successful practices with other teachers, who in turn, are willing to learn from them” (Bond, 2015, p. 19).
Baby Steps to Effective Change (in Your School)
Open your doors and invite other teachers in to observe
or give feedback
Seek out opportunities to collaborate
Facilitate PLCs that meet the needs of teachers in your
school
Join groups such as ASCD or NCAE to promote change
in the profession
Become a mentor
Explore alternative mentoring options such as pair
mentoring or self-mentoring
NO MORE ISOLATION
!
Penny for Your Thoughts
Choose one connection about changes in thinking to share with the group.
ReflectionWhat knowledge gained from this presentation will YOU implement
in the 2017-18 school year?
Please write your response on a Post-it and place on the display board!
Thank you for learning with us!Jennifer & Sam
ReferencesBerry, B., Byrd, A., & Wieder, A. (2013) Teacherpreneurs: Innovative teachers who lead but don’t leave. San Francisco: Jossey-Bass.
Bitmoji. (n.d.). Retrieved June 23, 2017, from https://www.bitmoji.com/
Bond, N., & Hargreaves, A. (2015). In The power of teacher leaders: Their roles, influence, and impact. New York, NY: Routledge.
Emery, D. W., & Vandenberg, B. (2010). Special education teacher burnout and ACT. International journal of special education, 25 (3), 119-131. Retrieved from http://files.eric.ed.gov/fulltext/EJ909042.pdf
Erdamar, G., & Demirel, H. (2016). Job and life satisfaction of teachers and the conflicts they experience at work and at home. Journal of Education and Training Studies, 4 (6), 164-175. doi:10.11114/jets.v4i6.1502
Fernet, C., Lavigne, G. L., Vallerand, R. J., & Austin, S. (2014). Fired up with passion: Investigating how job autonomy and passion predict burnout at career start in teachers. Work & Stress, 28(3), 270-288. doi:10.1080/02678373.2014.935524
Fleckenstein, J., Zimmermann, F., Kller, O., & Mller, J. (2015). What works in school? expert and novice teachers' beliefs about school effectiveness. Frontline Learning Research, 3(2), 27-46.
Hazi, H. M., & Rucinski, D. A. (2009). Teacher evaluation as policy target: Viable reform venue or just another tap dance? ERS Spectrum, 27(3), 31-40.
Kumar, A., & Singh, B. (2016). Emotional intelligence dimensions, job satisfaction and primary school teachers. IRAInternational Journal of Education and Multidisciplinary Studies (ISSN 2455-2526), 5(1), 8. doi:10.21013/jems.v5.n1.p2
Putman, S. M. (2012). Investigating teacher efficacy: Comparing preservice and inservice teachers with different levels of experience. Action in Teacher Education, 34(1), 26-40.
Silva, E. (2009). Teachers at Work: Improving teacher quality through school design. Washington DC: Education Sector, p. 3.
