What School Leaders Ought to Know AboutSupporting Early Career Teachers

Dr. Janet VanLoneAssistant ProfessorDepartment of Education

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! Introduce yourself! Why did you choose to come to this

session?! What are some current challenges

administrators face with supporting early career teachers?

SESSION OBJECTIVES

! Why focus on early career teachersÕ classroom management practices?

! WhatÕs going on in teacher prep?! How the ÓClassroom Practices Video Analysis ToolÓ can help!

RATIONALE

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WHAT DO YOU KNOW ABOUT TEACHER ATTRITION?

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TEACHER ATTRITION QUIZ!QUESTION 1

Question

Nationally, what percentage of teachers leave the profession each year, and how many leave within five years?

Answers

A. 3% and 25%B. 5% and 33%C. 8% and 44%D. 25% and 66%

TEACHER ATTRITION! Varies by region: South and Midwest are

highest, Northeast and West are lowest

! Varies by subject area: Special Education and ELL are highest

! Impact is greater for students who are historically underserved

! Particularly detrimental for students of color

TEACHER ATTRITION QUIZ! QUESTION 2

Question

! According to survey responses, teachers who leave the profession most often report what factor as a primary reason?

Answers

A. Salary and Benefits

B. Retirement

C. Family/Personal Reasons

D. Dissatisfaction

TEACHER ATTRITION : DISSATISFACTION

TEACHER ATTRITION: QUIZ QUESTION #3

Question

How much does it cost to replace each teacher who leaves an urban school district?

Answer

A. $2,000

B. $20,000

C. $200,000

D. $2,000,000

WHATÕS THE IMPACT?

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SOLVING THE PUZZLE! Provide high-quality mentoring and induction to

beginning teachers

! Include observation and feedback

! Focus on classroom management practices

YOU MIGHT BE THINKING É

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TEACHER PREPARATION IN CLASSROOM MANAGEMENT

! Teachers report feeling unprepared and receiving insufficient training in classroom management

! Policy and practice gaps in preparation, particularly in evidence-based classroom management practices

! Reduced requirements for secondary and alternative certification programs

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CLASSROOM MANAGEMENT

What is evidence-based practice?Why is it so important?

CLASSROOM MANAGEMENT DEFINED

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CLASSROOM MANAGEMENT

CLASSROOM MANAGEMENT OUTCOMES

For Teachers

! Increased job satisfaction! Reduced stress and burnout! Increased motivation and

commitment to teaching

For Students

! Improved academic outcomes! Improved social, emotional, and

behavioral outcomes! Improved long-term life outcomes

THE CLASSROOM MANAGEMENT VIDEO ANALYSIS TOOL

Help has arrived!

GROUNDED IN RESEARCH

! Research results have demonstrated that video analysisis an effective strategy and can be beneficial for both in-service and pre-service teachers

WILL VIDEO ANALYSIS HELP STUDENT TEACHERS TO IMPROVE CLASSROOM

MANAGEMENT PRACTICES?

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METHODPARTICIPANTS AND SETTING

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VIDEO ANALYSIS: ONE STUDY

! Independent Variable: multi-component intervention that combines explicit instruction, modeling, video self-analysis, self-monitoring, and performance feedback

! Dependent Variable: student teachersÕ use of behavior specific praise, an evidence-based classroom management practice.

BEHAVIOR SPECIFIC PRAISE

! An evidence-based classroom management strategy! Can be easily implemented (no cost, little time)! Multi-purpose! Examples?

ADDITIONAL MEASURES:

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PARTICIPANT KNOWLEDGE

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SOCIAL VALIDITYQuestion Mean Range Standard

Deviation This intervention improved my ability to use evidence-based classroom management skills.

5 5.00-5.00 0

This intervention increased appropriate behavior in my students.

4 4.00-4.00 0

This intervention decreased inappropriate behavior in my students.

4 4.00-4.00 0

This intervention was easy to use 5 5.00-5.00 0

This intervention took more effort than it was worth 1 1.00-1.00 0

This intervention should be recommended to teacher preparation programs to aid in the development of pre-service teachersÕ classroom management skills

5 5.00-5.00 0

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RESEARCH TO PRACTICE

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STEP #1: EXPLICITLY REVIEW PRACTICES

STEP #2: WATCH VIDEO

STEP #3: GUIDED OR SELF REFLECTION

IMPLEMENTATION

With student teachers

! Semester Prior to Student Teaching: initial video analysis with faculty supervisor

! Start of Student Teaching: Repeat! Student Teaching: meeting with

mentor teacher to review tool! Complete VA with mentor teacher 1-

2x, with peer 1-2x, and self reflection as needed.

With early career teachers

! As part of induction program! As early as possible: introduce tool,

use practice video to complete VA with mentor

! Start of year one: complete VA with mentor teacher 1-2x or as needed

! Transition to peer VA! Transition to self VA! Alternative for administrator

evalualtion?

NEXT STEPS! Feedback from field experts and

tool users! Continued research with both

student teachers and early career teachers to test effectiveness

QUESTIONS?

Thank you!

For more information email:janet.vanlone@bucknell.edu