Revitalizng the Veteran Teacher

Revitalizing the Veteran TeacherRevitalizing the Veteran Teacher

Or, No Teacher Left Behind?

Peter GowNAIS 2009

Or, No Teacher Left Behind?

Peter GowNAIS 2009

2/26/20092/26/2009 Veteran Teachers/Gow/NAIS 09

Veteran Teachers/Gow/NAIS 09

22

Some observationsSome observations

The dumb-bell demographic: lots of older teachers--50+, lots of younger teachers--<30

Senior faculty compensated as valuable asset; too expensive to waste (which puts pressure on the system in hard times)

By no means does every veteran teacher need revitalizing!

The dumb-bell demographic: lots of older teachers--50+, lots of younger teachers--<30

Senior faculty compensated as valuable asset; too expensive to waste (which puts pressure on the system in hard times)

By no means does every veteran teacher need revitalizing!

Baby Boomers (born 1945-64)

Baby Boomers (born 1945-64)

Some characteristics

Some characteristics



44

Some Boomer attributes

Some Boomer attributes

FlexibleGoal-orientedFocus on individual choices and freedom

Adaptive to a diverse workplace

Positive attitude

(from ValueOptions.com)

FlexibleGoal-orientedFocus on individual choices and freedom

Adaptive to a diverse workplace

Positive attitude

(from ValueOptions.com)



55

Boomer work styles

Boomer work styles

Confident in their work--but the tasks keep changing

Like working in teams--but schools tend to isolate

Like collaborative decision-making --short-circuited by more top-down management

Conflict averse--SUCH a two-way street! (from ValueOptions.com)

Confident in their work--but the tasks keep changing

Like working in teams--but schools tend to isolate

Like collaborative decision-making --short-circuited by more top-down management

Conflict averse--SUCH a two-way street! (from ValueOptions.com)



66

The changes we’ve seen

The changes we’ve seen

Rights and liberation movements multiculturalism globalization (post-racial?)

computer programming Web 2.0

teacher-centered student-centered

peace/boom war/bustCollege pressures greater

Rights and liberation movements multiculturalism globalization (post-racial?)

computer programming Web 2.0

teacher-centered student-centered

peace/boom war/bustCollege pressures greater



77

Added pressuresAdded pressures

Many of us thought we wouldn’t live to see the 21st century--nuclear anxiety (“I’m amazed to have made it this far”)

Repudiation of our parents’ ways had a cost (but we’ve made ourselves feel better by shopping)

Lately there have been some extra financial anxieties (“What’d I do to deserve this?”)

Many of us thought we wouldn’t live to see the 21st century--nuclear anxiety (“I’m amazed to have made it this far”)

Repudiation of our parents’ ways had a cost (but we’ve made ourselves feel better by shopping)

Lately there have been some extra financial anxieties (“What’d I do to deserve this?”)

The Failing TeacherThe Failing Teacher

Symptomatology & Etiology

Symptomatology & Etiology



99

What does fading look like?

What does fading look like?

Active disaffection, angerWithdrawal into sad corners“Work to rule”Clinging to/extravagantly defending students (paradox)

Dismissive of students (and colleagues)

“The school going to hell”

Active disaffection, angerWithdrawal into sad corners“Work to rule”Clinging to/extravagantly defending students (paradox)

Dismissive of students (and colleagues)

“The school going to hell”



1010

Most likely to have succeeded--

to a point(but maybe for the wrong

reasons)

Most likely to have succeeded--

to a point(but maybe for the wrong

reasons)Gadfly--puckish wit, sharp observer, hip cynicism

Charismatic--cool once or maybe still, hazy on the boundaries

Old School--straight ahead, iron discipline, awesome inflexibility

Gadfly--puckish wit, sharp observer, hip cynicism

Charismatic--cool once or maybe still, hazy on the boundaries

Old School--straight ahead, iron discipline, awesome inflexibility



1111

WHY? Let’s face it

WHY? Let’s face it

The 70s, 80s, and early 90s were not exactly the era of great teacher evaluation

Bad habits persisted; “value the individual”

Professional development seen as forced or irrelevant (and it often was)

The 70s, 80s, and early 90s were not exactly the era of great teacher evaluation

Bad habits persisted; “value the individual”

Professional development seen as forced or irrelevant (and it often was)



1212

Challenge: Successive waves

of change

Challenge: Successive waves

of changeDiversity and multiculturalism

Technology 1.0“Authentic Assessment”“Learning differences”GlobalizationTechnology 2.0

Diversity and multiculturalism

Technology 1.0“Authentic Assessment”“Learning differences”GlobalizationTechnology 2.0



1313

Bigger challenge: Autonomy/isolatio

n

Bigger challenge: Autonomy/isolatio

nMeet each “wave of change” on your own

Little accountabilityLittle holistic thinking on an institutional level

We’re all trying to build and sustain an elephant based on incomplete data from our own narrow viewpoint

Meet each “wave of change” on your own

Little accountabilityLittle holistic thinking on an institutional level

We’re all trying to build and sustain an elephant based on incomplete data from our own narrow viewpoint

Management ideasManagement ideas



1515

Institutional issues

Institutional issues

Find the balance betweenServing the kids and the program of today well AND acknowledging past good service

Enacting necessary change AND making the process of change humane

Find the balance betweenServing the kids and the program of today well AND acknowledging past good service

Enacting necessary change AND making the process of change humane



1616

What doesn’t helpWhat doesn’t help

Too many top-down initiatives Individually focused, opt-outable professional development program

Not confronting the issue directly; the passive-aggressive work-around

Hoping for change/retirement Creating “the Undead”—they’ve been judged, put in a box, and now they are treated with averted eyes

Too many top-down initiatives Individually focused, opt-outable professional development program

Not confronting the issue directly; the passive-aggressive work-around

Hoping for change/retirement Creating “the Undead”—they’ve been judged, put in a box, and now they are treated with averted eyes



1717

What can help What can help

AcknowledgeInvestigateEmpathizeAdjustSet goals(Set free)Celebrate

AcknowledgeInvestigateEmpathizeAdjustSet goals(Set free)Celebrate



1818

Adjust?Adjust?

Assignments/responsibilitiesNot fewer, but different

Workload, scheduleNot less, but different

LocationTeam/cohortSpecial projects

Assignments/responsibilitiesNot fewer, but different

Workload, scheduleNot less, but different

LocationTeam/cohortSpecial projects



1919

If the cause is lost

If the cause is lost

Be clear about the process

Enlist the teacher in planning an exit strategy

Find authentic ways to acknowledge past value

Support with career or other counseling

Resist blame and guilt

Be clear about the process

Enlist the teacher in planning an exit strategy

Find authentic ways to acknowledge past value

Support with career or other counseling

Resist blame and guilt



2020

Preventive strategies

(financial)


(financial) Invest in employees’ lives: salary, benefits (tuition remission as “stock options”)

Intentional, exciting professional development program

Reward great workOffer financial planning supportA good and well understood Employee Assistance Plan

(A designated H.R. function)

Invest in employees’ lives: salary, benefits (tuition remission as “stock options”)

Intentional, exciting professional development program

Reward great workOffer financial planning supportA good and well understood Employee Assistance Plan

(A designated H.R. function)



2121


(cultural)


(cultural) Transparent and forthright school culture

Express interest in employees and their needs--normalize vicissitudes of adult life and support balance

Help faculty invest in school--board committee work, leadership roles where earned

Consistent evaluation Recognize great work

Transparent and forthright school culture

Express interest in employees and their needs--normalize vicissitudes of adult life and support balance

Help faculty invest in school--board committee work, leadership roles where earned

Consistent evaluation Recognize great work



2222


(pedagogical)


(pedagogical) Use mentoring to promote investment in the school and connect with new colleagues

Make collaboration essential--team planning, team teaching, interdisciplinary teaching

Encourage and reward innovation Consider exchange/travel programs (e.g., Fulbright, Network of Complementary Schools)

Make “legacy” (long-term) teaching portfolios part of professional development(from Peter Seldin, Pace University)

Use mentoring to promote investment in the school and connect with new colleagues

Make collaboration essential--team planning, team teaching, interdisciplinary teaching

Encourage and reward innovation Consider exchange/travel programs (e.g., Fulbright, Network of Complementary Schools)

Make “legacy” (long-term) teaching portfolios part of professional development(from Peter Seldin, Pace University)

Some case studiesSome case studies

Can this teacher be saved?

Can this teacher be saved?



2424

Color-blind DerekColor-blind Derek

At the school for 22 years, was department chair until replaced by a younger colleague in 2001

Fell afoul of P.C. police in late 90s for claim of “color-blindness”

Has been slow to adopt new ideas in general

At the school for 22 years, was department chair until replaced by a younger colleague in 2001

Fell afoul of P.C. police in late 90s for claim of “color-blindness”

Has been slow to adopt new ideas in general



2525

Jane, unpluggedJane, unplugged

24 years in the school; 38 years in the classroom

Most beloved teacher among alums

Proclaims she just doesn’t understand computers

One-to-one laptop initiative starts next year

24 years in the school; 38 years in the classroom

Most beloved teacher among alums

Proclaims she just doesn’t understand computers

One-to-one laptop initiative starts next year



2626

Sinkin’ DuncanSinkin’ Duncan

Career-changer at 45, now in year 10 at the school

2 kids, one in college and one just out and living at home

Parents live on the other coast, Mom just diagnosed with Alzheimer’s

Career-changer at 45, now in year 10 at the school

2 kids, one in college and one just out and living at home

Parents live on the other coast, Mom just diagnosed with Alzheimer’s



2727

Thanks toThanks to

Ezra Adams, Tom Daccord, Debi Ellman, Karen Fairbank, Mimi Harrington, Harry Hart, Bob Irving, Bill Ivey, Kathleen Jordan, Curt Lieneck, David Mallery, Luann Lee, Mike Salmon, Elizabeth Sky-McIlvain, Delores Smith, Amy Ward, Anne Macleod Weeks, Glen Westbroek, David Withrow, Teacher X

Peter Seldin, “’Tired’ Professors Can Be Rejuvenated,” The Chronicle, 7 March 2008

Ezra Adams, Tom Daccord, Debi Ellman, Karen Fairbank, Mimi Harrington, Harry Hart, Bob Irving, Bill Ivey, Kathleen Jordan, Curt Lieneck, David Mallery, Luann Lee, Mike Salmon, Elizabeth Sky-McIlvain, Delores Smith, Amy Ward, Anne Macleod Weeks, Glen Westbroek, David Withrow, Teacher X

Peter Seldin, “’Tired’ Professors Can Be Rejuvenated,” The Chronicle, 7 March 2008

Education

Revitalizng the Veteran Teacher