Teacher
Development
and
New andConcerns
Beginning Teachers
Learning Outcomes
Identify the different stages of
concern in teacher development
Trace the time line of a teacher
Describe some of the challenges of a
beginning teacher
Identify the types of professional
development available for continuing
lifelong learning
As a
teacher..
Survey Question
What are the most commonly reported
challenges of beginning teachers as
reported by beginning teachers?
ipba
What Would a
Beginning Teacher
Say in?
Jan through March
April through July
August through November
ipba
My Journey
as a New Teacher..
ipba
Anticipation
Reflection
Rejuvenation
Survival
Disillusionment
Jan Feb Mac Apr
Sept Oct Nov Dec
May
Jun
Jul
Aug
Phases of Teaching
Revisited
Anticipation
Anticipation
Reflection
Survival
Dec
Nov
Oct
Sept
Aug
Jul
Jun
May
April
Disillusionm
ent
Mac
Feb
Jan
Rejuvenation
Reading Task.
Phases of First Year Teaching
Read and highlight some of the
aspects that are significant in each
phase
Developmental Levels
of Concern
A study by Fuller (1969) asked
educators to describe their
main concerns. The study
resulted in the identification of
three developmental levels of
concern.
Developmental
Levels of Concern
Theory
- Fuller, 1969
Impact Stage
Task Stage
Survival Stage
Stage 1
The SURVIVAL Stage
Stage One
Survival Stage
Self
Survival Stage
Matches
Anticipation &
Survival Phase
SELF
Stage 2
The TASK Stage
Stage Two
Stage One
Task Stage
Survival Stage
Task Stage
Disillusionment
Phase
Survival Stage
Time
and
Task
Stage 3
The Impact Stage
Stage Three
Stage Two
Impact Stage
Task Stage
Impact Stage
Rejuvenation &
Reflection Phases
Task Stage
Survival Stage
Stage One
Survival
Stage
Student Outcomes
Think
Creatively
Think
Practically
Remember...
The
Teacher
Reflection
Teaching
Behaviors
Reflecting on your teaching and knowing behaviors that work are only
part of the whole Teaching episode
People become expert teachers. They are not the product of sudden
insight.
Continuing on.
Stages of Teacher
Development
Definition of Concern
The composite representation of the
feelings, preoccupation, thought, and
consideration given to a particular
issue or task is called concern.
Hall & Hord, p. 61
Stages of Concern
One-legged interview
Open-ended concerns
statement
Stages of Concern
questionnaire
IMPACT
Identifying Stages of
Concern
Stages of Concern
Expressions of Concern
SELF
TASK
Stage 6:
Refocusing
Stage 5:
Collaboration
Stage 4:
Consequence
Stage 3:
Management
Stage 2: Personal
Stage 1:
Informational
Stage 0:
Activity
Select the suitable interventions for
each Stage of Concerns
Interventions
Stage 6, Refocusing
Stage 5, Collaboration
Stage 4, Consequence
Stage 3, Management
Stage 2, Personal
Address potential
personal
Hall, George, &
Rutherford, concerns
1986
Stages of Mastery
Trotter (1986)* discusses 5 stages of mastery one
goes through in the process of achieving mastery
of any field:
Novice
Advanced Beginner
Competent
Proficient
Expert
* Trotter, R. (1986). The mystery of mastery. Psychology Today, 20(7), 32-38.
Novice Teachers
In the 1st year
In the beginning years 2nd-- 5th
New to the School or State
Limited Ability, Minimal Skills
Performance Considered Marginal
Responsive
Collaborative &
Cooperative
Values Mentors
Help
Shows Initiative
Receptive
Requests
Feedback
Self-Analytic &
Reflective
Committed
Novice
Learns to recognize various
objective facts, initial concepts,
and specific rules
This stage is the beginning of
the preparation of becoming a
professional educator.
Advanced Beginner
Learns to recognize facts and
elements not defined in the Novice
Stage and learns more sophisticated
rules
This stage continues your
development in your undergraduate
program. Your undergraduate training
ends with a student teaching
experience.
Competent
Begins
to recognize more context-free and
3.
situational elements; simplifies and improves
performance; begins to problem-solve
Begins as you accept full-time employment as
a professional educator. It generally takes
2-5 years of on-the-job training for a
person to become a competent professional
educator.
Many teachers never achieve this level
because they do not gain enough
experience.
Proficient
Learns to identify quickly the
important elements of the task;
develops rapid fluid style based on
intuitive understandings
Only a small percentage of
professional educators ever reach
this stage. These are the teachers
one normally thinks about when
we remember the teachers who
had the most influence on us.
Proficient
Individual's style begins to be
expressed and experience (rather
than school training) begins to be
a major factor in performance.
.
Expert
Experience-based holistic
recognition of similarity leads to
natural, fluid performance that
almost always works
We may only interact with a handful
in our entire education experience.
These teachers are widely
recognized as superior. They are also
likely to be mentors for teachers who
desire to become like them.
Expert
At your stage of development, it is
important to remember that it takes
years of training and experience to
become a competent, let alone a
proficient or expert teacher.
All we ask at this point is that you work
hard and try to learn from your mistakes.
However, you need not feel guilty when
you make mistakes; it comes with being
in your stage of development.
Becoming a Master
Teacher
Both critical thinking and selfregulation are necessary to attain
the level of competence.
As these activities become
habitual, movement to the
proficiency and expertise levels
becomes possible
Types of Expert
Knowledge
Content Knowledge
Pedagogical Knowledge
Pedagogical-content Knowledge
Organization of Expert
Knowledge
Experts
Deep Structure
Novices
Surface Structure
Scenario Planning
Building Partnership
Culture Management
Org. Ldrshp & Mgmt.
Knowledge Mgmt.
Learning Org.
Training and Dev.
Org. Ldrshp & Mgmt.
Systems Thinking
Change Mgmt.
Instructional Ldrshp.
Conflict Mgmt.
Team Building
Creativity & Innovation
Relationship & Networking
Interpersonal
Strategic Mgmt.
Content Pedagogy
Information Mgmt.
Quality Mgmt.
Staff Dev.
Action Research
Etiquette
Content Pedagogy
Communication
Technological Learning.
School Improvement
Performance Mgmt.
Community Dev.
Socialisation in organisation/ in
profession
Social dimension
Sotsiaalne dimensioon
Professional
Professional knowledge development of
teacher
and
skills dimension
Developing teaching
competences
Personal
dimension
Developing professional
identity
Teacher
training
Lesson
observation
Writing
reflections and
cases
Attending
Seminars
Feedbacks
on lessons
A professional knowledge
base
The knowledge of teachers is
about teaching their subject to
pupils
- Subject geography or English
- Subject pedagogy
- Action research
In teaching
Consciously model
Be explicit
Legitimize what you model
Model
It is modelling the processes,
thoughts and knowledge of a teacher
in a way that demonstrates the why
or the purpose of teaching: it is not
creating a template of teaching for
unending duplication
Be explicit
Teachers need to make their teaching
explicit, so the modelling is brought to a
conscious level of the student.
This requires a high-level of metacognition, it is verbalizing the reflection-inaction, (Schn, 1983) the tacit part of
professional knowledge in teaching
Legitimize
Underpin what you model with theory
that teachers know or should know
Swennen, Korthagen & Lunenberg, 2004
Continuing Professional
Development
Conferences (annual)
Research and Development
Centres (RDCs)
Projects
Publications