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Faculty of Education The University of Western Ontario REFLECTIVE PRACTICE PROJECT By Mervin Lowik for William Slumskie, University of Western Ontario The Developmental Approach To Leadership and Supervision It is not my intention to attempt to represent the majority of this work as my own. Except for my personal views, much of this information has been taken from various writers, far more knowledgeable and wise than I can ever hope to be. This topic was new to me, but I feel I have learned a wealth of valuable new information that I will carry over into my profession. If this is the goal of educational research, then in some small way I have met that goal. Introduction Most people in positions of leadership are not born leaders. I would not care to hazard a guess on the odds of being a ‘born’ leader. The number of workers far outweighs the number of leaders in any organization. However, an effective leader can learn necessary skills and gain beneficial insights through training and experience. Many leadership styles can be identified and studied, but for this report we shall only consider the ‘developmental’ approach by Carl D. Glickman and look into the situations that determine it’s effectiveness. It is not possible to set forth a single set of leadership qualities that would be appropriate for all educational situations. One general set of qualities for effective leaders might be those reflected in this list: 1. Have a vision. Work toward a shared understanding of the goals, progress toward their achievement and coordinate curriculum, instruction and assessment. 2. Translate the vision into action. Work as a team; emphasize school wide goals and expectations. 3. Create a supportive environment. Promote an academically oriented, orderly, and purposeful school climate. 4. Know what's going on in the school. Find out what teachers and students are doing and how well. 5. Act on knowledge. Intervene as necessary accommodating different teacher personalities, styles, and teaching strategies. In addition to these leadership qualities we must consider what the literature defines as the qualities of supervision and supervisors. 1. A general leadership function that coordinates and manages those school activities concerned with learning. 2. Supervisors must stress the importance of the involvement of teachers in the process. 3. Supervisors should be responsive to varying teacher goals and learning styles. 4. Supervisors must create a favourable climate for learning. 5. Supervisors must be supportive rather than evaluative. 6. Supervisors must focus on growth and development. 7. Supervisors must plan in-service training for staff in their departments. 8. Supervisors must be models of teaching. 9. The sole purpose of a supervisor is to serve the educational needs of the school and the community. These qualities of leadership and supervision are to be taken as a combined set of principles that map out the role of an informed and effective department head. The secondary school leader’s position involves working with teachers and administration to improve instructional quality and create a strong school culture. Unfortunately, in today’s reality, the role has become more complex and unclear. The roles and requirements of many leaders in our schools have been reduced to managerial tasks. Within the past few years the time release given to heads to perform their duties has been removed; remuneration received for the position of responsibility has been reduced. Further, many heads are now responsible for the daily function of not one, but in most cases two departments. The lack of time and increase in school management issues has placed effective instructional leaders into a distinct minority. It seems that in most schools, the only teachers still striving to assume the role of department head are those who are near their point of retirement. The small increase in salary for the overwhelming requirements of the position allows the individual to retire with a slight increase in their final pension calculations. If this is one of the only reasons to accept this added responsibility, then it is obvious that the system is in need of a dramatic overhaul concerning the value of leadership. To be perfectly honest, I’m no longer certain that I would accept the added responsibilities of a headship position if it were offered to me. The new teacher induction and mentoring programme seems to me to be of greater value and one in which I would find more personal satisfaction. The need for positive intervention is greater at the beginning of a teaching career than at its conclusion. Developmental Leadership and Supervision This work will concentrate on the theories of Carl D. Glickman and his approach to leadership and supervision referred to as ‘developmental.’ The study will begin with his premise that before one can become an effective leader, he or she must possess three areas of specific background skills. A. Knowledge Base Ø Working environment Ø Psychological dilemma Ø Routine Ø Lack of shared technical culture Ø Adults as learners Ø Conservatism Ø Inadequate instruction of beginning teachers Ø Change theory Ø Curriculum reforms and curriculum implementation Ø Reforms to assessment and evaluation Ø Research concerning effective schools B. Interpersonal Skills Ø Research on effective speaking Ø Communication with students, parents and staff Ø Decision making and problem solving in group situations Ø Staff development Ø Supervisory skills C. Technical Skills Ø Goal setting Ø Planning Ø Assessing Ø Observing Ø Researching Ø Evaluation Ø Staff development Ø Action research Combined, these three categories can help lead a teacher or administrator to personal growth and a positive school climate. Once these skills are fully assimilated then the teacher can begin to apply the developmental approach to leadership and supervision to create a successful and collaborative learning environment. Supervision For Successful Schools Prerequisites: Knowledge Base + Interpersonal Skills + Technical Skillsà Function: Leadership and supervision as developmentalà Tasks: Department Head follows a list of five tasks for supervision (see list below) à Unification: Narrowing, combining and focusing on the five tasks to create a well-defined image of the distinct area that requires problem solving and solutionà Product: Creating a final product that serves and addresses the unified task and leads to improved instruction. 1 The Five Tasks of Supervision Carl Glickman sees each of the following tasks in direct relationship as means of improving instruction in order to work toward developing an efficient and effective school. Direct assistance: The supervisor can provide or facilitate one-to-one feedback with teachers to improve instruction. Group development: The supervisor can provide for instructional problem-solving meetings among teachers to improve instruction. Professional development: The supervisor can provide learning opportunities with teachers to improve instruction. Curriculum development: The supervisor can provide for changes in teaching content and instructional materials to improve instruction. Action Research: The supervisor can provide teachers with ways to evaluate their own teaching to improve instruction. 2 According to Glickman, ways of performing these tasks include the following methods: A) Direct assistance to teachers: clinical supervision, teacher evaluation, peer coaching, troubleshooting, demonstration teaching, co-teaching, assisting with resources and materials, assistance with student assessment and problem solving. B) Knowledge of group development: observations, changing leadership styles, dealing with dysfunctional members, resolving conflict, preparation for meetings and facilitating large-group involvement. C) Professional development: knowledge of characteristics of successful professional development programmes, individual teacher-based professional development, alternative professional development formats. Stages of professional development, matching professional development to teacher characteristics and teachers as agents in their own professional development. D) Curriculum development: knowledge of curriculum, relationship of curriculum purpose, content, organization and format. Levels of teacher involvement in curriculum implementation. E) Action Research: knowledge of concept, the developmental approach to action research, models of action research, school-based action research plans and creating time for the research need for action research.3 The supervisor must carefully choose the methods that best represent his vision for a final product, and employ them effectively with the goal of improvement at the forefront of his or her plan. Levels Of Supervision in the Developmental Model Effective developmental leadership now involves a thorough study of Glickman’s three distinct levels of supervision. 1. Nondirective 2. Collaborative 3. Directive All three levels will be discussed and contrasted in this work. Research will show how this approach can ultimately foster teacher improvement through positive staff interactions within a department and the school as a whole. Glickman begins our study of his three levels of supervision by showing them in relationship to three major educational philosophies: Nondirective: Relates to the philosophy of existentialism. ‘Individual teachers freedom and choice is paramount. Supervisors do not import knowledge or guide; they help only when needed or asked.’4 Collaborative: Relates to the philosophy of experimentation. ‘Supervisors work democratically with teachers to achieve collective ends helpful to everyone. They convey knowledge of teaching and encourage exploratory learning as well.’5 Directive: Relates to the philosophy of essentialism. ‘The supervisor holds the knowledge about absolutes or truths in teaching which he or she imparts to teachers to systematically improve their teaching. In this philosophy, humans become reduced to mere learning machines.’ 6 Nondirective Behaviors Nondirective supervision is based on the assumption that an individual teacher knows best what instructional changes need to be made and has the ability to think and act on his or her own. The decision belongs to the teacher. The role of the supervisor is to assist the teacher in the process of thinking through his or her actions. All verbalizations by the supervisor are intended as feedback or to extend the teacher’s thinking; they do not influence the actual decision. Issues of concern are usually centred on the impossibility that any conversation between two individuals can be completely without influence. Once anything is vocalized, proponents of this philosophy believe that an influence is beginning to take root at some level, whether the parties are aware of it or not. The approach of nondirective supervision should be considered: 1. When the teacher or group is functioning at high developmental levels. 2. When the teacher or group possesses most of the knowledge and expertise about the issue and the supervisor’s knowledge and expertise are minimal. 3. When the teacher or group has full responsibility for carrying out the decisions and the supervisor has little involvement. 4. When the teacher or group is committed to solving the problem but the problem doesn’t matter to the supervisor. 7 Collaborative Behaviours With individuals a problem or concern is shared with the supervisor. The teacher presents his or her perceptions and ideas; the supervisor gives his or her honest views. There is a frank exchange of ideas striving to arrive at a mutually agreeable solution. Disagreement is encouraged, not suppressed. The supervisor’s role is to steer the conversation toward possible agreements. In a group situation the collaborative supervisor engages in a full range of discussions with the group. The final decisions are those of the group, reached by consensus. The supervisor does not exercise a veto vote; instead a mutually shared decision is reached by the one-person, one-vote rule. One difficulty often experienced in a collaborative approach to leadership and supervision is when one party of the process believes that the other is manipulating the decision. They may be, or they may not be. Regardless of the facts, one member is left feeling mistreated and used. Communication, honesty and mutual trust, are key elements to this collaborative approach to supervision. The approach of collaborative supervision should be considered: 1. When teachers are functioning at moderate or mixed developmental levels. 2. When the teacher(s) and the supervisor have approximately the same degree of expertise on the issue. 3. When the teacher(s) and the supervisor will both be involved in carrying out the decision. 4. When the teacher(s) and the supervisor are both committed to solving the problem. 8 Directive Behaviours This level of supervision assumes that the supervisor has the greater knowledge and expertise about the pending issue. The supervisor should consider the problem, ask for clarification, listen to the teacher's concerns and problem solve with the teacher. But, in the end, the final decision is the supervisor’s. His or her plan will be the correct one based on rank. The teacher is forced to comply or suffer the consequences. Luckily, in most schools, only the Principal has this absolute power, not the department head. The role of the head once again reverts to suggestive manipulation in this approach. Directive control behaviours are useful in a few limited situations where teachers possess little expertise, involvement, or interest in a particular aspect of the educational environment. If there is an emergency, or time is short, then the directive method of intervention may be the most expedient way to solve the problem or concern. The supervisor will need to make the call and explain his choices to the staff at a later date. The approach of directive supervision should be considered: 1. When teachers are functioning at very low development levels. 2. When teachers do not have awareness, knowledge, or inclination to act on an issue that a supervisor, who has organizational authority, thinks to be of critical importance. 3. When teachers will have no involvement and the supervisor will be involved in carrying out the decision. 4. When the supervisor is committed to resolving the issue and the teachers are not. 5. In an emergency, when the supervisor does not have time to meet with teachers.9 In ‘Leadership for Learning: How To Help Teachers Succeed, 2002. Allyn and Bacon. Page 84’, Carl Glickman sums up these levels of supervision and philosophies in a simple chart. Moving Toward Teacher Control on the Leader Behaviour Continuum ßNondirective (masterful teacher, infrequent cases)à ßCollaborative (beginning of greater teacher choice, collegial reflection)à ßDirective (emergency use, infrequent cases)à ‘The level of input that a supervisor will chose; directive, collaborative or nondirective, depends on the subject teacher’s commitment to his or her own teaching and student learning, and to the level of abstraction. Teachers with low levels of commitment show little concern for students, expend little time or energy on their work and have a primary concern centred on keeping one’s job. At the other end of the scale, a teacher with a high level of commitment will exhibit great concern for students and other teachers, and will spend much extra time and energy on their profession and are primarily concerned with doing more for others. Teachers with low levels of abstraction tend to be confused about problems, don’t have the knowledge or tools to know what can be done and develop a ‘show me’ attitude toward their work. Teachers with high abstract thinking skills are able to view the problem from many perspectives can generate many alternative plans and can choose a promising plan and think through each step.’10 It becomes clear that a supervisor’s role is multi-dimensional and multi-faceted. A simplistic notion of ‘supervisors only wish to improve teacher’s behaviours, achievement and attitudes’ does not even begin to describe the complexities of the position. The ultimate goal though may be seen as striving to achieve teacher reflection and autonomy to facilitate teacher driven instructional improvement. If a head can pull that off, then his job will do itself. He or she only needs to sit back and watch the system flourish and grow. In the business world this born leader could command any remuneration he or she saw fit. In the world of education, I have only had the pleasure of meeting few such individuals in my twenty-year career. A Supervisory Platform Ø All participants have knowledge to contribute Ø All participants should be engaged in reflective inquiry Ø Organizational growth will be achieved given time Successful supervision: Ø Fosters common purpose Ø Recognizes teacher and student diversity Ø Integrates various supervision functions into a comprehensive whole Ø Maintains positive interpersonal relationships Ø Is built on trust, openness and mutual respect Ø Creates an environment conducive to experimentation and risk taking Ø Adapts to changing contexts and cultures within and outside of the school Ø Requires a wide range of knowledge as well as technical and interpersonal skills Ø Takes into consideration principles of adult learning and knowledge about adult and teacher development Therefore: a) Supervisors should use a variety of practices that emanate from various philosophies and belief structures with developmental directionality in mind. b) Nondirective, collaborative and directive approaches are all valid as long as they aim to increase teacher self-control. c) As supervisors increase teacher choice and control, teachers will become more reflective and committed to improvement, and a sense of ethos or a cause beyond oneself will emerge. d) Allowing for gradual choice will increase teacher abstraction and autonomy and lead to a more altruistic, collective faculty education. e) Developmental approaches to leadership and supervision allow both students and teachers to control their own destiny in making a more meaningful learning environment. f) The ultimate goal of effective leadership and supervision is instructional improvement for the betterment of children’s education.11 Research On Checking You Own Educational Philosophy and Supervisory Beliefs According to Carl Glickman, this instrument ‘helps you look at supervisor practices in school settings as reflective of three predominate systems. Those belief systems correspond to the philosophies of existentialism, experimentalism and essentialism, and are labeled nondirective supervision, collaborative supervision, and directive supervision.’12 The inventory that follows is exactly the way is was presented to our class on: Posted: 8/9/2003 9:29:57 AM The information for the inventory and the self-scoring key for RPP Q1, was found in Carl D. Glickman’s, ‘Supervision and Instructional Leadership: A Developmental Approach. 5th Edition. Allyn and Bacon. 2001. Pages 111- 115.’ This inventory is designed for supervisors to assess their own beliefs about teacher supervision and professional development. You are asked to choose on of two options, either A or B. You may not completely agree with either choice, but choose one that is closest to how you feel. RPP- Q1 1. A. Supervisors should give teachers a large degree of autonomy and initiative within broadly defined limits. B. Supervisors should give teachers directions about methods that will help them to improve their teaching. 2. A. It is important for teachers to set their own goals and objectives for professional growth. B. It is important for supervisors to help teachers reconcile their personalities and teaching styles with the philosophy and direction of the school. 3. A. Teachers are likely to feel uncomfortable and anxious if the objectives on which they will be evaluated are not clearly defined by the supervisor. B. Evaluation of teachers is meaningless if teachers are not able to define with their supervisors the objectives for evaluation. 4. A. An open, trusting, warm and personal relationship with teachers is the most important ingredient in supervising teachers. B. A supervisor who is too intimate with teachers risks being less effective and less respected than a supervisor who keeps a certain degree of professional distance from teachers. 5. A. My role during supervisory conferences is to make the interaction positive, to share realistic information, and to help teachers plan their own solutions to problems. B. The methods and strategies I use with teachers in a conference are aimed at our reaching agreement over the needs for future improvement. 6. In the initial phase of working with a teacher: A. I develop objectives with each teacher that will help accomplish school goals. B. I try to identify the talents and goals of individual teachers so that they can work on their own improvement. 7. When several teachers have a similar classroom problem, I prefer to: A. Have the teachers form an ad hoc group and help them work together to solve the problem. B. Help teachers on an individual basis find their strengths, abilities and resources so that each one finds his or her own solution to the problem. 8. The most important clue that an in-service workshop is needed occurs when: A. The supervisor perceives that several teachers lack knowledge or skill in a specific area, which is resulting in low morale, undue stress, and less effective teaching. B. Several teachers perceive the need to strengthen their abilities in the same instructional area. 9. A. The supervisory staff should decide the objectives of an in-service workshop since they have a broad perspective on the teachers’ abilities and the schools’ needs. B. Teachers and supervisory staff should reach consensus about the objectives of an in-service workshop before the workshop is held. 10. A. Teachers who feel they are growing personally will be more effective than teachers who are not experiencing personal growth. B. The knowledge and ability of teaching methods and strategies that have been proven over the years should be taught and practiced by all teachers to be effective in their classrooms. 11. When I perceive that a teacher might be scolding a student unnecessarily: A. I explain, during a conference with the teacher, why the scolding was excessive. B. I ask the teacher about the incident, but not interject my judgments. 12. A. One effective way to improve teacher performance is to formulate clear behavioural objectives and create meaningful incentives for achieving them. B. Behavioural objectives are rewarding and helpful to some teachers but stifling to others; some teachers benefit from behavioural objectives in some situations but not in others. 13. During a pre-observation conference: A. I suggest to the teacher what I could observe, but I let the teacher make the final decision about the objectives and methods of observations. B. The teacher and I mutually decide the objectives and methods of observation. 14. A. Improvement occurs very slowly if teachers are left on their own; but when a group of teachers work together on a specific problem, they learn rapidly and their morale remains high. B. Group activities may be enjoyable, but I find that individual, open discussions with a teacher about a problem and its possible solutions leads to more sustained results. 15. When a professional development workshop is scheduled: A. All teachers who participated in the decision to hold the workshop should be expected to attend it. B. Teachers, regardless of their role in forming a workshop, should be able to decide if the workshop is relevant to their personal and professional growth and, if not, should not be expected to attend. Self-Scoring Key for RPP Q1 Step 1 Circle your answer from the inventory in the following columns: Column I Column II Column III 1B 1A 2B 2A 3A 3B 4B 4A 5B 5A 6A 6B 7A 7B 8A 8B 9A 9B 10B 10A 11A 11B 12A 12B 13B 13A 14B 14A 15A 15B Step 2 Tally the number of circled items in each column and multiply by 6.7 2.1 Total response in column I ____ X 6.7 = ____ 2.2 Total response in column II ____ X 6.7 = ____ 2.3 Total response in column III ____ X 6.7 = ____ Step 3 Interpretations: The product you obtained in Step 2.1 is an approximate percentage of how often you take a directive approach (informational or control, leader-assigned plan, few teacher choices) to supervision, rather than either of the other two approaches. The product you obtained in Step 2.2 is an approximate percentage of how often you take a collaborative approach (mutual plan, mutual choice). The product you obtained in Step 2.3 and approximate percentage of how often you take a nondirective approach (teacher self-plan, maximum teacher choice). The approach on which you spend the greatest percentage of time is the leadership model that dominates your beliefs. If the percentage values are equal or nearly equal, you take an eclectic approach to leadership. Results of Survey A total of thirteen responses were received. This is a self-scoring inventory and the scoring key was posted at the University of Western Ontario’s web site for this course on Tuesday August 12, 2003. I will not attempt to evaluate this research but will only present the results in this paper with a few simple reflections on the questionnaire. The following numerical list represents the results for each candidate that fully completed the inventory. The results are listed in the following order as percentages: Step 2.1,Directive approach to supervision, Step 2.2, Collaborative approach to supervision, Step 2.3, Nondirective approach to supervision. 1. 20 – 50 – 30 2. 20 – 53 – 47 3. 50 – 25 – 25 4. 40 – 20 – 40 5. 06 – 47 – 47 6. 20 – 47 – 33 7. 27 – 40 – 33 8. 13 – 33 – 54 9. 20 – 47 – 33 10. 33 – 20 – 47 11. 20 – 40 – 40 12. 10 – 40 – 50 13. 20 – 30 - 50 The samples show an interesting variety of ideological positions. “A particular platform is not right or wrong; rather, it is an assessment of the bits and pieces we use to create the floor we stand on.”13 Fifteen statements concerning leadership and supervision cannot begin to define a candidate’s personal feelings and beliefs on the topic. Such a small questionnaire should not be thought to have the ability to represent the whole belief system of any individual. This inventory must only be considered to represent a ‘snapshot’ of a moment in time. On any given day the participant may well change his opinions and views on any statement in this survey depending on new learning and new experience. This portion of my work should be taken as an interesting beginning in the discipline of educational research. No one in the survey could be hired, or should be fired based on this single form of simple assessment. That would be the greatest injustice based on the worst kind of ignorance. One simple test does not a whole person make. The following questionnaire was prepared for the Principal of a secondary school. To date I have not had a response from the party, but I will include the questionnaire as a matter of form. Jean W. Jones produced this questionnaire in, “A data collection system for describing research-based supervisory practices for promoting improvement in a local school district. Ed. D. dissertation, University of Georgia, 1986.” I created and added questions 5 – 8 to round off the work. RPP - Q2 Assessing School-Based Supervisory Practices for Promoting Instructional Improvement Directions: For each item, please use the ‘ANSWER’ page to indicate the degree to which the item describes your current supervisory practice in your school. 1. Definitely False 2. More False than True 3. More True than False 4. Definitely True 1. In the area of direct personal support in my school(s), leadership personnel provide: a. Assistance with identifying and obtaining resources for instruction 1 2 3 4 b. Demonstration of teaching techniques in the classroom 1 2 3 4 c. Consultation on instructional problems and concerns 1 2 3 4 d. Conferences to schedule and plan observations 1 2 3 4 e. Observations of classes for assistance in improving instruction (not for evaluation) 1 2 3 4 f. Conferences after observations to discuss and analyze the lesson observed 1 2 3 4 g. Opportunities to analyze teaching with audio or videotape 1 2 3 4 h. Opportunities to observe and discuss classes taught by other teachers 1 2 3 4 i. Genuine concern for teachers and students 1 2 3 4 j. Supportive and helpful assistance 1 2 3 4 k. Stimulation to think consciously about teaching skills 1 2 3 4 2. In my school(s), leadership personnel assist teachers with: a. Planning appropriate learning objectives 1 2 3 4 b. Designing appropriate instructional activities 1 2 3 4 c. Developing remedial and enrichment activities 1 2 3 4 d. Developing activities for daily review and diagnosis 1 2 3 4 e. Developing strategies for student team or group learning 1 2 3 4 f. Developing learning activities for students who finish early 1 2 3 4 g. Evaluating student progress 1 2 3 4 h. Interpreting and using test scores from standardized or criterion- referenced tests 1 2 3 4 i. Organizing and arranging the space and materials for instruction 1 2 3 4 j. Increasing and maintaining student academic engagement time 1 2 3 4 k. Stimulating learner interest during lesson presentation 1 2 3 4 l. Managing student behaviour (discipline) 1 2 3 4 m. Clarifying classroom rules and procedures for students 1 2 3 4 n. Giving clear directions and preparing for transitions in the classroom 1 2 3 4 o. Using questioning techniques with students 1 2 3 4 p. Involving all students during guided practice to increase success on objectives 1 2 3 4 q. Providing students with corrective feedback and praise 1 2 3 4 3. Structured learning opportunities such as workshops, in-service activities, or staff development programmes in my school(s) include: a. Active support and clear direction by leadership personnel 1 2 3 4 b. Opportunities for collaborative planning of in-service activities 1 2 3 4 c. In-service activities that are consistent with clearly defined goals for instructional improvement 1 2 3 4 d. Activities that present information or skills that have been shown to be effective 1 2 3 4 e. Presentation of information and skills that are practical and useful 1 2 3 4 f. Activities that are well organized and carefully developed 1 2 3 4 g. Programme leaders who have credibility and expertise 1 2 3 4 h. Formal opportunities to learn, solve problems, and interact with small groups or teams 1 2 3 4 i. Programmes that extend over several sessions 1 2 3 4 j. Presentations by a combination of instructional techniques 1 2 3 4 k. Presentation of information or skills through modeling or demonstrations (live or taped) 1 2 3 4 l. Planned opportunities to discuss usefulness of information or skills and to share instructional ideas 1 2 3 4 m. Opportunities to apply and practice information or skills by direct experience during workshop or teaching situations 1 2 3 4 n. Opportunities for observation and objective feedback between sessions to promote acquisition of information or skill 1 2 3 4 o. Observations by leadership personnel to see if skills or information presented in in-service programmes are being used 1 2 3 4 p. Access to materials and resource people to help implement a programme after formal in-service presentations have been completed. 1 2 3 4 4. Are there additional ways in which leadership personnel can support teachers in increasing and maintaining instructional effectiveness? Please comment: 5.What motivated you to become a leader in education? 6. Complete the following: The purpose of leadership should be… 7. Complete the following: My school is successful for the following reasons… 8. When you retire from your position as leader, would you make an excellent novelist, soap opera writer or amateur psychologist? ANSWERS: Place the number 1, 2, 3 or 4 next to the statement number. I a- b- c- d- e- f- g- h- i- j- k- II a- b- c- d- e- f- g- h- i- j- k- l- m- n- o- p- q- III a- b- c- d- e- f- g- h- i- j- k- l- m- n- o- p- Once again, I thank you for your time and patience in completing this work for me. Mervin Lowik (It would have made for interesting reading. Perhaps he or she was worried about confidentiality.) The Teacher Career Cycle I will briefly describe the teacher career cycle and reflect on the positive ways a Department Head can guide this cycle. As a head I must be able to understand the changes that teachers experience in their careers and to assess and guide their professional growth and development. “The needs of teachers change dramatically through this career-long journey, the support systems available must adjust to these changing needs.” 14 The career cycle for a teacher has many models, I have chosen to incorporate a few of these models into my personal version: 1. Induction Stage – becoming and growing (1 – 5 years) 2. Competency Building Stage – maturing and building (6- 15 years) 3. Mature Stage – enthusiastic, fully functioning professional (16 years to retirement) This paper will briefly describe the influences on teachers during each of these three arbitrary points in their careers, but my focus will carry over to my next topic concerning the new teacher induction stage and the growing concerns over the special needs of a beginning teacher. Induction Stage Ø A survival stage: scheduling and organizing, functioning within the school system, maintaining classroom discipline, finding resources and materials, a period of intense learning. Ø Rarely do beginning teachers have chances to learn from their experienced colleagues. Ø New teachers need learning opportunities, one-to-one assistance whenever possible, feedback to become aware of strengths and weaknesses, strategies to improve upon weak areas, praise for the job well done. Ø A new teacher manual or Assistance package should be available to all beginning teachers that address frequent and common concerns for the first two years of teaching. Competency Building Stage Ø Striving to improve teacher skills and abilities. Ø Seeking out new materials, methods and strategies. Ø Receptive to new ideas. Ø Attends workshops and conferences willingly. Ø Role is seen as challenging, eager to improve. Ø Building competencies Ø Interested in improving rapport with students and peers Mature Stage Ø High level of competency in their position Ø Continued progress as a professional Ø Competent and self-confident Ø Supportive and helpful Ø Provide growth opportunities for peers Ø Fully functioning professionals In general, in what ways can a department head as leader, guide the ever-changing career cycle of all teachers throughout their career journeys? Beginning teachers should be assigned a teacher support mentor even before they arrive to school for their first, exciting, nervous day. A new teacher manual should be produced and updated as necessary and kept in the technical office at all times. Whenever necessary a head should tailor staff requirements based on individual needs. It should never be assumed that a strategy for improvement that worked for one teacher should or can be applied across the board to suit many. Time and care must be taken to meet the special needs of everyone under the supervision of a head. The organization’s physical environment should be kept comfortable and well supplied with resources and learning materials. The head should ensure all staff know where and how to locate the most recent documents available concerning any facet of the profession. The head should be an expert model of a professional teacher. He or she should promote professional development so that others may share in his quest for life-long learning and become more confident and capable when teaching the students in the classroom. The easiest thing that any leader can do that provides a feeling of accomplishment and worth to any staff member or student is provide honest praise. It will never be listed on any budget request form for it holds no monetary value but its true value far outweighs its cost. A smile and a pat on the back for a job well done are free to give and should be given freely. The Beginning Teacher Induction Programme This unit was taken from my previous Electronic Portfolio work in Module 3. I saw no point in re-inventing the wheel. If I could invent a better wheel, I’d be a billionaire a billion times over. Consider this just a large quote from a teacher named Mervin Lowik. Teacher Induction Program The isolation of a beginning teacher combined with the overwhelming demands of the profession can often lead to a new teacher’s feelings of loss and frustration, leading in turn to their leaving the system early in their teaching careers. A great opportunity lies ahead to help new teachers to make a smooth and successful transition from their faculties of education into our teaching profession – the teacher induction program. Teacher induction programs consist of a two-year mentorship with every beginner teacher. These mentoring programs have been shown to improve teacher retention rates by as much as 25 to 30 percent. Our school boards are now charged with the duty to develop and implement this new measure in today’s world of change, where recent teacher retirements have taken a large richness of knowledge and experience with them. Our provincial government has seen the changes in the educational landscape and is now taking proactive measures to address this concern through a beneficial reform to the system. “…measures…to support teaching excellence include a teacher induction program. New teachers would be coached and supported by more experienced colleagues to ensure that they get off to a strong start at the beginning of their careers.” http://www.edu.gov.on.ca/eng/document/nr/01.10/bg1015.html The framework for a new teacher induction program must meet the criteria of the Standards of Practice for the Teaching Profession and the Ethical Standards for the Teaching Profession. Clearly these standards are met when we speak of: 1. Commitment to students and student learning 2. Professional knowledge 3. Teaching practice 4. Leadership and community 5. Ongoing professional learning The benefits of a teacher induction program to a beginner teacher are evident when we consider ‘fostering new teachers’ self-confidence and competence, helps them improve their teaching practice…helps them grow and stay in the profession…improves teacher and student learning…contributes to professional growth…aids their transition from student to full-fledged professional.’ http://www.oct.ca/en/CollegePublications/PDF/Induction_White-Paper_e.pdf The benefits to those who mentor our new leaders in education are abundant. They become life-long learners, obtain satisfaction from passing their wealth of knowledge to a new member, benefit directly from the experiences they gain from their younger colleagues, and engage in a learning period of growth that offers great personal satisfaction to name only a few. The following components have been deemed essential to the success of a two-year induction program: 1. Clear goals 2. Links to professional standards of practice 3. Initial orientation for both the new teacher and the experienced teacher 4. On-going support 5. Mentoring 6. Professional learning 7. Recognition 8. Release time 9. Evaluation of the program Several good examples of school boards in Ontario that have already adopted an induction system can be found at: http://www.oct.ca.en/collegepublications/new-archive/20030411background_e.asp Highlights from this article attest to the fact that the collaborative culture of mentoring helps to promote personal and professional growth for both mentor and student. A key to the success of this program must lie in the mentors, the training that mentors receive before assuming their roles and the conviction that they move forward with in their supportive roles. If we were to consider the essential qualities of a good mentor, the list provided for us in ‘Educational Leadership: Supporting New Teachers, The Good Mentor’ http://www.ascd.org/readingroom/edlead/9905/rowley.html would serve as an excellent checklist from which to choose our mentors for the future of our educational system. 1. The good mentor is accepting of the beginning teacher 2. The good mentor is committed to the role of mentoring 3. The good mentor is skilled at providing instructional support 4. The good mentor is effective in different interpersonal contexts 5. The good mentor is a model of a continuous learner 6. The good mentor communicates hope and enthusiasm This is no small challenge for those willing to take the torch, who have the expertise and can commit the time to provide this learning vehicle at a time when it is most needed, now, for the teachers of tomorrow. It became evident to me in my readings that a good mentor should not be an administrator. “The mentoring role is supportive rather than evaluative, and administrators are discouraged from taking on mentor roles.” http://www.oct.ca.en/collegepublications/new-archive/20030411background_e.asp. In our new positions as department heads our primary goal should then be to work toward the values of good mentorship. I believe that if I work toward becoming a good mentor first, the characteristics of a supportive leader should naturally follow as the next step toward my journey on the road to becoming a professional. Our teachers will benefit greatly; our students will benefit more, and in time perhaps I will benefit the most on a personal level of satisfaction in knowing I have been a part of a needed change to our system. The impacts of the induction program will need to be fully evaluated throughout the first two years of its implementation. We will need to ensure that the program is doing what it was designed to do, to assist and guide new teachers through their first two years of pedagogical pursuits. Mike Schmoker presents us with a clear approach to success for any elaborate process such as this. “Regular monitoring, followed by adjustment, is the only way to expect success.” ‘Results: The Key To Continuous School Improvement, 2nd Edition, 1999, Mike Schmoker. ASCD Publication.’ Educators will not only need to be thoughtful in the construction of this new program before applying it to the schools within a board, but will need to monitor short-term and long-range results. Briefly, the steps Mike Schmoker outlines for the success of a launched initiative are as follows: 1. Patient initial planning in an effective teamwork environment 2. Clear and measurable goals 3. Collecting performance data on a regular basis 4. Analyzing performance data 5. Making improvements based on performance data 6. Evaluating the entire process and celebrating success 7. Asking ourselves, ‘Now what can we do to make it even better?’ Schmoker puts it all into context when he states, “Do we want schools to continue merely adopting innovations? Or do we want schools to improve?” We will get the results we seek if we ‘collectively focus on goals and regularly measure the impact of the methods we are learning.’ Following Schmoker’s guidelines will help to ensure the best new-teacher induction program possible. The benefits will transmit themselves to our new teachers, our students and our schools. Since this program is in it’s conceptual phase in the Peel District School Board, as the department head in technological studies I would volunteer to join any group within my board that is working on this worthy reform. With twenty years of experience in our profession I am confident that I could share my experiences and provide input on topics concerning information on the system, guiding principles based on the standards of practice and ethical standards, access to resources within and outside of the school environment, models for student learning, instructional planning, classroom management, modification of teaching programs to meet special needs students, student assessment and evaluation, safety issues in a practical working environment, communication skills, interviewing process with parents, electronic report cards, professionalism, leadership and life-long learning. In my school I would consider it a privilege and my duty to take every opportunity possible to show my peers that I do find this new teacher induction program to be worthy of our efforts. As a profession we are ‘recruiting an outstanding generation of committed young teachers for our classrooms.’ By ‘supporting’ these new teachers and helping them to enhance their knowledge and skills, we not only improve their teaching skills, we improve student learning. I can find no more important reason than this to initiate any positive reform in our educational system today. Lastly, let us look at a few reforms that are considered volatile in today’s world of constant change in education. It will not be my position to judge these ‘programs of improvement’, but merely to list those most at of the fore of our system today. They should be studied carefully to gauge their true purposes and value. Perhaps the greatest negativity associated with many of these provincial government reforms is that they have been imposed and mandated. We must all learn to deal with them in our own ways. We must all decide for ourselves whether they hinder of enhance learning and education. a) Ontario Teacher Qualify Test, Education Act, Regulation 100/02 b) Teacher Performance Appraisal, Education Act, Regulation 99/02 c) Professional Learning Program, Education Act, Regulation 270/01 Information on these legislations can be found at these government web sites: http://www.edu.gov.on.ca/eng/teacher/teacher.html http://www.edu.gov.on.ca/eng/teacher/legislation.html The views of other professional organizations concerning these reforms can be located through the search engines of: http://www.osstf.on.ca/search/index.html http://www.oise.utoronto.ca/orbit/ The reforms, their impacts and implications for education are many. My philosophy has always been to do my best. I will explore these new reforms in the spirit of learning – it’s what I may learn about them that will guide the directions I take toward my goal of lifelong learning. My studies in this course have further enforced my beliefs that I am indeed, still ‘growing into my profession.’ Conclusion – A reflection on my own supervisory approach I try to do my best at all times. Hopefully, one other person will recognize this and be encouraged to do their best too. This promotes a cycle of growth, and growth is what we are all about. Mervin Lowik References 1.Glickman, Carl D. (2001). Supervision and Instructional Leadership: A Developmental Approach. 5th Edition. Allyn and Bacon. Page 310. 2.Ibid. Page 313 3.Ibid. Pages 313 – 442 4.Ibid. Page 110 5.Ibid. Page 109 6.Ibid. Page 108 7.Ibid. Pages 192-193 8.Ibid. Page 178 9.Ibid. Page 154 10.Glickman, Carl D. (2002). Leadership for Learning: How To Help Teachers Succeed. Association for Supervision and Curriculum Development. Pages 84-86 11.Glickman, Carl D. (2001). Supervision and Instructional Leadership: A Developmental Approach. 5th Edition. Allyn and Bacon. Pages 115-116 12.Ibid. Page 111 13.Ibid. Page 115 14.Fessler, R., & Christensen, J. C. (1992). The Teacher Career Cycle: Understanding and Guiding the Professional Development of Teachers. Allyn and Bacon. Page 1 Resources 1. Duke, D.L., & Stiggins, R.J. (1986). Teacher Evaluation: Five Keys To Growth. National Education Association. Washington, D.C. 2. Harris, B. M. (1986). Developmental Teacher Evaluation. Allyn and Bacon, Inc. 3. Miles, B. M. (1981). Learning To Work in Groups: A Practical Guide for Members & Trainers. 2nd Edition. Teachers College, Columbia University. 4. Sergiovanni, T. J. (1984). Handbook For Effective Department Leadership: Concepts And Practices In Today’s Secondary Schools. 2nd Edition. Allyn and Bacon, Inc.