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Burks, Peter J.; And OthersTeacher Career Stages: Implications forDevelopment. Fastback 214.Phi Delta Kappa Educational Foundation,Ind.ISBN O-87367-214-38432p.; Publication of this fastback was sponsored bythe Oklahoma State University Chapter of Phi DeltaKappa.Phi-Delta Kappa, Eighth and Union, Box 789,Bloomington, IN 47402 ($0.75)'Viewpoints (120) -- Reports - Descriptive (141)

11,01/PCO2 Plus Postage.*Adult Development; Elementary Secondary Education;*Faculty Development; *Inservice Teacher Education;Job Satisfaction; Learning Processes; TeacherCharacteristics; *Teaching (Occupation)

Staff

Bloomington,

ABSTRACTLiterature On adult life stages and career

'development is synthesized and placed within the perspective of acareer cycle model for teachers 'as adult learners. The teacher careercycle lb viewed as a progression affected by personal andenvironmental factors. The stages a teacher's career proceeds through(e.g., preservice, entry, gmoving, stable, exit) are described as notnecessarily linear, but frequently cyclical. Scenarios are given of

4 the cyclical development of four teachers, each of whom is requiredby circumstances to change or reverse directions to developprofessionally..Implicitions for inaervice education include: (1)Traditional inservice activities that emphasize improved teachingskills are appropriate at certain points in a teachers' career,particularly during skill-building periods; (2) The concept of staffdevelopment and professional groith should be broadened to includeconcern for personal needs and problems of teachers; (3)Organilational policies should provide support for teachers atvarious stages of the teacher career cycle; and (4) Approaches tostaff development and professional growth should emphasizepersonalized, 'individualized support systems. MO 4

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UAL =PAN IMIMT Of iouramee! NATIONAL I' 'MUTE OF EDUCATIONEDUCATIONAL. RESOURCES INFORMATION

CENTER (ERIC)Tho document has been reproduced as'mined from thu person or organizationottgetattrig tt

' Minor changes have been made to Improvereproduction quality

Points 0 vie* or opinions stated in this documeat dc; not necessanty represent official N16 .904ton or Dodo

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TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."

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s

. PEI J. BURKE RALPHasap wormC.CHRISTENSEN

Peter J. Burke is executive secretary of the Wisconsin ImprovementProgram, a consortium of teacher. education institutions with head-quarters at the University of WisconsinMadison. He is a formersecondary mathematics teacher. His doctorate in administration andsupervision is from the University of WiscOnt,in. His continued interestis in improving career-long teacher education through. research and pilot

. programs,

Ralph Fesskr is director of the Division of Education at JohnsHopkins University. His background includes teaching and ad-minietrative experience, Ke12.and at the university level. Following uphis Ph.D. research at the University of Wisconsin, he is currently work-

. i4 on models to link teacher superviion with teacher professionaldevelopment.

Judith C. sChristenien is the di/color of the Master of Arts inTeaching Program at National College of Education in Evanston, II-lint*. Her master's degree is from the University of WisconsiiiMadbonand her doctorate from Northern Illinois University at DeKalb. Herteaching experience includes 10 years with the public schools inMadison. Wisconsin. Her research includes studies of teachers' andprincipals' perceptions of professional development needs and howthese needs should be met. She is the senior author of an ERIC dom.

mem on smiles of teacher growth.

Series Efflux, Derek L. Burleson

t

.

Teacher Career Stages:Implications for Staff Developmeit

, byPeter J. BurkeRalph Feaster

andJudith C. Christensen

e #

4

ti` :res kri.)

, Library of Congress Catalog-Card Number 84-61200

ISBN 0.87367 -214.3

Copyright t) 1984 by the Phi Delta Kappa Educational Foundation

Bloomington, Indiana

4

This is sponsored by the Okla-homa State University Chapter of Phi DeltaKappa, which made a generoui .contribu-tion toward publication costs.

The Chapter sponsors this fastback tohonor Id& Lohman, first female memberof the chapter, In recognition of her out-standing contributions to education in thestate of Oklahoma.

aTable of Contents

Intoduction 7

Teacher Career Cycle Model 9

Environmental Components 11

Personal Environment 11

Organizational &vitamin 13

components of the Career Cycle 14

&anodes of Teachers in the Comer Cyde 17

Cartel, Stages and Professional Development 21

Adult Leman 21

.; implications for inse;vice Education 23

Summery 24

References 25

Teacher Career Stages: An Annotated Bibliography 26

e

I

O

Introduction

Teachers dcross the country are both praising and cursing the re-newed attention given to .education by various task forces, politicians,-business anxudves, fellow educators, the press, and, above all, thepublic. With all the finger pointing, fault finding, and simplisticdiagnoses and presaigitions in the recent reports criticizing the status ofeducation, a constant is the teacher. There seems to be a recognitionthat if improvements are to be made, changes in how teachers areselected, trained, and upgraded are essential. This is because the teacheris viewed as the main cant* for improving our schools, and rightfullyso.

One of the concerns addressed by many of the reports, such as A Na.lion At Risk, is the need for lasjlders for teachers. Canis laddersare an administrative . to r the status of teaching by pro:,

. Ming a hierarchical structtirel teachers with appropriate financial in-renting and added responaibili)es for each step on the career ladder.Career ladders are a means, ohecogilzing and rewarding competence,which many say has been sadly lacking in the teaching profession. Theconcept of career ladders hap little to say about how teachers grow anddevelop in order to advance along the steps of the ladder. However, thisarea of concern has been studied by a group of researchers interested initacluteareerstages. -ThislastbeekvAll-consklerthis- researchanddress the issues it has raised concerning staff development Programs.

If the to profession is to attires batter candidates and keep thebest teachers, it is imperative that theft professional needs are examinedand provide.. for throughout their carless% There Is a aloWing body of

7

a

literature dealingteac

gers

wi th 'career stages (Ch

,

the writers vristensen et al. 1983). Most of

iew ' weaves progressing through three or foursequential stages (Burden 1982; Feints* and Roden 1980; Newman,Burden, and Applegate 1980). This is helpiW but it does not go farenough in esplaining the complex of factors that influences one's careerdirection. Stages are usually thought of as unidirectional and lock step.The authors of this fastback believe that the metaphor of a cycle is amore precise way to explain

:have an mpact onthe personal and organizational factors that

i variOus facets of a teacher's career. The TeacherCaw Cycle model is described in the next section.

O

. .......

4

Teacher

The mmiel-Presented here incorporates the career 'aegis; des.cribed it;

tho littitture as well as pripdples of adult groWth and developmfm.owever, a, new dimension is added by conceptmiliaing the teacher's

career as a cycle and by identifying the personal and organisational hators that influence the career:This approach, which borrows fidm social tsystems teort (Odaeb it al. 1968). Ova a dynamic and flexibleperspectilp to the teacher career cycle rather than one of a static or flied

,set of stages.

Figure I graphically represents tie Teacher Career Cycle model. Themodel allows ffor movemeit in a dynamic manner reflectintresponses tothe personal and orpnizational environmental factors., The com.ponents of the Model are described in the following sections.

de Model a

r.

9

Rpm I. A model the Osseo a the Tether Career Cy* wed the esidesementid thetenthat OA U.

I-

4

t

.1

Environmenial, COmposeits-*

The Teacher CarekCycle is affected by environmental conditions.supportive, nurturing, reinforcing envircdtment assists a teacher in the

Purina of ',rewording, Peifivo Career progression. On the other hand,envkonmental conditions can have a. negative impait on the career cy.di. It is sometimes difficult to sort Out specific'enviranmental factorsthat have an impact on die cycle, but for purposes of discuision hare

- they may be separated into the broad categories °Lemuel °Oka-ment and ornanizational environment.

Personal Environment ,-Tiro persopid environment of the teacher includes a number of in-

tweedy, yet identifiable eaitegories of influence. Among them are family,support structures. positivicriticalenddents, life Crises, cumulative life

. exPerklicie, avocational outlets, and individualdispositions of the per-

sPa." ,

These categories of influence may have an impact singularly or incombination, and during certain periods they may become the drivingforce in influencing the job behavior and area cycle of an individual.Positive, nurturing, and reinforcing support from the personal invkon-meat that does not detract from career related responsibilities will likelygave a favorable impact on the; career cycle. Conversely, a crisiwiddpn,'conflict-oriented personal environment will likely have a negative im-pact on the teacher's career cycle.

FolloWing is an outline of some of the key componenti in the per.sonal environment that couldvinfiurce the career cycle.

4

'I

A. Family1. Internal support systems2. Family role expectation3. . Financial conditions4. Site of primary family unit

. S. Special needs of family membersB. Positive critical incidents

I. Marriage .

2. Birth of children3. Inheritance ,4. 'Religious experienceS. Completion of an advanced degree

C. Life crises1. Ilhtess of a loved one2. Death of a loved one .3. Personal illness4. ' Financial lossS. ,Divorce6. Legal problems7. Substance abuse in family

Crises of friends or relativesD. Ciimialad4e life experiences

I. Educational background2. Experience with childrin3. Work outside of the schools4. 'Different teaching lobsS. Professional development activities

E. Avocadonal interestsI. Hobbies2. Religious activities3. Volunteer work4. TravelS. Sports and exercise

P. Individual dispositionsI. Life goals and aspirations2. Personal value state"

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3, Life priorities4., InterpersOnal relationships3. Feeling of community ,

(. 1 . .

. . . I.

OryinaiaationirEavizoimInt ,' Tlitoreanizational enVirodment of schyids and school systedu con-

Attila', a second major comPpnent 'of ii fluences on the career cycle.

.Aitaong".: the categoiies , in , tlds component are sChool regulations,'manrqement style of adminhltrators and supervhOrs, atmosphere ofpubktrusi :Present in e itortunity, expectations a Community holdsfor. its schools, activities and SpPortunities professional organizationsOffer, and unionatmospheie inthe System. A supportive posture from

; these organizational compcipenti will *force; reward, and encouragethe, teachers as they progress through their career cycles. Alternately,lnatmosphere of mistrust and suspicion probably will have a negativehula #

.

,

, - e Following. is an outline of 'some keliconiponents. in the .011111tiza-rional environment that could innuenakthe career cycle.

A.. School regulatiOnr -

I. Personnel policies il. 2. Tenure decisions'

'3..1 License requirements

4. Academic freedom':S. Class aisignmelts

B. Managettierke otyle

Atmoiphere of trust "

d 2. Inspection versus support3. Structure versus laissez' faire4. Philosophical agreement3. Communication

C.s Pub* trust .1

I. Supportive atmosphere';. Confidence in schools and teachers3. Financial support

13 13.

.

4. Expectadons and aspirationsS. dSchool board support

D,- Societal cape ctations1. National reports on -teachers and teaching2. Special interest group influence3. Results of referenda4. Resources for improvement5. Noninstructional sisals for the schools I.,

B. Professional organizationsI. Leadership2. Service to 'Community3. Support4. Professional developmemS. Research

F. Union1. Supportive atmosphere .

2. Protection and security3. RelatIbnship with board and administration4. Opportunity for lecognitionS. Other benefits.

Components of the Career Cycle

,t

aa

The components of the career cycle as depicted in Figure 1 on page10 are described below. The'reader should keep in mind that movementthrough this cycle need not be lit a lock-step fashion.

Pr vice. The preservice stage is the period of preparation for a'specific proteisionsi kg: Typically, this would be the period of inkierpreparation In a college or university. It might also Include retrainingfor a new role or assignment, either by attend* a higher education in-stitution or as part of staff development within the work setting.

Induction: The induction stage Is generally defined as the first fewyears of employment, when the teacher is socialised into the system. It isa period when a new teacher strives for acceptance by students, peers,and supervisors and attempts to achieve a comfort and security level Indealing with everyday problems and issues. Teachers may also ex-

,

141 4

pelletize induction when shifting to another grade level, anotherbuilding, or when 'changing districts completely.

Competency Building. During; this stage of the career cycle, theteacher is striving to improve teaching skills and abilities. The teacherseeks out new materials, methods, and strategies. Teachers at this stage

are the eptive to new ideas, attend workshops and conferences willingly,and enroll in graduate programs through their own initiative. Their job,is seen as challenging and they are eager to improve their repertoire of`skills. I

Enthusiastic and Growing. At this stage teachers havie reachcIa high

level of competence in their job but continue to progress as profes-slonab. Teachers in this stage love their jobs, look forward to going to

and to the interaction with their students, and are constantlyseeking new ways to enrich their teaching. Key ingredients hire are

lsen-

thusiasm

ac-tivities

and high leve, of job satisfaction.These t are oftensupportiva and helpful in identifying appropriate inservicetivities for their scuoob.

Career Main:don. This period is characterized by frustration anddisillusionment with teaching. Job satisfaction is waning, and teachersbegin to question why they are doing this work. Much of what isdescribed as teacher burnout in the literature occurs in this gage. Whilethis sense of frustration tends to occur most often during a mid-point inone's career, there is an increasing incidence of such feelhigs amongteachers in relatively early years of theft careers. \This is particularly true

of those new staff who face the continual threat of reduction in forceunder a policy of "last hired/first fired."

Stable but Stagnant. Stable but stagnant teachers have resignedthemselves to putting in "a fair day's work for a fair day's pay." Theyare doing what is expected of them, but little more. They may be doingan acceptable job but are not committed to thp pursuit of excellence andgrowth in the profession. These teachers are often just going throughthe motions to fulfill the terms of their contracts, and they tend to be themost difficult to deal with in terms of professional development pro-grams. They are seldom motivated to participate in anything at morethan a surface level and are passive consumers of inservke efforts atbest.

415 15

1

°taw Wind-Down. This is the stage when a teacher is preparing toleave the profession. For somet it may be a pleasant period in which they

. reflect on the many positive experiences they have had and look forward

to a career change or retirement. For others, it may be `a bitter period,one in which a teacher resents the forced job termination or, perhaps,can't wait to get out of an unrewarding job. A person may spend severalyears in this stage, or it may occur only during a matter if weeks ormonths.

Career Exit. The exiting stage of a teacher's career represents theperiod of time after the teacher leaves the job, but includes other cif.cumstances than simply retirement after many years of service. It couldbe a period of unemployment after involuntary or elective job tetmina.don or a temporary career exit for child rearing. It could also be a timeof alternative career exploration or of moving to a nonteaching positionin education such as administration.

There is a tendency to view the career cycle depicted in Figure 1 as alinear process, with an individual entering at thegpreservice level andprogressing through the various stages. While there is a certain logic tothis view, this is not necessarily an accurate picture of the process. It ismore likely to be an ebb and ;flovt, with teachers moving in and out ofstages in response to both pirsonal and organizational environmentalinfluences. Ilse scenarios-that follow will illustrate the fluctuations inthe career cycle.

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Scenarios of Teachers In the.Career Cycle

Dos Jackson

Don Jackseif was an entitushisilo and growing business educationteacher at West High School. He enjoyed his assignment and thechallenge of neat students every year. When the Distributive Educationcoordinator at West High resigned, the school nrindPal. lungDon's ability, asked him to take the Distributive Education position. inthis situation the management style of the principal was an influencefrom the organizational environment as was. the' state licensing regula-tion for the new position.

To qualify for the new position required that Don return to StateUniversity to take peso*. coursework. He then recycled. through the

Induction and coinpeleu*buildint Pte.* in his new _Position. Hisrewrap) the enthusiastic and growing cycle of his career did not take aslong as it had when he began teachinibecause of the strong and positiveexperiences he had had carllcr.

\ Professional suppprt that was benefitial to Don Included tuition'reimbursement to return to State Urdversity, released time for his study,funds to develop materials, and a reduced clam load during his induct;don period into die new position.

Jessica Reed

Jessica Reed was a third-made teacher At- Washhigton -Elementary

School in her second year of teaching. She was in the competency-.

II 1 7

building stage of her career. She was gaining more confidence as sheshared her successes and failures with her colleagues.

The president of the Washington P.T.A. invited Jessica to serve on a

committee whose charge was to develop an evaluation strategy for theschool principal. Jessica was advised by the union building represen-tative not to accept the assignment because of her probationary statuswith the district and because the principal, as her immediate supervisor,was recommending her continued employment.

These conflicting influences from the organinitional environment(confidence shown by a member of the community but protective advicefrom her union representative) created a great deal of career frustrationand wife)? for Jessica.Jessica's personal &position-it/as to know theunion dictates, so she withdrew from the committee, closed herclassroom door, and entered a stable and stagnant period in her rotes-

sional life.Jessica no longer viewed inservice education activities as an oppor-

tunity for growth but rather as a requirement to fulfill the terms Of hercontract. In this case, activities Could have been planned that wouldhave helped Jessica in her competency-building stage while still a proba-tionary teacher; and assignment to a sensitive professional committeecould have been postponed until her tenure was secure.

Tom Dixon

Tom Dixon, a mathematics teacher at Central High School for 14years, had resigned himself to doing "a fair day's work for a fair day'spay." Tom was an individual of great talent but had become stable andsiagnant, viewing teaching as a job with no commitment to excellence.

Tom was nominated by his.department chairperson to be a memberof a prestigious professional association. He decided to join, and the in-teraction with other educators in this professional association was asource of professional rettewolikr Tom. From his membership in thisnew professional group Tom was made keenly aware of the importanceof students finishing high school. Tom had much experience with slowlearners in his math classes, and this influence from his personal en-

18 18

vironment nudged him to organize a dropout prevention program forthe district.

Tom was given support to prepare a grant application for the pro-gram. The program received funding, and part of Tom's assignmentwas to be the director of the project. tom went through a competency-building cycle for this project and learned-new techniques for dropoutprevention. A key component of this project was to help other teachersin the district learn techniques to keep material students in school. Tommoved from being a passive resister of professional development ac-tivities to being an active provider. Thus the influence of peer relation-ships in the professional association helped to move Tom from his stablestage to an enthusiastic and growing one.

Benda Huber

Bernice Huber had been a physical education teacher at GrantElementary School for 32 years. She was in a career wind-down cycle inher teaching, since her last child left home about six years before. Muchof her spare time was spent with her husband in avocational intereststhat were devoid of physical activity.

Quite unexpectedly, she was faced with a personal crisis; her hus-band died of a heart attack, leaving her alone and without adequatefinancial resources. Her plans for an early career exit were shattered asshe realized she had 10 more years to give to her profession before shewas eligible for retirement benefits sufficient to support her.

Bernice immediately shifted her plans for leaving the profession tbone of competency-building in a new facet of her career. Because of thetragedy in her personal environment, she embarked on a program tolearn an she could in the area of cnrdiovascular health. Her objectivewas to help as many students as possible learn appropriate healthmeasures to prevent what happened to her husband. Following hercompetency-building in this area through coursework and attendance atprofessional meetings, Bernice found a new challenge in her teaching,which made her career wind-down a positive experience.

The above scenarios were selected to show how the components ofthe Teacher Career Cycle model function in real-life situations. They

19 19

also show the complexity of the various influences/in the personal andprofessional lives of teachers.

The teachers in these scenarios could very well all be in the sameschool district. For those responsible for staff development the questionarises as to what staff development activities are appropriate for each ofthese indiv;duals in order to combat the negative influences and suppors?-,the *skive ones. If the Teacher Career Cycle model is to guide staffdevelopment efiiwts, then there must be appropriate organizational and

supervisory responses..The next section attempts to link appropriate professional'idevelop-

ment activities with the current research and thinking in adult learning.This will then be applied to the framework of the Teacher career Cycle.

20

Career Stages an Professional Development

Lumen and providers teacher inservice education need co beaware of the basic tenets of nit learning and how they apply* toteachers in different stages of career cycle. There are differences in

the way adults learn compared children and adolescents,iand pro-gams to help them improve must structured to meet their individualneeds. This section will review recent literature on adult develop-ment and draw implications tar er professional developmentwithin the framework of the Teacher Cycle.

Adult Learners

Considering the wide range of needs at various career stases, whatare some of the thinp we know about adult learning that will assist inmeeting their needs? The research In the field of adult learning Is notnew, but recent work in this area has received increased attention in the

mass media and in popular readings (Sheehy 1976; Gould 1978; Levin-son 1978). As early as 1926 Lindeman identified the following key

assumptions about adult learners:

1. Adults are motivated to learn as they experience needs and in-,. terests that learning will satisfy.

2. An adult's orientation to learning is lifecentered.3. Experience is the richest source or resource for an adult's learn-.

4. Adults have a deep need to be self-directing.1. Individual differences among people increase withage.

I 21 21

More recently Knowles (1918). has formulated a theory of teachingadults based on the following four assumptions:

1. As individuals mature, self- concept moves from totaldependence to an increasing self-directedness.

2. As Individuals mature, they accumulate a growing reservoir ofexperiences that provides a broadened base on which to relatenew learning.

1 As individuals mature, their readiness to learn is increasinglyoriented to the developmental tasks of their evolving social role.

4. As individuals mature, there is a shift in, learning from subject -centeredpess to problemoenteredneu.

From these assumptions Knowles goes on to draw several implica-tions for adult teaming:

1. Adults enjoy planning and 'carrybig out their own learning ex-perinea.

2, Discovery of bow to learn from experience is the key to, self-actualized-on.

3. Mistakes are an opportunity for learning.4. Adult readiness to learn grouts out of a recognition of the need to

know.k. Formal curriculum development Is less important than finding

out what the learners need to know.6. Adults need the opportunity to apply and try out learning

quickly.

If the assumptions above are valid, then there Is a need to plan andimplement professional development programs that view the adultlearner as one who wants to learn. It is also important to build on theex-periences of the learner and to remember that adult learning patternsand needs change throughout their careers. The Teacher Career Cyclemodel offers a way to view tft_thangei thaLuachers, -1134dults, ex-perience.. And by analyzing the environmental inthiences, planners ofprofessional development programs can determine motivations for cer-tain actions that may lead to hnproved programming. Other implicit-dons for inservice programming are given below.

22

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Imp *ideas for loser** Education '4 ;

.L, The Teacher Career Cycle model suggests that professional growthand staff development require a comprehensive approach. Whilespecific skill-building approiches are appropriate at ceicain points in ateacher's 'career, there is a need to go beyond this approach and to Con-sider the personal and organizalional influences'that can have an impacton teacher performance.

- Followings are some implicationtdrawn-frons the-Tde model: . I

1. Traditional insevice activities. that emphasize improved teaching.skills are appropriate at certain points in a teacher's career, particularlyduring the skill-building periods associated with the inductioi and

. competency-bnikling stages, and to some extent during the enthsailastieand growing stage.

2. The concept of staff developing:al add professional growthshould be broadened to include concern for the. personal needs andproblems of teachers. This might include support systems to assist"chefs in deiling with fatally problems, alcohol and drug abuse, linen-

Planning, and crisis resolution. Larger school districts' could con-internal support systems for such purposes; while eitaller districts /,

Id explore linkages to existing social service agencies.3. Organizational policies should bi examined to provide support

or teachers cat various stages of the teacher caner cycle. Organizationalresponses to teachers' personal needs might include liberal sabbaticalpolicies, modifications in job assignments, job sharing,. liberal leave-of-absence polide, and other procedures that might give teachers the ol)

/ portunity to explore career alternatives or pursue solutions to personalof problems.

, 4. Approaches to staff development and professional growah shouldemphasize personalized, individualized support systems. Models forsuch approaches are found in the work of Saga/mud (1979), Herzberg(1959), Bents and Howey .(1981), Mellen and Johnson (1975), Fesskrand Burke (1983), and Glickman (1981). '

2, 23

SIIIMMOrY

The modeloeseated in this fastback Is an attempt to eYotheetee the;literature in adult life stases and career development and to oboe itWithin the peripective of a career cycle model for teachers as adult ikeine* Numerous linplicetions for staff development and for mks. .

#bush potshot* given. Much of iloat Ispesented here is sieculative. ItOs based okthe authors' Men* to 111)Pb" fleet ettoehue to the odethld.litalituie. It should be remembered thatpuch of the work that senatesthe foundation for this modillobased on ethnographic studies of veryl:,r;amid sample.sine or ° educated "hunches" (Christensin m al. !WV.'Mime is if need kw *dud empirical verification of the coastlinespresented la the model.

Ric Teacher Career Cycle model should be of value to both reMardi-cm and meadows concerned with teacher growthimprovement. For researchers, a44hema to view the teacher attar cycle

= 1

procem b preented that 61 rich in-questions and cOnceptuidhatiOns thatfurther analysis. For the prictidoner, the model presents a

framework for viewing teacher growth and developthint that holdsnumerous implicadom for efforts in supervision, itiiirvice, end staff-developMeatAt. is 'the authors' hope that this Model will stimulatedialogic and activity among both litoOPL.

11,

to

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References..s'

Rents,.Rkhard K., and Homy, Kenneth. "Staff Development in the

Individud." In StaffDowlopmem. edited by Betty Dillon- Alvan.Va.: The Association for, Supervision and Curriculum Devdopment,

1941.Christensen, Judith C.: Burke, Pita; Fader, Ralph; and Ilapterom,.1104d.

Sage of heave Carter Implkodoill for Sloff Dovolopoing.Washinaton, D.C.: saw clatinshoula 1953.

. Ilddfeft, Roy A., and 'Johnson, Marto. ROOdnilng loorvict edurodon.-Washinatoo, D.C.: The MOW Ibludadon Aisocladon, 1979.

Paul* Ralph, and Burke, Pea. "Regions althliclogoif TemiltekBehavior: A ,Guide for Personalialan Supervidon." Lean* 40 (April1913): 74,72. , .

Chards, Jacob: Upham Jima: and Campbell, Koald. Admloishotioa m aSocial Prom: Than Ratorol4 Mak& New TM!: Hero" andRoot, 190i.

Olidunan, Cart brotiommital SopevItiont Ahem** Noakes for &ION!rather& Alexandria, Vs.: Ammilation for Supervision and CurriculumDevelopment.

Gould, R.L. Domformotions. New York: Simon and Wester, 1979.: Henbai, Frederick: Manner, Bernard: and Sayderman, Barbara. 71mMoilva-

Hon to Work. New York: Jobb Wiley and Bois, 1999.Hoak*, ft Th. Admit Lwow: A Maimed $peeles. 2d ed. Houston. Tat.:

Quit Publishing, 1970.Levinson, D.J. TM Stamm of a Man's LW Niw York: Knopf, 1974.Lindeman, B.C. Us Mamie of Admit Education. New York: New Republic,-

1924. . P

Phi Delta Kappa. Tim Reports: Cdr d Opportunities. Bloomington, lad.:Phi Delta Kappa, 1913.

Serikwanni, Thomas. and Starrett, Robert. SoPorratiore human PemPeetives.Bl ed. New pork: hicOrswHill, 1979.

Stonily, OaU. Amato; Prodidabloptam of Adult Oft New York: Dutton,1970..

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)

Teacher Career Stages:An Anaotated.Bibliography

. After conducting. SO extensive review of the literature on teachers'career . stages and professional development, the authors found thfollowing sources to be especially comprehensive and useful.

Reqk, C. W.,. and Edelfelt. Roy. eds. Stiff Development Staff Liberorims.Washinston, D.C.: Association for Supery ision 4na Curriculum Develop.ment 1977.

The editors have compiled a seri:sof anklesoit the theme of staff develop-meat from the perspective of Osumi growth, liberationb -and Idf-actualkation. The 16 articles cover topics ranging 'from societal and staffdevelopment program to a look at the funotiot staff dovetail:kat.

Brundage, Donald Hi, and hiabEwack:r2 Dorothy. A.dtill Learning Principlesand TA* Application to Prawn Plonks& Toronto: The Ontario Institutefor Studies lo Educatico, stpe.The authors focus on adult learning principles and their application to adult0

learning programs. The Ent two sections offer background assumptionsabout adult kerning and describe thancterisda of adult karats. The thirdmodem offers stmaalions and implications for ad Ph teadtita under threeheadings: teaching behavion; design of the. teaching proms, and thecharacteristics of teachers of adults. Sections four and five apply learningprinciples to prooram planning. no flan section provide:a summary of 36

kerning principle,. .

Burden. Paul R. "Developmental Supervision: Redwine Teacher Stress at Dif-kren1 -Carew Stages." Paper presented at the annual conference of theAssociation for Teacher Educators, phoenix, Arizona, February 1982.(ERIC Document Reproduction Service No. ED 218 261)The author reviews the changes that can occur in teachers' careers andhypothesize three stages of development: 1) survival stage (Ant year ofteaching), 2) adjustment stage (2 to 4 years of teaching), and 3) mature SUP

2P 26

( in 3 4");7ifter reviewing the characteristics of teachers in the abovecategories, the author discusses career Mien and suggested supervisorypractices for teachers at each stage. ,

Christensen, itugthe Burke, Peter; Fes:kr, Ralph; and Hagetrom, David. Stagesof Teachers' Careers: implkations for Stag Development. ERIC Clearteahouse on Teacher Education, One DuPont Circle, Suite 610, Washington,D.C. 90036,1983 (Clatinghouse No. SP 091 493)The authors provide a synthesis of the literature and research available onteachers' career stages. The document covers such topics as adult develop-ment and the impliattions for planning successful stet development pre-game. Also Included a section on future directions and needed research.

01110Peterson, Betty, *ed. ip Development and Organatottal Dmvelolrmeat Alexandria, Va.: Association for Supervision and CurriculumDevelopment, 1981. (ERIC Document Reproduction Service No. ED 195919) .This 1981 ASCD Yearbook emphasises lifelong edueocnadniand growth inorder for school staff to adjust to rapidly changing{ . Chapters onstaff development and organiradonal development are presented as key ap-proaches for school improvement, These are followed by sections derail*with designing effective pregame, evaluating staff development, and amemorandum on the future.

Rim" Sharon, and Floden, Robot E. What's All This *Talk About TeacherDevelopment, Research Series No. 70. East Lateral: Insdtutafor Researchon Teaching, Michigan State Un enity, February 1980. (gRIC DocumentReproduction Service No. ED 189 088)This review of research covers three approaches to teacher development, II;first is a description bf the stages most teachers i..perience (survival, con-solidation, ranewal, and maturity). The second, concerns the personaldevelopment of tee6hers (ego, moral, and cognitive). The third involves thesupport of teacher development through professional Ineeralre Pogrom

Flodgn, Robert II., and Feiman, Sharon. A Developmental Approach to theStudy of Teacher Chow Whites to be Gained? Research Series No. 93.East Lansing: Institute for Research on Teaching, Michigan State University,Febnnuy 1981.This paper describes the strengths and limitations of a developmental op-preach to the study of teacher change. The chief characteristics of thedevelopmental approach are described, and its application to studyingchanges In teachers is assessed. Suggestion; are provided for building a0story/ofratchet change based on a developmental approach.

" 2 7 4

Glickman. Carl.Gail. Developmental Supervision: Alternative Practices for HelpingTeachers Improve Instruction. Almandria, Va.: Association for Supervisionand Curriculum Development, 1981.Glickman identifies three approsees to supervision: directive, collaborative,and non-directive. He argues that different approaches are necessary forteachers at different stages of professional development. Glickmanhypothesises that there is a continuum based on teachers' levels of commit-meat and abstraction that can serve as a basis for identifying teacher careerstages and appropriate supervisor/ approaches.

Griffin, Gary A., ed. Stiff Development. Eighty-second Yearbook of the Na-tional Society for the Study of Education. Chicago: The University ofChicago Press, 1983.This yearbook reports the state of the art in staff development. It Includessections on.the WWI learner and the context within which staff developmentoccurs. The contain considers the school itself, the community, the district,and the organisational needs of the institution. Examples of staff develop-ment practices are pretentea along with a section luipatine a conceptualframework for plannin& implemendng, mid analyithe staff development

-

Hall, Oene E. and Loucks, Susan. "Teacher Concerns as a Besisor Facilitatingand Pe1101111111111$ Staff Development." Teachers Colkge Record 80tSeptember 1978): 36-53. (Si 193 493)This article daeribel the Concerns -Rased Adoption Model (CRAM), achange process technique developed at the Research and Development Centerfor Teacher Education at the University of Texas at Austin. The model colt -eiders change a process, not in event, and focuses on individual, not group,change. The authors suggestlimt staff deVelopers must attend to the teachers'concerns as well as to the innovator's technology. The model is based on theconcept of Stages of ConcentAbout the Innovation, first Enveloped by O. E.Hall; R.C. Wallace Jr.; and W. A.--Domett In 1973.

Houston, W. Robert, and Pankratt, Roger, ads..Striff Davelopment and Ed !-

domes amp. Reston, Va.: Association of Teacher Educators, 1980.This book presents the issues involved in personal and institutional change. laincludes sections on adult development, staff development for faculties ofcolleges and utdvenities, and examples of successful staff development prat-tides.

Howey, Kenneth; Hants, Richard; and Coffigan, Dean, eds. SchoolFocused ln-Service: Descriptions and Discussions. Reston, Va.: Association of Teacherfidueators, 1981.the first section of this book is an overview of the conceptual framework ofschool-focused inservice, a view that focuses on the specific interests and

24 28

-,

14k(

, Deeds of school getoonnd lather work setting. Other sections explore theeveryday activities of schookaused inservice, the phoning and decision.asking abides necessary, toomplts of models designed for specific4d000lone Min" epielik,Orgasdadong approaches to school.focund in-fanta and an aphasia of the implications for Public Law 94.143.

Jamul of Easerch and Dottlopstrat L Itheation U. no. I Wail 1981).This ends issuels devoted tO the topic of hank* educadon. Its articlesfocus on the too of schools, colleges, and deportments of education. ,.

lows, qf Ste Developsems 1, no. 2 (October 1980).This speed bads devoted to adult developmenp. The lead ankle, "AdultDevelopment Is Implicit in Staff Developmeacc by Sharon OM describestheories of adult denlopment, app the theory to staff development,mesas a framework that can be used to incorporate p developmentel focusinto staff development programs, and Identifies four important dements tobe found in 'acanthi programs fbr teacher stiff development. Other amideson the specifies of tealtinn adult profession& are by Susan BIlls, BettyDillon-Peterson and Christy Hemmer, Dorothy Major, and Sara IL Massey.The caduding article, "A (onsumers Odds to TeOten Development," bySharon Velma al Robert It Mahn CUM= three approaches to staffdevotes:eat, each of which is charactakted as "developmentoL"

Krupp, JadyArin. Adak Divelopswie Implicit:kat for Staff Doilopmags. 40McDivitt Drive, Manchester, CT 08040, 1901.This handbook summulas the common disrattehtk. of .stages of adultdevelopment and then applies that information to staff development situ*.dons with tachen in schools. General characteristics, key concerns, and Im-plication; are given for seven stages from insane to retire' .4.

Newman, Katherine IL; Thartion, Paul IL; and Animate, Jane H. "HelpingTeachers Examine Their Long-Range Development.", Paper presented at theannual conference of the Association of Teacher Educators, Washington,D.C., February 1980. (ERIC Document Reprodutdon Service No, ED 204)21)The authors describe three developmental phases in a teacher's career. TheOm phase ha from about age 20 to age 40 and h ohs:waited by con.*habit shifts in commitment to teaching. It is a dine of finding a "place"in the profession. From about one 40 to W55, personal morale is high andthe commitment to teaching is strong. The final phase is cheacterised by ateacher's awareness of lees of energy and enthusiasm and a drains swayfrom the persons they teach. With these phases in mind, suggestions are Madefor insmvice edhcatkm.

2!)

Newman, Katherine K.; Panthers, Beverly; Debt*. Dion; and Kranz.Elizabeth. Stress in Teachers' hfidcareer traguitions: A Role for TeacherEducesten. 1980. (ERIC Document Reproduction Service No. ED 196 869)This paper uses case historlei to describe the stressful transitional periodsthat teachers ofted encounter at approximately the 10th and 20th years oftheir careers. At about the 10th year teachers may decide whether to remainin the field, and at about the 20th year they examine their careers and makedecisions about professional renewal. The authors describe a graduate coursecalled Teacher Career Development, which they have developed to helpteachers move through these potentially stressful periods.

Sersiovanni, Thomas, ed. Supervision of Teaching. Alexandria, Va..: Associa-tion for Supervision and Curriculum Development, 1982.This ASCD Yearbook attempts to SUMMIltill current thinking about supervi-sion. Sections in the yearbook In a historical perspective; a review of the'scientific, artistic, and clinical faces of supervision; consideration of thehuman factors in supervision; the impact of i.twriculum and the schoolbureaucracy on supervision; and an assessment of future directions in thedeveloping field of supervision.

Urger, Sam J.; Howey, Kenneth R.; and Joyce, Bruce R. laservice reacherEducation. Palo Alto, Calif.; Booksend Laboratory, 1980.This report on the results of a research study of inservice teacher educationyields information about what types of inservice are considered most impor-tant by teachers, why teachers are involved in the process and what keepsthem involved, and who should and does design and direct inservice sc.tivities. The authors suggest that perhaps the most important finding of thestudy relates to teacher involvement in planning inservice. "Job-embeddedinservice" was found to be the type most directly related to the improvementof teaching skills and was considered to be the most desirable form of in-service.

30

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