Teach, Coach, Live: The Viability of the Three-Role Teaching Model in the 21 st Century J. Gregory...
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Transcript of Teach, Coach, Live: The Viability of the Three-Role Teaching Model in the 21 st Century J. Gregory...
Teach, Coach, Live: The Viability of the Three-Role Teaching
Model in the 21st Century
J. Gregory Martin
Defining the Elite American Boarding School
• Built on the work of Baltzell (1958) and Cookson and Persell (1985) 28 schools have emerged as elite based on meeting 3 of 5 metrics as defined by Ruben Gaztambide-Fernandez in 2006.
• By nature, elite schools are selective in their admissions, academically rigorous, athletically and artistically competitive, and demanding in conforming to the “total institution”(Goffman, 1957).
The Five Defining Metrics
• Location-New England• Founding-Prior to 1900• Selectivity- at least 35% in admissions• Endowment/Wealth-at least $100 million or
$150 million combined with physical plant• Academic Rigor- at least 1800 combined SAT with
the top three college acceptances be at schools ranked “most selective” by Peterson’s Guide
Elite Schools• Elite Boarding Secondary Schools in America• School State Year Founded Students• Blair Academy NJ 1848 458• Brooks MA 1926 380 • Choate CT 1890 865• Deerfield Academy MA 1797 636• Emma Willard NY 1814 346• Episcopal High School VA 1839 435• The Governor’s Academy MA 1763 405• Groton School MA 1884 381• The Hill School PA 1851 515• Hotchkiss CT 1891 600• Kent School CT 1906 570• Lawrenceville School NJ 1810 816• Loomis Chaffee School CT 1914 675• Middlesex School MA 1901 375• Milton Academy MA 1798 695• Miss Porter’s School CT 1843 320• Northfield Mount Hermon MA 1879 650• The Peddie School NJ 1864 551• Phillips Academy, Andover MA 1778 1,138• Phillips Exeter Academy NH 1781 1,000 • Saint Mark’s School MA 1865 350• St. George’s School RI 1896 370• St. Paul’s School NH 1856 531• Tabor Academy MA 1876 514• Taft School CT 1890 579• Thacher School CA 1889 220 • Westminster School CT 1888 393• Woodberry Forest School VA 1889 396• • (Numbers reflect the 2014/2015 School Year) Total 15,864
The Triple-Threat
• By the 1970s, the single “master” began to fade as coeducation came to most elite boarding schools (Cookson and Persell, 1985).
• A shift to a family environment saw improvements to on campus housing for faculty families
• Still present was the need to have classes taught, teams coached, plays produced, and residential life supervised
The Triple-Threat
• Used within the elite boarding school world since the 1950s, Cookson and Persell (1985) first used the term in academic research
• Triple-threat teachers are expected to contribute to the life of the school in a variety of ways
• Nearly all live on campus in dorms or free-standing housing
The Triple-Threat
• Triple-threat educators are expected to perform at a high level in all three areas, understanding that they may have an area of expertise that takes precedent
• As teachers, triple-threat educators are “exempt” based on FLSA criteria meaning hours are not capped due to “overtime” regulations
• Workweeks of nearly 80 hours are not uncommon yet vacations longer than those in public schools. (TABS, 2014)
Problem Statement
While the triple-threat model has been the standard in boarding schools since the 19th century, changes in finances during the last decade, shifts in pedagogy, athletics, social needs, communication, parental expectations and available workers is putting pressure on this model. Consequently, it must be questioned whether the triple-threat model remains viable and if this model is sustainable for the future.
Purpose and Significance of the Problem
• The purpose of this study is to explore the effectiveness and sustainability of the triple-threat model in today’s changing educational landscape in elite boarding schools.
• As education, the arts, and athletics become more specialized and competitive, teachers at elite boarding schools are consequently expected to excel in these areas of teaching, coaching, and overall role as “in loco parentis”. As a result, schools are being forced to reassess the hiring model that utilizes the triple-threat teacher.
Consensus Without Agreement
• In conversation with heads of non-elite schools, consultants, and search agencies, consensus emerged regarding pressures on the triple-threat.
• Even with this acknowledgement, no agreement presented itself when addressing the impact on the model or its future.
Research Questions
• How are elite American boarding schools currently utilizing the triple-threat model?
• What kind of pressures exists in hiring for the triple-threat teacher and are these pressures forcing a shift away from the model?
• How are schools addressing possible pressures on the triple-threat model via staffing modifications and creativity in modifying hiring practices?
• What is the future of the triple-threat model?
Parental Expectations
Given the cost of a boarding school education, parents are increasingly expecting more from schools. 1) Expert teachers with advanced degrees from “highly selective” schools 2) Expert coaches with D1 playing experience or national level play 3) Robust and dedicated residential life programs
Hiring to Meet the Demands
• Hiring to meet these demands is a challenge to any school due to the level of qualification desired by parents.
• Within the “hiring matrix” of boarding schools, filling openings with exceptional triple-threat educators has always been challenging, more so now due to parental expectations.
Hyper Specialization in Athletics by New Hires
• Within the last 5-7 years new hires have focused on single sports as far back as high school. This impacts athletic programs overall since many new hires lack playing experience in multiple sports.
• Two or Three sport athletes have become increasingly rare
The Economy
A Buyer’s/Seller’s Market
• With the US economy recovering from the 2008 crash, young people have more job options.
• Simply put, talented young people see opportunities far outside of “careers” as the over 40 cohort defines them.
Millennial Attitudes Towards Work
The View About Jobs
• Millennials have been shown to view work and the idea of a “job” very differently than previous generations, especially the baby-boomers.
• To Millennials work is something that “is done between weekends” and the idea of a single career is not something they are looking for.
• Moving around every 2 years is commonplace
Views Regarding Balance
• Millennials see personnel time and the ability to engage in recreation and down time as being at least equally important to work.
• They will not give themselves to “a total institution”.
• As one head was told, “I can’t do weekends because I play in a band. But I want the job”.
Data
• School size, location (rural, suburban, urban), wealth (endowment dollars per student), and mission statement all impact the evolution of the triple-threat.
• Data suggests agreement that the triple-threat is under stress.
• Data suggests the triple-threat model in unsustainable yet continues to be utilized
Data
• Data suggests the main stresses on the model are:– 1) Parental expectations for expertise both
academic and athletic – 2) Changes in views towards work/life balance
• Data offers no indication that the model is falling away with regard to use even though identified as unsustainable.
So What Does This All Mean?
• The triple-threat lifestyle is unique and those that find it appealing generally posses the same personal qualities as clergy or military
• Adjusting the model to cultural shifts while still meeting the needs of schools is paramount to the model’s future
• Creative hiring may enable heads of school to meet institutional needs while being sensitive to shifts in work culture and the hiring pool
So What Does This All Mean?
• Actively recruiting boarding school alums could act to bolster the model and provide continuity.
• Potential changes to the Fair Labor Standards Act may inadvertently bolster the model