Teacher Development A-Z

Stages of Development

Stages of Development

Teachers’ Stages of Development

Stage 1: ‘In at the deep end’• Primary concern: survival - main focus is planning

lessons and implementing the plan; coping with unfamiliar school culture; adjusting to new roles;

• Potential benefits: looking at teaching with fresh eyes; enthusiasm and energy; often being close to the students in age

Huberman, 1989

Ken Robinson, 2009

Csíkszentmilhalyi, 1996

‘Near gifts’ and ‘true gifts’

?Duane Elgin, 2009

Stages of Development

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Teachers’ Stages of Development

Stage 2: ‘Two feet on the ground’Primary concern: impact on students – making sure teaching benefits everyone; focus on individual differences and needs; improving the quality of teachingPotential benefits: established classroom routines; confidence not easily shaken; feels safe in the classroom

Presentation name Presenter Name and Date

Stages of Development

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Teachers’ Stages of DevelopmentStage 3: ‘Ready to tinker’Primary concern: exploration – trying out different activities, new approaches; ready for new challenge; wanting to understand how things work inside the classroomPotential benefits: curiosity and open-mindedness towards other classrooms and different ways of doing things

Presentation name Presenter Name and Date

Keen to understand classrooms

The key to understanding classroom:Mastering the ‘inner workbench’

Mastering the ‘inner workbench’Directing our attention to the

processes of learning

Example: Two types of dictation• Traditional dictation• Delayed dictation a/ Listen, then write b/ Read, then write

Traditional dictation

Listen and write!

Delayed dictation

Listen, then writeRead, then write

The problem with the rat race is … even if you win ….

you’re still a ...

Recall!

Now write!

Time to reflect:

1. How were you engaged during the different types of dictation? 2. When was it easier to fulfil the task, i.e. write the correct sentence? 3. Which quotation left the strongest impression? Why?

26Presentation name Presenter Name and Date

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NLP: 3 Positions

Stages of Development

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Teachers’ Stages of DevelopmentStage 4: Branching out

Primary concern: new roles – looking for professional challenge beyond the classroom; e.g. becoming a mentor, an examiner; getting involved in wider communityPotential benefits: able to build on teaching skills; discovering new talents, career advancement

Presentation name Presenter Name and Date

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The Reflective Practitioner

good listener

keen observer sees the big picture

self-aware open-minded masters the inner workbench

asks for and listens to student feedback self-critical has a questioning stance interested in wider educational issues

able to step back ready to tinker keen to understand classrooms

Presentation name Presenter Name and Date

References• Csíkszentmihályi, M.(1996), Creativity: Flow and

the Psychology of Discovery and Invention, New York: Harper Perennial

• Elgin, D. (2009) The Living Universe, San Francisco: Berrett Koehler

• Huberman, M. A. (1989). The professional life cycle of teachers. Teachers College Record, 91(1), 31-57.

• Robinson, K. (2009) The Element: how finding your passion changes everything. London: Penguin Books.

• Schön, D.A. (1987) Educating The Reflective Practitioner. San Francisco: Jossey-Bass. • Underhill. A. (2011) Using the “inner workbench”

to enrich teaching and learning. Workshop given at the IATEFL Annual Conference, Brighton.

Quotations used“People may forget what you said, people may forget what you did, but people will never forget how you made them feel.” (Maya Angelou)

“If you want to lead someone out of the woods, you have to go in and find him first.” (Guy Claxton)

“The problem with the rat-race is that even if you win, you’re still a rat.“ (Lily Tomlin)

Thank you for your attention!