What School Leaders Ought to Know About Supporting Early ......What School Leaders Ought to Know...
Transcript of What School Leaders Ought to Know About Supporting Early ......What School Leaders Ought to Know...
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What School Leaders Ought to Know AboutSupporting Early Career Teachers
Dr. Janet VanLoneAssistant ProfessorDepartment of Education
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! Introduce yourself! Why did you choose to come to this
session?! What are some current challenges
administrators face with supporting early career teachers?
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SESSION OBJECTIVES
! Why focus on early career teachersÕ classroom management practices?
! WhatÕs going on in teacher prep?! How the ÓClassroom Practices Video Analysis ToolÓ can help!
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RATIONALE
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THE HEADLINES+,$-./01*$#2-
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WHAT DO YOU KNOW ABOUT TEACHER ATTRITION?
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TEACHER ATTRITION QUIZ!QUESTION 1
Question
Nationally, what percentage of teachers leave the profession each year, and how many leave within five years?
Answers
A. 3% and 25%B. 5% and 33%C. 8% and 44%D. 25% and 66%
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TEACHER ATTRITION! Varies by region: South and Midwest are
highest, Northeast and West are lowest
! Varies by subject area: Special Education and ELL are highest
! Impact is greater for students who are historically underserved
! Particularly detrimental for students of color
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TEACHER ATTRITION QUIZ! QUESTION 2
Question
! According to survey responses, teachers who leave the profession most often report what factor as a primary reason?
Answers
A. Salary and Benefits
B. Retirement
C. Family/Personal Reasons
D. Dissatisfaction
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TEACHER ATTRITION : DISSATISFACTION
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TEACHER ATTRITION: QUIZ QUESTION #3
Question
How much does it cost to replace each teacher who leaves an urban school district?
Answer
A. $2,000
B. $20,000
C. $200,000
D. $2,000,000
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WHATÕS THE IMPACT?
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SOLVING THE PUZZLE! Provide high-quality mentoring and induction to
beginning teachers
! Include observation and feedback
! Focus on classroom management practices
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YOU MIGHT BE THINKING É
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TEACHER PREPARATION IN CLASSROOM MANAGEMENT
! Teachers report feeling unprepared and receiving insufficient training in classroom management
! Policy and practice gaps in preparation, particularly in evidence-based classroom management practices
! Reduced requirements for secondary and alternative certification programs
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CLASSROOM MANAGEMENT
What is evidence-based practice?Why is it so important?
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CLASSROOM MANAGEMENT DEFINED
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CLASSROOM MANAGEMENT
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CLASSROOM MANAGEMENT OUTCOMES
For Teachers
! Increased job satisfaction! Reduced stress and burnout! Increased motivation and
commitment to teaching
For Students
! Improved academic outcomes! Improved social, emotional, and
behavioral outcomes! Improved long-term life outcomes
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THE CLASSROOM MANAGEMENT VIDEO ANALYSIS TOOL
Help has arrived!
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GROUNDED IN RESEARCH
! Research results have demonstrated that video analysisis an effective strategy and can be beneficial for both in-service and pre-service teachers
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WILL VIDEO ANALYSIS HELP STUDENT TEACHERS TO IMPROVE CLASSROOM
MANAGEMENT PRACTICES?
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METHODPARTICIPANTS AND SETTING
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VIDEO ANALYSIS: ONE STUDY
! Independent Variable: multi-component intervention that combines explicit instruction, modeling, video self-analysis, self-monitoring, and performance feedback
! Dependent Variable: student teachersÕ use of behavior specific praise, an evidence-based classroom management practice.
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BEHAVIOR SPECIFIC PRAISE
! An evidence-based classroom management strategy! Can be easily implemented (no cost, little time)! Multi-purpose! Examples?
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ADDITIONAL MEASURES:
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PARTICIPANT KNOWLEDGE
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SOCIAL VALIDITYQuestion Mean Range Standard
Deviation This intervention improved my ability to use evidence-based classroom management skills.
5 5.00-5.00 0
This intervention increased appropriate behavior in my students.
4 4.00-4.00 0
This intervention decreased inappropriate behavior in my students.
4 4.00-4.00 0
This intervention was easy to use 5 5.00-5.00 0
This intervention took more effort than it was worth 1 1.00-1.00 0
This intervention should be recommended to teacher preparation programs to aid in the development of pre-service teachersÕ classroom management skills
5 5.00-5.00 0
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RESEARCH TO PRACTICE
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STEP #1: EXPLICITLY REVIEW PRACTICES
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STEP #2: WATCH VIDEO
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STEP #3: GUIDED OR SELF REFLECTION
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IMPLEMENTATION
With student teachers
! Semester Prior to Student Teaching: initial video analysis with faculty supervisor
! Start of Student Teaching: Repeat! Student Teaching: meeting with
mentor teacher to review tool! Complete VA with mentor teacher 1-
2x, with peer 1-2x, and self reflection as needed.
With early career teachers
! As part of induction program! As early as possible: introduce tool,
use practice video to complete VA with mentor
! Start of year one: complete VA with mentor teacher 1-2x or as needed
! Transition to peer VA! Transition to self VA! Alternative for administrator
evalualtion?
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NEXT STEPS! Feedback from field experts and
tool users! Continued research with both
student teachers and early career teachers to test effectiveness
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QUESTIONS?
Thank you!
For more information email:[email protected]