Revitalizng the Veteran Teacher

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Information about Revitalizng the Veteran Teacher
Education

Published on March 1, 2009

Author: pgow3

Source: slideshare.net

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Ideas for bringing fading veteran teachers back into full bloom, and for preventing fading in the first place.

Revitalizing the Veteran Teacher Or, No Teacher Left Behind? Peter Gow NAIS 2009

Some observations The dumb-bell demographic: lots of older teachers--50+, lots of younger teachers--<30 Senior faculty compensated as valuable asset; too expensive to waste (which puts pressure on the system in hard times) By no means does every veteran teacher need revitalizing! 2/26/2009 Veteran Teachers/Gow/NAIS 09

The dumb-bell demographic: lots of older teachers--50+, lots of younger teachers--<30

Senior faculty compensated as valuable asset; too expensive to waste (which puts pressure on the system in hard times)

By no means does every veteran teacher need revitalizing!

Baby Boomers (born 1945-64) Some characteristics

Some Boomer attributes Flexible Goal-oriented Focus on individual choices and freedom Adaptive to a diverse workplace Positive attitude (from ValueOptions.com) 2/26/2009 Veteran Teachers/Gow/NAIS 09

Flexible

Goal-oriented

Focus on individual choices and freedom

Adaptive to a diverse workplace

Positive attitude

(from ValueOptions.com)

Boomer work styles Confident in their work--but the tasks keep changing Like working in teams--but schools tend to isolate Like collaborative decision-making --short-circuited by more top-down management Conflict averse--SUCH a two-way street! (from ValueOptions.com) 2/26/2009 Veteran Teachers/Gow/NAIS 09

Confident in their work--but the tasks keep changing

Like working in teams--but schools tend to isolate

Like collaborative decision-making --short-circuited by more top-down management

Conflict averse--SUCH a two-way street!

(from ValueOptions.com)

The changes we’ve seen Rights and liberation movements  multiculturalism  globalization (post-racial?) computer programming  Web 2.0 teacher-centered  student-centered peace/boom  war/bust College pressures greater 2/26/2009 Veteran Teachers/Gow/NAIS 09

Rights and liberation movements  multiculturalism  globalization (post-racial?)

computer programming  Web 2.0

teacher-centered  student-centered

peace/boom  war/bust

College pressures greater

Added pressures Many of us thought we wouldn’t live to see the 21st century--nuclear anxiety (“I’m amazed to have made it this far”) Repudiation of our parents’ ways had a cost (but we’ve made ourselves feel better by shopping) Lately there have been some extra financial anxieties (“What’d I do to deserve this?”) 2/26/2009 Veteran Teachers/Gow/NAIS 09

Many of us thought we wouldn’t live to see the 21st century--nuclear anxiety (“I’m amazed to have made it this far”)

Repudiation of our parents’ ways had a cost (but we’ve made ourselves feel better by shopping)

Lately there have been some extra financial anxieties (“What’d I do to deserve this?”)

The Failing Teacher Symptomatology & Etiology

What does fading look like? Active disaffection, anger Withdrawal into sad corners “ Work to rule” Clinging to/extravagantly defending students (paradox) Dismissive of students (and colleagues) “ The school going to hell” 2/26/2009 Veteran Teachers/Gow/NAIS 09

Active disaffection, anger

Withdrawal into sad corners

“ Work to rule”

Clinging to/extravagantly defending students (paradox)

Dismissive of students (and colleagues)

“ The school going to hell”

Most likely to have succeeded--to a point (but maybe for the wrong reasons) Gadfly--puckish wit, sharp observer, hip cynicism Charismatic--cool once or maybe still, hazy on the boundaries Old School--straight ahead, iron discipline, awesome inflexibility 2/26/2009 Veteran Teachers/Gow/NAIS 09

Gadfly--puckish wit, sharp observer, hip cynicism

Charismatic--cool once or maybe still, hazy on the boundaries

Old School--straight ahead, iron discipline, awesome inflexibility

WHY? Let’s face it The 70s, 80s, and early 90s were not exactly the era of great teacher evaluation Bad habits persisted; “value the individual” Professional development seen as forced or irrelevant (and it often was) 2/26/2009 Veteran Teachers/Gow/NAIS 09

The 70s, 80s, and early 90s were not exactly the era of great teacher evaluation

Bad habits persisted; “value the individual”

Professional development seen as forced or irrelevant (and it often was)

Challenge: Successive waves of change Diversity and multiculturalism Technology 1.0 “ Authentic Assessment” “ Learning differences” Globalization Technology 2.0 2/26/2009 Veteran Teachers/Gow/NAIS 09

Diversity and multiculturalism

Technology 1.0

“ Authentic Assessment”

“ Learning differences”

Globalization

Technology 2.0

Bigger challenge: Autonomy/isolation Meet each “wave of change” on your own Little accountability Little holistic thinking on an institutional level We’re all trying to build and sustain an elephant based on incomplete data from our own narrow viewpoint 2/26/2009 Veteran Teachers/Gow/NAIS 09

Meet each “wave of change” on your own

Little accountability

Little holistic thinking on an institutional level

We’re all trying to build and sustain an elephant based on incomplete data from our own narrow viewpoint

Management ideas

Institutional issues Find the balance between Serving the kids and the program of today well AND acknowledging past good service Enacting necessary change AND making the process of change humane 2/26/2009 Veteran Teachers/Gow/NAIS 09

Find the balance between

Serving the kids and the program of today well AND acknowledging past good service

Enacting necessary change AND making the process of change humane

What doesn’t help Too many top-down initiatives Individually focused, opt-outable professional development program Not confronting the issue directly; the passive-aggressive work-around Hoping for change/retirement Creating “the Undead”—they’ve been judged, put in a box, and now they are treated with averted eyes 2/26/2009 Veteran Teachers/Gow/NAIS 09

Too many top-down initiatives

Individually focused, opt-outable professional development program

Not confronting the issue directly; the passive-aggressive work-around

Hoping for change/retirement

Creating “the Undead”—they’ve been judged, put in a box, and now they are treated with averted eyes

What can help Acknowledge Investigate Empathize Adjust Set goals (Set free) Celebrate 2/26/2009 Veteran Teachers/Gow/NAIS 09

Acknowledge

Investigate

Empathize

Adjust

Set goals

(Set free)

Celebrate

Adjust? Assignments/responsibilities Not fewer, but different Workload, schedule Not less, but different Location Team/cohort Special projects 2/26/2009 Veteran Teachers/Gow/NAIS 09

Assignments/responsibilities

Not fewer, but different

Workload, schedule

Not less, but different

Location

Team/cohort

Special projects

If the cause is lost Be clear about the process Enlist the teacher in planning an exit strategy Find authentic ways to acknowledge past value Support with career or other counseling Resist blame and guilt 2/26/2009 Veteran Teachers/Gow/NAIS 09

Be clear about the process

Enlist the teacher in planning an exit strategy

Find authentic ways to acknowledge past value

Support with career or other counseling

Resist blame and guilt

Preventive strategies (financial) Invest in employees’ lives: salary, benefits (tuition remission as “stock options”) Intentional, exciting professional development program Reward great work Offer financial planning support A good and well understood Employee Assistance Plan (A designated H.R. function) 2/26/2009 Veteran Teachers/Gow/NAIS 09

Invest in employees’ lives: salary, benefits (tuition remission as “stock options”)

Intentional, exciting professional development program

Reward great work

Offer financial planning support

A good and well understood Employee Assistance Plan

(A designated H.R. function)

Preventive strategies (cultural) Transparent and forthright school culture Express interest in employees and their needs--normalize vicissitudes of adult life and support balance Help faculty invest in school--board committee work, leadership roles where earned Consistent evaluation Recognize great work 2/26/2009 Veteran Teachers/Gow/NAIS 09

Transparent and forthright school culture

Express interest in employees and their needs--normalize vicissitudes of adult life and support balance

Help faculty invest in school--board committee work, leadership roles where earned

Consistent evaluation

Recognize great work

Preventive strategies (pedagogical) Use mentoring to promote investment in the school and connect with new colleagues Make collaboration essential--team planning, team teaching, interdisciplinary teaching Encourage and reward innovation Consider exchange/travel programs (e.g., Fulbright, Network of Complementary Schools) Make “legacy” (long-term) teaching portfolios part of professional development (from Peter Seldin, Pace University) 2/26/2009 Veteran Teachers/Gow/NAIS 09

Use mentoring to promote investment in the school and connect with new colleagues

Make collaboration essential--team planning, team teaching, interdisciplinary teaching

Encourage and reward innovation

Consider exchange/travel programs (e.g., Fulbright, Network of Complementary Schools)

Make “legacy” (long-term) teaching portfolios part of professional development

(from Peter Seldin, Pace University)

Some case studies Can this teacher be saved?

Color-blind Derek At the school for 22 years, was department chair until replaced by a younger colleague in 2001 Fell afoul of P.C. police in late 90s for claim of “color-blindness” Has been slow to adopt new ideas in general 2/26/2009 Veteran Teachers/Gow/NAIS 09

At the school for 22 years, was department chair until replaced by a younger colleague in 2001

Fell afoul of P.C. police in late 90s for claim of “color-blindness”

Has been slow to adopt new ideas in general

Jane, unplugged 24 years in the school; 38 years in the classroom Most beloved teacher among alums Proclaims she just doesn’t understand computers One-to-one laptop initiative starts next year 2/26/2009 Veteran Teachers/Gow/NAIS 09

24 years in the school; 38 years in the classroom

Most beloved teacher among alums

Proclaims she just doesn’t understand computers

One-to-one laptop initiative starts next year

Sinkin’ Duncan Career-changer at 45, now in year 10 at the school 2 kids, one in college and one just out and living at home Parents live on the other coast, Mom just diagnosed with Alzheimer’s 2/26/2009 Veteran Teachers/Gow/NAIS 09

Career-changer at 45, now in year 10 at the school

2 kids, one in college and one just out and living at home

Parents live on the other coast, Mom just diagnosed with Alzheimer’s

Thanks to Ezra Adams, Tom Daccord, Debi Ellman, Karen Fairbank, Mimi Harrington, Harry Hart, Bob Irving, Bill Ivey, Kathleen Jordan, Curt Lieneck, David Mallery, Luann Lee, Mike Salmon, Elizabeth Sky-McIlvain, Delores Smith, Amy Ward, Anne Macleod Weeks, Glen Westbroek, David Withrow, Teacher X Peter Seldin, “’Tired’ Professors Can Be Rejuvenated,” The Chronicle , 7 March 2008 2/26/2009 Veteran Teachers/Gow/NAIS 09

Ezra Adams, Tom Daccord, Debi Ellman, Karen Fairbank, Mimi Harrington, Harry Hart, Bob Irving, Bill Ivey, Kathleen Jordan, Curt Lieneck, David Mallery, Luann Lee, Mike Salmon, Elizabeth Sky-McIlvain, Delores Smith, Amy Ward, Anne Macleod Weeks, Glen Westbroek, David Withrow, Teacher X

Peter Seldin, “’Tired’ Professors Can Be Rejuvenated,” The Chronicle , 7 March 2008

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