A Description of Michael Huberman’s Teacher Career Cycle Model R.M. Joerger

1. A Description of Michael Huberman’s Teacher Career Cycle ModelR.M. Joerger

3. How can a theoretical model help teachers? • A theoretical model of the professional lives of teachers can provide a framework for organizing • Personalizable professional development plans • A review and extension of personal psychosocial support • Ideas for personal and collaborative research

4. Model of Teacher Development

5. The Teacher Career Cycle Model • The TCCM incorporates the influence of personal and organizational ecologies upon the lives of teachers • Personal factors include and extend beyond: • Family events, life stages, and individual differences • Organizational factors include and extend beyond: • School policies, budget constraints, and union actions

6. 1-3 Career Entry: Survival and Discovery 4-6 Stabilization 7-18 Experimentation / Diversification Stock-taking /Interrogations 19-31 Serenity Conservatism 31-40 Disengagement(serene or bitter) Model of Teacher Development Years of Teaching Themes / Phases

7. Career Entry: Discovery and Survival • Initial stage lasting from years 1 – 3 • Characteristic stage activities / dispositions • Learning how to teach • Determining what to teach • Navigating teaching / school environment • Learning to work with students • Developing self-efficacy • Sense of survival

8. Stabilization • Secondary stage lasting from years 4-6 • Characteristic stage activities / dispositions • Make a commitment to the profession • Focus on autonomy and independence • Feeling of Mastering instructional pedagogy • Widening of focus to include student needs

9. Experimentation / Diversification • Tertiary stage lasting from years 7-18 • Characteristic stage activities / dispositions • Experiment with teaching strategies, assessment, and instructional content • Seek leadership roles to affect change • May seek new roles: • Administrative • Appointment

10. Stocktaking / Interrogations • Tertiary stage lasting from years 7-18 • Characteristic stage activities / dispositions • Reflect upon their “inventory” of accomplishments • Consider the time remaining to change occupations • Exhibit a more negative attitude toward professional development and change

11. Serenity • Quaternary phase lasting from years 19-30 • Characteristic stage activities / dispositions • Lament the difference between their initial and current levels of enthusiasm, activism, and energy • Acceptance of real self in professional roles • Increase intergenerational differences between them and their students more pronounced

12. Conservatism • Quaternary phase lasting from years 19-30 • Characteristic stage activities / dispositions • Exhibit rigidity and stubbornness • Great reluctance to accept innovations • Often express their discontent with: • school administration / policies • The commitment of students and other teachers • Some become reinvigorated and experience a personal renaissance

13. DisengagementSerene or Bitter • A quinary stage extending 31 years and beyond • Characteristic stage activities / dispositions • Withdrawal from professional commitments • Use of time for personal activities • Partially withdrawal focus on preferred courses and tasks

14. The Teacher Career Cycle Model • Often teachers jump from more harmonious pathways to less harmonious pathways • Teachers sometimes leapfrog stages because of particular events or circumstances • Plateaus, discontinuities, regressions, spurts, and dead ends are all possible actions within the model framework