C&S563--Class #4

1. C&S563--Class #4 Career Stages and CBAM

2. Career Cycle • Don’t move through the stages in a lock-step fashion. • Our personal life affects us. • Our environment affects us. • (See handout)

3. Preservice • Period of preparation • Course Work • Field Observations • Student Teaching/Interning

4. Induction: Years 1 & 2 • Socialized into the system • Strive for acceptance by students, peers, and supervisors • Attempt to achieve a comfort and security level in dealing with everyday problems

5. Competency Building • Strive to improve teaching skills and abilities • Seek out new materials, methods, and strategies • Receptive to new ideas • See job as challenging and eager to improve

6. Enthusiastic and Growing • Have realized high level of performance • Constantly seeking new ways to enrich their teaching • Supportive and helpful in identifying professional development needs

7. Career Frustration • Frustrated and disillusioned • Occurs midpoint in career • Burnout!

8. Stable and Stagnant • Resolved to “doing the time” • Do what is expected only • Not committed to pursuit of excellence and growth • Participate at surface level

9. Career Wind Down • Preparing to leave profession • Often, a pleasant time • For some, a bitter time • Can last several years or a matter of weeks

10. Career Exit • Retirement,child rearing, etc. • Usually a complete disconnect from the school

11. Important to note • Stages are not linear • Personal and environmental environments can affect stage

12. Organizational Environment • Supportive environment will reinforce, reward and encourage • Look at list. How have some organizational issues listed made an impact on teachers you know, perhaps yourself?

13. Some reasons for dissatisfaction • Lottery of pupils • Department head or principal • Folly of school district choice of a program (e.g. reading, science)

14. Predictors of Satisfaction • Tinkering • Involved in school-wide innovation • Slight,spontaneous role shift • Experience of achieving significant results in classroom

15. Assumptions • Best scenario for satisfactory career development is through a craft model (artisans) • Shapes of p.d. most likely to succeed will be grafted on the ways in which teachers spontaneously go about tinkering in their classrooms

16. Decentralize resources • Include experimental time, collecting data before and after • Foster collaboration that respects one’s work as an artisan

17. Personal Environment • Look at the list. How can issues listed change a person’s career stage, positively or negatively?

18. Concern-Based Adoption Model • See handout and note the stages of concern whenever an innovation is presented.