what school leaders ought to know about supporting early ......what school leaders ought to know...
TRANSCRIPT
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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?
For one child !"#$$%&’()*’&$"+,-.
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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]