Transcript Assumptions About Career Teachers

Teacher Development:
Theories to Consider©
R. M. Joerger
Fall 2004
4 Years 6 Years
… 40 Years
Crises1
Domains of Adult
Development (Bee, 1987; Bee &
Positive Critical
Events1
Bjorklund; 1990?)
Societal
Expectations1
Professional
Organizations1
Performance
Appraisals2
Management
Style1
Professional
Development2
Avocational
Outlets1
(Adapted from Teacher Career Cycle, Fessler, R. & Christensen, J.C., 19921)
State & Local
Contexts2
Career Cycle
Individual
Dispositions1
Professional Development
Experiences2
Personal Environment1
Family1
Regulations1
Organizational Environment1
Phases of Agricultural
Education Teacher Growth
R.M. Joerger
University of Minnesota
Adapted from Steffy, B.E. & Wolfe, M.P. (1997). The Life
Cycle of the Career teacher: Maintaining Excellence for a Life
Time.
Phases: Developmental in
Nature!
Novice
Apprentice
Professional
Expert
Distinguished
Emeritus
Begin Teaching
Distinguished
Expert
Professional
Apprentice
Novice
EFFECTIVENESS
Life Cycle of Professional Educator*
Emeritus
TIME
*Adapted from Steffy, B.E. & Wolfe, M.P. (1997). The Life Cycle of the Career Teacher: Maintaining Excellence for a Life Time.
As you read about the phases…
Try to identify which one or two of the
phase descriptions best describe you.
EFFECTIVENESS
Life Cycle of a Professional Educator*
Novice
TIME
*Adapted from Steffy, B.E. & Wolfe, M.P. (1997). The Life Cycle of the Career Teacher: Maintaining Excellence for a Life Time.
Novice
• Preservice preparation experiences
• Practica experiences
• Begin to experience and observe the
profession of teaching
• Professional organizations
• Learn about themselves, students,
environments, issues, challenges, and
opportunities.
Novice
EFFECTIVENESS
Life Cycle of Professional Educator*
Apprentice
Begin Teaching
TIME
*Adapted from Steffy, B.E. & Wolfe, M.P. (1997). The Life Cycle of the Career Teacher: Maintaining Excellence for a Life Time.
Apprentice
• First must teach on their own
– Student teaching
– First Job
• Extends to year two or three in the
profession
Apprentice
Novice
EFFECTIVENESS
Life Cycle of Professional Educator*
Begin Teaching
Professional
TIME
*Adapted from Steffy, B.E. & Wolfe, M.P. (1997). The Life Cycle of the Career Teacher: Maintaining Excellence for a Life Time.
Professional Teacher
• Inducted into the profession somewhat
successfully
• Student advocates
• Student-centered in professional concern
• Do not desire to be administrators
Begin Teaching
Professional
Apprentice
Novice
EFFECTIVENESS
Life Cycle of Professional Educator*
Expert
TIME
*Adapted from Steffy, B.E. & Wolfe, M.P. (1997). The Life Cycle of the Career Teacher: Maintaining Excellence for a Life Time.
Expert
•
•
•
•
Very concerned about student growth
Concerned about growth of all students
In tune with student needs; are with it!
Reflect on practice, facilitate growth and
change
• Committed to best and newest ideas in
the field
• Leaders in professional organizations
Begin Teaching
Distinguished
Expert
Professional
Apprentice
Novice
EFFECTIVENESS
Life Cycle of Professional Educator*
TIME
*Adapted from Steffy, B.E. & Wolfe, M.P. (1997). The Life Cycle of the Career Teacher: Maintaining Excellence for a Life Time.
Distinguished
•
•
•
•
Truly gifted in the field of education
Exceed current expectations of teachers
Revered by all in school and community
Impact education-related decisions at
local, state and national levels
• National State Teachers of the Year
• Possess wide experiences in education
Begin Teaching
Distinguished
Expert
Professional
Apprentice
Novice
EFFECTIVENESS
Life Cycle of Professional Educator*
Emeritus
TIME
*Adapted from Steffy, B.E. & Wolfe, M.P. (1997). The Life Cycle of the Career Teacher: Maintaining Excellence for a Life Time.
Emeritus
• Marks a lifetime as an educator
• Seek out new beginning
• Continue to serve in education
communities
• Move into administration, mentoring,
advisory roles; volunteers
• Advocates for teaching and teachers
• Involve them, they have a wealth of skill,
knowledge and wisdom!
Questions to reflect upon…
What are the implications for you and your
students of knowing about teacher
development?
How will you think about your professional
development activities differently?
Discuss how you will guide colleagues and
students as a result of seeing
developmental models?
Who will you share this information with in
the next month?