While the achievement gap is a gap notably recognized as it relates to overall student achievement, perhaps less often attended to are other types of gap that directly impact educators in their daily work. Professional learning requires closing knowledge gaps of practitioners—reaching beyond their individual frames to acquire greater understanding of diversity across cultures and peoples1. Professional learning requires leaders and educators to truly listen–setting aside unproductive habits such as solution listening and autobiographical listening—and to ask good questions that can help group members to feel that their voices are truly heard and of value2. A tightly connected web, where people are connected around their work and sharing knowledge with each other, will be able to find ways to adjust to whatever new elements are dropped in–be they new individuals or teaching and learning strategies3.
Upon arrival, first year teachers are unsure of the complexities of the socio-political systems in which they are to operate4. Many new teachers entering the field have reported frustration with the lack of variety in their work and a sense of lack of support in their workplaces5. Without adequate opportunities for advancement and support to help navigate educational systems, new teachers may choose to leave the profession prematurely—contributing to teacher shortages noted nation-wide. Likely overwhelmed and lacking a sense of efficacy, about 1/3 of new teachers have been noted to leave the profession within their first few years6 and up to 46% leave within their first five years7.
Gaps continue to exist throughout one’s teaching career, creating traps that Steffy et al.8 posit prevent teachers from advancing their skills and practices. Doing things such as paying attention to the developmental place of the teacher, creating space for reflection and renewal, allowing meaningful teacher voice in school culture, and providing social support can help buffer against the onset of withdrawal. “Teachers must form strong relationships, not only with students, but with each other, throughout the school and across typical structures and groupings, so that coherence and social support are realized”9.
Sources:
1: Hirsh, S., & Killion, J. (2007). The learning educator: A new era for professional learning. Oxford, Ohio: National Staff Development Council.
2, 7: Garmston, R. J., & von Frank, V. (2012). Unlocking group potential to improve schools. Thousand Oaks, CA: Corwin Press.
3: Lecture, Leadership for Professional Learning, 10/23/13
4: Vanderlinde, R., & Kelchtermans, G. (2013). Learning to get along at work: Developing effective relationships with other adults at school is a crucial part of each new teacher’s first year. Kappan, 94(7), 33-37.
5: Peske, H. G., Liu, E., Johnson, S. M., Kauffman, D., & Kardos, S. M. (2001). The next generation of teachers: Changing conceptions of a career in teaching. Phi Delta Kappan, 83(4), 304-411.
6, 8: Steffy, B. E., Wolfe, M. P., Pasch, S. H., & Enz, B. J. (2000). Life cycle of the career teacher. Thousand Oaks, California: Corwin Press.
9: York-Barr, J., Sommers, W. A., Ghere, G. S., & Montie, J. (2006). Reflective practice to improve schools: An action guide for educators (2nd ed.). Thousand Oaks, California: Corwin Press. (Quote: p. 201)
When new staff members enter a work setting--be it in a school or elsewhere--they are entering an entirely new cultural context. How have you seen and/or experienced people effectively supporting others in learning the rules of their new cultural context? What things help to facilitate a sense of support for 'learning the ropes' of new work settings? What things allow new staff members to fall through the cracks?
***feel free to do your own post and/or build off of others' posts to create a discussion forum***
Upon arrival, first year teachers are unsure of the complexities of the socio-political systems in which they are to operate4. Many new teachers entering the field have reported frustration with the lack of variety in their work and a sense of lack of support in their workplaces5. Without adequate opportunities for advancement and support to help navigate educational systems, new teachers may choose to leave the profession prematurely—contributing to teacher shortages noted nation-wide. Likely overwhelmed and lacking a sense of efficacy, about 1/3 of new teachers have been noted to leave the profession within their first few years6 and up to 46% leave within their first five years7.
Gaps continue to exist throughout one’s teaching career, creating traps that Steffy et al.8 posit prevent teachers from advancing their skills and practices. Doing things such as paying attention to the developmental place of the teacher, creating space for reflection and renewal, allowing meaningful teacher voice in school culture, and providing social support can help buffer against the onset of withdrawal. “Teachers must form strong relationships, not only with students, but with each other, throughout the school and across typical structures and groupings, so that coherence and social support are realized”9.
Sources:
1: Hirsh, S., & Killion, J. (2007). The learning educator: A new era for professional learning. Oxford, Ohio: National Staff Development Council.
2, 7: Garmston, R. J., & von Frank, V. (2012). Unlocking group potential to improve schools. Thousand Oaks, CA: Corwin Press.
3: Lecture, Leadership for Professional Learning, 10/23/13
4: Vanderlinde, R., & Kelchtermans, G. (2013). Learning to get along at work: Developing effective relationships with other adults at school is a crucial part of each new teacher’s first year. Kappan, 94(7), 33-37.
5: Peske, H. G., Liu, E., Johnson, S. M., Kauffman, D., & Kardos, S. M. (2001). The next generation of teachers: Changing conceptions of a career in teaching. Phi Delta Kappan, 83(4), 304-411.
6, 8: Steffy, B. E., Wolfe, M. P., Pasch, S. H., & Enz, B. J. (2000). Life cycle of the career teacher. Thousand Oaks, California: Corwin Press.
9: York-Barr, J., Sommers, W. A., Ghere, G. S., & Montie, J. (2006). Reflective practice to improve schools: An action guide for educators (2nd ed.). Thousand Oaks, California: Corwin Press. (Quote: p. 201)
When new staff members enter a work setting--be it in a school or elsewhere--they are entering an entirely new cultural context. How have you seen and/or experienced people effectively supporting others in learning the rules of their new cultural context? What things help to facilitate a sense of support for 'learning the ropes' of new work settings? What things allow new staff members to fall through the cracks?
***feel free to do your own post and/or build off of others' posts to create a discussion forum***