Phases and Stages Activity

Summary

This teacher development module provides an in-depth look into the phases and stages of a beginning teacher's journey. It covers the typical challenges they face, such as feeling overwhelmed, struggling with lesson plans, and seeking external validation. The module explores Moore's and Fuller's models, which track the progression from excitement and disillusionment to growth and impact. Mentors are encouraged to offer specific support at each stage, from survival to impact, helping new teachers manage tasks, reflect on progress, and maintain a balanced life. The goal is to equip mentors with tools to guide teachers effectively through their first year.

Takeaways

• 😀 Mentoring is a critical process for supporting beginning teachers through their first year of teaching, helping them navigate challenges and grow professionally.
• 😀 Beginning teachers go through distinct phases, including anticipation, survival, disillusionment, rejuvenation, grasping, and impact, each requiring specific types of support from mentors.
• 😀 The 'anticipation' phase is characterized by excitement and energy, with beginning teachers eager to make a difference, often with unrealistic expectations.
• 😀 In the 'survival' phase, beginning teachers feel overwhelmed by the demands of the job and need validation and support to stay motivated.
• 😀 The 'disillusionment' phase occurs when the realities of teaching set in, leading to stress and self-doubt. Mentors should help beginning teachers prioritize tasks and manage their stress.
• 😀 The 'rejuvenation' phase happens after a break, where beginning teachers start to feel more optimistic, reflecting on their growth and achievements so far.
• 😀 In the 'grasping' phase, beginning teachers start to refine their teaching strategies, become more organized, and manage time more effectively.
• 😀 The 'impact' phase is where beginning teachers begin to see the results of their efforts, making a positive impact on their students' learning and development.
• 😀 Research-based models, such as Moore’s and Fuller’s phases of teacher development, help mentors understand the stages beginning teachers go through and tailor their support accordingly.
• 😀 Mentors should provide personalized support that aligns with the teacher’s current phase, offering praise, professional advice, time management tips, and encouraging work-life balance.
• 😀 Reflective exercises, like creating a T-chart of what beginning teachers 'sound like' and 'look like' at different times of the year, help mentors understand and anticipate the needs of new teachers.

Q & A

What is the primary goal of the teacher development module?

The primary goal of the module is to provide a learning experience for mentors and beginning teachers to view and discuss the phases and stages of beginning teacher development. It aims to help mentors better understand and support new teachers throughout their first year.

What are the two main models of beginning teacher development discussed in the module?

The two main models of beginning teacher development discussed in the module are Ellen Moore's Phases of Teaching and Francis Fuller's Stages of Concern.

How does the module help mentors support beginning teachers during each stage of development?

The module provides an overview of the different phases and stages that beginning teachers experience and suggests ways mentors can support teachers during each stage, such as offering reinforcement, time-saving tips, and reflective conversations.

What are some common challenges faced by beginning teachers according to research?

Common challenges faced by beginning teachers include feelings of disillusionment, overwhelming time commitments, difficulty in managing tasks like lesson planning, record keeping, and meeting with families, and doubts about their career choice.

What happens during the 'Anticipation' phase of a beginning teacher's development?

During the 'Anticipation' phase, beginning teachers are excited and anxious, romanticizing teaching. They are committed to making a difference in students' lives and are focused on setting up their classrooms and familiarizing themselves with job responsibilities.

How can mentors help beginning teachers during the 'Survival' phase?

Mentors can help beginning teachers during the 'Survival' phase by providing specific praise, facilitating reflection on successes and setbacks, encouraging a balanced life, and helping teachers prioritize tasks.

What is the 'Disillusionment' phase and how do beginning teachers feel during this time?

The 'Disillusionment' phase occurs when beginning teachers realize the overwhelming demands of teaching. They experience high stress, struggle with time management, and may begin to doubt their career choice. Mentors can help by providing emotional support, helping with task management, and reminding teachers of their progress.

How does the 'Grasping' phase differ from earlier phases in terms of a teacher’s growth?

In the 'Grasping' phase, beginning teachers begin to gain confidence and competence. They are able to complete tasks more efficiently, reflect on their instructional practices, and make meaningful connections between teaching strategies and student outcomes.

What does the 'Impact' phase represent in a teacher's development?

The 'Impact' phase represents the stage where beginning teachers are most effective in their teaching, making a positive impact on student learning. They are able to reflect on their practices and consider ways to further improve their impact on students.

How do Fuller's Stages of Concern relate to Moore’s Phases of Teaching?

Fuller's Stages of Concern describe the emotional and professional concerns of teachers, while Moore's Phases of Teaching describe the emotional progression of beginning teachers throughout the school year. Both models provide insights into the experiences of teachers, with Fuller's stages focusing on the teacher's concerns and Moore's phases addressing their emotional journey.