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C&S563--Class #4

C&S563--Class #4. Career Stages and CBAM. Career Cycle . Don’t move through the stages in a lock-step fashion. Our personal life affects us. Our environment affects us. (See handout). Preservice. Period of preparation Course Work Field Observations Student Teaching/Interning.

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C&S563--Class #4

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  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.

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