In chapter 13, Sergiovanni elaborates on the models of teacher development- training, professional, and renewal. In table 13.1 on page 272, a teacher’s role is listed as technician (training model,) expert (professional model,) and servant (renewal model.) Do you think educators progress through the models in a rites-of-passage fashion or are they matters of circumstance? Which model best describes where you currently are in your career? How has your administrator helped facilitate your own movement through the different models of teaching?
I feel there are certain circumstances in terms of teachers going through a "rite of passage." It all depends on the comfort level of individual teachers, the people around the teacher, and the resources the teacher uses in and out of the classroom. I am assuming that the servant model is when teachers give back and serve the school and community based on knowledge they have attained throughout their careers. I am assuming because I have misplaced my book right now, so I hope I am close. As I have progressed in the profession of teaching, I have found myself more engaged with helping other teachers and faculty solve problems, and less of my time is spent on myself. I like it because I am a problem solver by nature. The administrators that have helped facilitate my movement have been the ones who are confident and efficient in their own roles as educators.
I think that there is an unspoken rites-of-passage procedure, like most professions. But, I am only basing that on my limited experience as a student teacher. On that note, I consider myself a technician, as I am still in the training phase as a professional educator. My administrator was not in contact with me directly, rather through my supervising teacher. Together, their guidance emphasized the importance of the community, and personal relationships in the faculty as the Professional model stresses.
I don't feel that you go through teacher development in a linear manner. I think initially you are in the training model and begin to switch to the professional model and if things go well renewal will happen and you go back a little into the training model. I think the whole challenge in teaching is the continual renewal and learning that must take place as students and state requirerments change. I find teaching like a roller coaster ride, as soon as I think I'm on top of my game something happens and I'm climbing back up to the top. I am never boarded.
I am not sure that we ever totally get out of the training model. Being a teacher for over 19 years, I have continually grown and had to learn new techniques and strategies along the way. I do believe the more experience you have in this field the more you give back as far as assistance to other educators. I have been fortunate in that I have had some wonderful administrators that have helped me grow in my position. One major issue that I have learned is that I should expect the unexpected. As far as the rites of passage fashion, I believe that different educators advance through the rites of passage at different rates. Some achieve passage quicker than others and I have also observed some teachers that struggle to make that transition.
I agree with those of you who have emphasized that teacher development is not a linear process. I think Patricia and Randy are both correct in the idea that teachers do not ever completely leave the training/technician level and that they may return to it, depending on the challeneg that is presented at the moment. Thus I think matters of circumstance dictate how teachers progress to one level or even return to another. Ultimately,I think our teaching experience should develop in such a way that we are able to multi-task and engage in various levels of teacher learning that improve our craft and skill of teaching students. In terms of my own development, I think, like Dewayne, that I have reached the point where I embrace the problem-solving aspect of teaching and enjoy working with others to find new, innovative solutions for challenges in and out of the classroom. Perhaps this is one of the biggest things that is motivating me to become an administator because I see that role centering around problem-solving.
I agree with those who have said that as teachers we are always growing and learning;however, I completely agree that there is a rite of passage that takes place. I have been a teacher at the same school for 25 years. As I reflect upon those early teaching years, I looked for those senior teachers for leadership. I was so very fortunate to work with colleagues whom provided a nurturing climate. In the past few years it is I who have become one of those senior teachers that is assigned to mentor new teachers and teachers with less experience. So, I would say that I am definitely at the professional stage. Also, due to my internship this past semester, I am finding myself entering the renewal model. My principal and I have really bonded this semester and she has begun to depend on my leadership skills to help bridge communities within our building. Because of this program, I have a brand new "fire" as an educator. I find myself now doing so much more reflection and self-examination as a teacher.
I think that educators progress through these models in matters of circumstance because as new teachers we are sometimes thrown into grade levels we have no experience with and our knowledge is above us. On the other hand we could get the ideal teaching position the very first year and be in the renewal model. I think I could safely say that I'm in the professional model BUT I continue to learn something new every day. I don't think I could ever feel that I'm at the piont where I am totally above the knowledge. My former principal did facilitate my movement to that model of teaching. I don't feel the current principal has time to even meet with me let alone facilitate my growth in any area.
I believe circumstances play the most part in determining the teacher's role. For example, the school climate can speed up or slow down the process. If the principal is very supportive and you are in a position where you are comfortable and knowledgable in, then you will either be an expert or servant. I believe the expert best describes where I am currently. I have been in the same grade now for a few years, and I am very comfortable. Now, if I were to change grades I believe that would change everything. So yes it is according to circumstances.
Dr. M, Thank you again for posting our original comments!
Randy, I agree that teachers should never stop in their quests to better their instructional practices. This profession changes in all dimensions (kids, schoools, teaching methods) so remaining stagnant is detrimental to student learning. I teach across the hall from a veteran teacher. She has taught the same grade level for 35 years and while I'm sure she's more mouthy (haha) than she used to be, she still seeks to improve her practice.
Terri, I love that you mentioned your new "fire." At the end of the day it's that spark that continues giving educators a nudge. I'm sure you are a fabulous (and fun) mentor teacher!
I truly believe that my best professional days are ahead. To ensure that that happens I have to be continually evaluating myself. I agree with the previous posts that we must be continual learners. How can we expect our students to enjoy learning if they don't see us enjoy learning? But being a continual learner takes time and energy.
I have also been blessed with many teachers who have poured time in to guiding and directing me in my career. It has been fun becoming a part of giving back to those teachers by mentoring new teachers myself.
I agree with most of you that becoming a seasoned professional teacher is not a step-by-step process. Ultimately my key has been to surround myself with people who I can learn from. I admit that I take advantage of every chance I can get to "steal" from those who have qualities I wish emmulate.
I feel that I have qualities that exist in all three models. So I can't say that I fit into one, but I still consider myself very much a student of teaching and one who hopes to improve. Unfortunately, I can't say that my administrator has helped me with my ability as a teacher, but luckily I work with great teachers who challenge me to become better.
I think we progress through the models in a rites-of-passage fashion because as we gain more experience and understanding of teaching our practice begins to change, even though most of the time our circumstances have not changed. From a first year teacher hired under a provisional certificate without even having student teaching to a teacher with 17 years experience, my career has moved from building my skills to building a caring communinity within my school.
I agree with Terri that beginning this program has shifted my thinking to more self-evaluation and reflection. I am learning new things and growing even more in my professional development, as teacher and as educational leader.
Given my experiences over the last 25 years, I think of the models as more of a cycle than a linear model with a beginning and an end. I do think that I spend more time in the renewal model because our principal has stressed the need for fluidity in our instructional practices; however, there are times when I need to return to the training model to learn new strategies or methods often times from my younger colleagues. Then once again I progress to the professional development model, using the knowledge I gained to inform the decisions I make in my instruction. Finally, I return to the renewal model to reform and then reflect on my practice before collaborating once again with my teammates.
I agree with Edwina that the models represent a "cycle" more than a linear process. As teachers, thus life-long learners, we find our challenges often to be dictated by circumstance, including environment. Although my experience is limited to student teaching, I can appreciate what Patricia said about the process being like a roller coaster ride. I expect to be in the "training" model for some time!
I believe that educators progress through the models of teacher development as a matter of circumstance. I feel that I am currently in the renewal model. Our administrator inspires us to improve our own teaching. She is a great role-model because she is continuosly looking to improve her leadership skills. She emphasizes that she does not want us to change our instruction to please her, but that she wants us to do what is best for our students.
I believe that as teachers it is very important to see and advertise ourselves as consumers of knowledge. Therefore, I don't feel that teachers should ever "leave" the training model. Like others, I feel that circumstances in one's career dictate the teacher's role. Even though I have only been teaching for four years, I have experienced all three development models. Therefore, as it is important for principals to wear many hats, the same is true for teachers.
I, too, agree with everyone who said that teaching is not linear, and that most teachers are always in the training model, along with the professional model. I, myself, also feel as if I strive to be a lifelong learner, and thrive when I get a chance to learn more about teaching, whether it's from other teachers, administrators, or sometimes even students themselves.
I also agree with Randy that we are always in training as educators. Our business is knowledge and how we consume it and disseminate it for the next generation. There is differently a rites of passage involved, but I choose to look at myself more in the professional model and feel I was more in the servant phase when I first began teaching. I have had 4 different administrators covering 3 different school systems. Most of these people encouraged me to get more education, provided me with resources to try new things in the classroom as I brought to them ideas for improvement. I think the strong support of the instructional leader is key to ensure that teachers move through the models effectively and with guidance.
I agree with Randy that we are in continuous training in our role as an educator. I also think Sarah is correct in saying that as we gain experience our practice begins to change.
I can see change in myself since I have started this program. As educators and leaders we must promote continuous learning for ourselves, teachers, and students.
I think that teachers do go through the levels in a rite-of-passage fashion. I am a new teacher so I am still in the training level, however, my principal is trusting me as I get more experience. I do think that I am transitioning into the professional stage. She is much easier to work with as a "colleague" than as an "expert"
My thoughts are that the process and progress for teachers are a matter of circumstance. To clarify that, I think that for most young, inexperienced teachers, the process probably follows a "rites-of-passage" path. For others, particularly those who entered the field of education following careers in other areas as I did, the process may be different. I feel that I am in the renewal category, I look at teaching as a calling. My principal and I share this vision of our work, and we share conversation and reflection with each other.
I agreee with my classmates that we are continously training in the teaching profession. Since I have been in the leadership program, I have become a better teacher. I now understand more about the school and how and why things happen. I came into the profession by a non traditional route,(career swithcher program) and was often taken back by comments made by my faculty about my route to education. I feel I am still training, trying to be the best teacher I can be.
Unfortunately I don't feel I've ever really worked for an administrator who was a real instructional leader. Therefore, it's difficult for me to fit into any of these categories. My principal now has allowed me to share ideas with our staff through in-services, but I instigated those opportunites through repeated requests. I'm passionate about instruction so I hope I'm able to maintain this passion as an administrator. I see it as a struggle for most administrators because their time is swallowed by so much other "stuff." Ryan Walker
My principal is a real professional, he wants every teacher to succeed. He makes syre that no matter what the bottom line of the budget says-there is always enough money somewhere for technology and professional growth training. He wants all teachers to excel in the teaching field and offers many tools and advice to help us out.
I do believe that educators progress through the models in a rites-of-passage fashion. I feel as one gains more and more experience as an educator that development takes place and teachers develop different ideas and concerns about their profession. I feel I am somewhere in the middle of professional and renewal. The administration seems to have more trust in what I am doing and the decisions I make that have a direct reflection onthe school as it represents the community.
I am currently in the expert(professional model) in my current school. I think of my principal as a colleague, and he considers me as a colleague. I do not think educators always progress through the models. I think they are a matter of circumstance. I think that different circumstances may put us in different models. I agree that your administrator can help you progress through the different models. I can see a difference in how my previous administrator helped me progress to different models. My current administrator wants me to progress to a different model sometimes, but other times he would like to keep me from progressing to a different model. Judy Willis
I feel, as many of you do that traditionally teachers entering the profession strait out of college become involved in a route that leads them from training to professional to renewal. For some teacher their development ends there. For superior teacher as they develop their expertise and skills they progress to a cycle of rotating through the steps, leading them to be better teachers/instructors and for some leaders. During my short time as a teacher I have become increasingly aware of a few teachers that appear to have never reached the renewal step. I have tried to determine, without success, the cause of this lack of progression, was it a product of the teacher’s lack of drive or a lack of guidance from leadership.
I think that a lot of teachers feel that it is a right of theirs to be involved in education. I think that it has helped me by not being in that mold because I have entered the educational field with a diverse background of strengths and industry experience. I think that the more you can be involved with the industry or business world, the better you can incorporate real world examples in you classroom. I have been involved in the industry section and still am involved with the community through other careers that I’m associated with. We have a great administration that helps you grow as a teacher and an aspiring administrator. They help you see everything from different angles and realize there is more then just the surface to every problem. I hope that no teacher thinks or portrays that it is their right to be an educator. I hope it is a passion that they have worked hard for and continue to be a life long learner for the best interest of every student. Brad Haga
I also agree that we may never really leave the training model. However, based on our performance and additional responsibiliteies, this would be a way of advancing into the professional model. This comes from confidence the administration has in you as an educator.
31 comments:
In chapter 13, Sergiovanni elaborates on the models of teacher development- training, professional, and renewal. In table 13.1 on page 272, a teacher’s role is listed as technician (training model,) expert (professional model,) and servant (renewal model.) Do you think educators progress through the models in a rites-of-passage fashion or are they matters of circumstance? Which model best describes where you currently are in your career? How has your administrator helped facilitate your own movement through the different models of teaching?
I feel there are certain circumstances in terms of teachers going through a "rite of passage." It all depends on the comfort level of individual teachers, the people around the teacher, and the resources the teacher uses in and out of the classroom. I am assuming that the servant model is when teachers give back and serve the school and community based on knowledge they have attained throughout their careers. I am assuming because I have misplaced my book right now, so I hope I am close. As I have progressed in the profession of teaching, I have found myself more engaged with helping other teachers and faculty solve problems, and less of my time is spent on myself. I like it because I am a problem solver by nature. The administrators that have helped facilitate my movement have been the ones who are confident and efficient in their own roles as educators.
I think that there is an unspoken rites-of-passage procedure, like most professions. But, I am only basing that on my limited experience as a student teacher. On that note, I consider myself a technician, as I am still in the training phase as a professional educator. My administrator was not in contact with me directly, rather through my supervising teacher. Together, their guidance emphasized the importance of the community, and personal relationships in the faculty as the Professional model stresses.
Michael Southee
I don't feel that you go through teacher development in a linear manner. I think initially you are in the training model and begin to switch to the professional model and if things go well renewal will happen and you go back a little into the training model. I think the whole challenge in teaching is the continual renewal and learning that must take place as students and state requirerments change. I find teaching like a roller coaster ride, as soon as I think I'm on top of my game something happens and I'm climbing back up to the top. I am never boarded.
I am not sure that we ever totally get out of the training model. Being a teacher for over 19 years, I have continually grown and had to learn new techniques and strategies along the way. I do believe the more experience you have in this field the more you give back as far as assistance to other educators. I have been fortunate in that I have had some wonderful administrators that have helped me grow in my position. One major issue that I have learned is that I should expect the unexpected. As far as the rites of passage fashion, I believe that different educators advance through the rites of passage at different rates. Some achieve passage quicker than others and I have also observed some teachers that struggle to make that transition.
I agree with those of you who have emphasized that teacher development is not a linear process. I think Patricia and Randy are both correct in the idea that teachers do not ever completely leave the training/technician level and that they may return to it, depending on the challeneg that is presented at the moment. Thus I think matters of circumstance dictate how teachers progress to one level or even return to another. Ultimately,I think our teaching experience should develop in such a way that we are able to multi-task and engage in various levels of teacher learning that improve our craft and skill of teaching students. In terms of my own development, I think, like Dewayne, that I have reached the point where I embrace the problem-solving aspect of teaching and enjoy working with others to find new, innovative solutions for challenges in and out of the classroom. Perhaps this is one of the biggest things that is motivating me to become an administator because I see that role centering around problem-solving.
I agree with those who have said that as teachers we are always growing and learning;however, I completely agree that there is a rite of passage that takes place. I have been a teacher at the same school for 25 years. As I reflect upon those early teaching years, I looked for those senior teachers for leadership. I was so very fortunate to work with colleagues whom provided a nurturing climate. In the past few years it is I who have become one of those senior teachers that is assigned to mentor new teachers and teachers with less experience. So, I would say that I am definitely at the professional stage. Also, due to my internship this past semester, I am finding myself entering the renewal model. My principal and I have really bonded this semester and she has begun to depend on my leadership skills to help bridge communities within our building. Because of this program, I have a brand new "fire" as an educator. I find myself now doing so much more reflection and self-examination as a teacher.
I think that educators progress through these models in matters of circumstance because as new teachers we are sometimes thrown into grade levels we have no experience with and our knowledge is above us. On the other hand we could get the ideal teaching position the very first year and be in the renewal model. I think I could safely say that I'm in the professional model BUT I continue to learn something new every day. I don't think I could ever feel that I'm at the piont where I am totally above the knowledge.
My former principal did facilitate my movement to that model of teaching. I don't feel the current principal has time to even meet with me let alone facilitate my growth in any area.
I believe circumstances play the most part in determining the teacher's role. For example, the school climate can speed up or slow down the process. If the principal is very supportive and you are in a position where you are comfortable and knowledgable in, then you will either be an expert or servant. I believe the expert best describes where I am currently. I have been in the same grade now for a few years, and I am very comfortable. Now, if I were to change grades I believe that would change everything. So yes it is according to circumstances.
Dr. M, Thank you again for posting our original comments!
Randy, I agree that teachers should never stop in their quests to better their instructional practices. This profession changes in all dimensions (kids, schoools, teaching methods) so remaining stagnant is detrimental to student learning. I teach across the hall from a veteran teacher. She has taught the same grade level for 35 years and while I'm sure she's more mouthy (haha) than she used to be, she still seeks to improve her practice.
Terri, I love that you mentioned your new "fire." At the end of the day it's that spark that continues giving educators a nudge. I'm sure you are a fabulous (and fun) mentor teacher!
Amber Lam
I liked what Randy said about the idea that we are always in "training". I agree, I think most of us are life-long learners.
I truly believe that my best professional days are ahead. To ensure that that happens I have to be continually evaluating myself. I agree with the previous posts that we must be continual learners. How can we expect our students to enjoy learning if they don't see us enjoy learning? But being a continual learner takes time and energy.
I have also been blessed with many teachers who have poured time in to guiding and directing me in my career. It has been fun becoming a part of giving back to those teachers by mentoring new teachers myself.
I agree with most of you that becoming a seasoned professional teacher is not a step-by-step process. Ultimately my key has been to surround myself with people who I can learn from. I admit that I take advantage of every chance I can get to "steal" from those who have qualities I wish emmulate.
I feel that I have qualities that exist in all three models. So I can't say that I fit into one, but I still consider myself very much a student of teaching and one who hopes to improve. Unfortunately, I can't say that my administrator has helped me with my ability as a teacher, but luckily I work with great teachers who challenge me to become better.
I think we progress through the models in a rites-of-passage fashion because as we gain more experience and understanding of teaching our practice begins to change, even though most of the time our circumstances have not changed. From a first year teacher hired under a provisional certificate without even having student teaching to a teacher with 17 years experience, my career has moved from building my skills to building a caring communinity within my school.
I agree with Terri that beginning this program has shifted my thinking to more self-evaluation and reflection. I am learning new things and growing even more in my professional development, as teacher and as educational leader.
Given my experiences over the last 25 years, I think of the models as more of a cycle than a linear model with a beginning and an end. I do think that I spend more time in the renewal model because our principal has stressed the need for fluidity in our instructional practices; however, there are times when I need to return to the training model to learn new strategies or methods often times from my younger colleagues. Then once again I progress to the professional development model, using the knowledge I gained to inform the decisions I make in my instruction. Finally, I return to the renewal model to reform and then reflect on my practice before collaborating once again with my teammates.
I agree with Edwina that the models represent a "cycle" more than a linear process. As teachers, thus life-long learners, we find our challenges often to be dictated by circumstance, including environment. Although my experience is limited to student teaching, I can appreciate what Patricia said about the process being like a roller coaster ride. I expect to be in the "training" model for some time!
I believe that educators progress through the models of teacher development as a matter of circumstance. I feel that I am currently in the renewal model. Our administrator inspires us to improve our own teaching. She is a great role-model because she is continuosly looking to improve her leadership skills. She emphasizes that she does not want us to change our instruction to please her, but that she wants us to do what is best for our students.
I believe that as teachers it is very important to see and advertise ourselves as consumers of knowledge. Therefore, I don't feel that teachers should ever "leave" the training model. Like others, I feel that circumstances in one's career dictate the teacher's role. Even though I have only been teaching for four years, I have experienced all three development models. Therefore, as it is important for principals to wear many hats, the same is true for teachers.
I, too, agree with everyone who said that teaching is not linear, and that most teachers are always in the training model, along with the professional model. I, myself, also feel as if I strive to be a lifelong learner, and thrive when I get a chance to learn more about teaching, whether it's from other teachers, administrators, or sometimes even students themselves.
I also agree with Randy that we are always in training as educators. Our business is knowledge and how we consume it and disseminate it for the next generation. There is differently a rites of passage involved, but I choose to look at myself more in the professional model and feel I was more in the servant phase when I first began teaching. I have had 4 different administrators covering 3 different school systems. Most of these people encouraged me to get more education, provided me with resources to try new things in the classroom as I brought to them ideas for improvement. I think the strong support of the instructional leader is key to ensure that teachers move through the models effectively and with guidance.
Cheryl Burrell-Graves
I agree with Randy that we are in continuous training in our role as an educator. I also think Sarah is correct in saying that as we gain experience our practice begins to change.
I can see change in myself since I have started this program. As educators and leaders we must promote continuous learning for ourselves, teachers, and students.
I think that teachers do go through the levels in a rite-of-passage fashion. I am a new teacher so I am still in the training level, however, my principal is trusting me as I get more experience. I do think that I am transitioning into the professional stage. She is much easier to work with as a "colleague" than as an "expert"
My thoughts are that the process and progress for teachers are a matter of circumstance. To clarify that, I think that for most young, inexperienced teachers, the process probably follows a "rites-of-passage" path. For others, particularly those who entered the field of education following careers in other areas as I did, the process may be different. I feel that I am in the renewal category, I look at teaching as a calling. My principal and I share this vision of our work, and we share conversation and reflection with each other.
I agreee with my classmates that we are continously training in the teaching profession. Since I have been in the leadership program, I have become a better teacher. I now understand more about the school and how and why things happen. I came into the profession by a non traditional route,(career swithcher program) and was often taken back by comments made by my faculty about my route to education. I feel I am still training, trying to be the best teacher I can be.
Unfortunately I don't feel I've ever really worked for an administrator who was a real instructional leader. Therefore, it's difficult for me to fit into any of these categories. My principal now has allowed me to share ideas with our staff through in-services, but I instigated those opportunites through repeated requests. I'm passionate about instruction so I hope I'm able to maintain this passion as an administrator. I see it as a struggle for most administrators because their time is swallowed by so much other "stuff."
Ryan Walker
My principal is a real professional, he wants every teacher to succeed. He makes syre that no matter what the bottom line of the budget says-there is always enough money somewhere for technology and professional growth training. He wants all teachers to excel in the teaching field and offers many tools and advice to help us out.
Dan Strong
I do believe that educators progress through the models in a rites-of-passage fashion. I feel as one gains more and more experience as an educator that development takes place and teachers develop different ideas and concerns about their profession. I feel I am somewhere in the middle of professional and renewal. The administration seems to have more trust in what I am doing and the decisions I make that have a direct reflection onthe school as it represents the community.
BJ Lasley
I am currently in the expert(professional model) in my current school. I think of my principal as a colleague, and he considers me as a colleague. I do not think educators always progress through the models. I think they are a matter of circumstance. I think that different circumstances may put us in different models. I agree that your administrator can help you progress through the different models. I can see a difference in how my previous administrator helped me progress to different models. My current administrator wants me to progress to a different model sometimes, but other times he would like to keep me from progressing to a different model.
Judy Willis
I feel, as many of you do that traditionally teachers entering the profession strait out of college become involved in a route that leads them from training to professional to renewal. For some teacher their development ends there. For superior teacher as they develop their expertise and skills they progress to a cycle of rotating through the steps, leading them to be better teachers/instructors and for some leaders. During my short time as a teacher I have become increasingly aware of a few teachers that appear to have never reached the renewal step. I have tried to determine, without success, the cause of this lack of progression, was it a product of the teacher’s lack of drive or a lack of guidance from leadership.
I think that a lot of teachers feel that it is a right of theirs to be involved in education. I think that it has helped me by not being in that mold because I have entered the educational field with a diverse background of strengths and industry experience. I think that the more you can be involved with the industry or business world, the better you can incorporate real world examples in you classroom. I have been involved in the industry section and still am involved with the community through other careers that I’m associated with. We have a great administration that helps you grow as a teacher and an aspiring administrator. They help you see everything from different angles and realize there is more then just the surface to every problem. I hope that no teacher thinks or portrays that it is their right to be an educator. I hope it is a passion that they have worked hard for and continue to be a life long learner for the best interest of every student.
Brad Haga
I also agree that we may never really leave the training model. However, based on our performance and additional responsibiliteies, this would be a way of advancing into the professional model. This comes from confidence the administration has in you as an educator.
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