For my research project, I decided to study the effectiveness of educators when they have earned tenure status verses when they have not. I discussed how the evaluation process looks different for teachers based on how many years they have been teaching. I also studied the mental health status of teachers who are in different stages of their careers.
Coun 632 preparing for employment assignmentMorganPalser
This assignment highlights my skills and qualities that make me the best candidate to be a teacher or school counselor. A partner and I read each other's resumes and other job materials and we provided feedback to one another on what we liked and thought could be improved.
The candidate understands the importance of collaboration with families and the local community. They disagree with the view that meetings with parents are unimportant. Families play a crucial role in students' learning by helping children develop and preparing a supportive environment for study. The school should encourage parent visits and meetings to discuss changes, developments, and proposals that benefit both parties. As a teacher, their role involves helping parents understand student attitudes and performance, while also learning about any special student needs to provide appropriate support.
The document summarizes the applicant's experience working with children in various educational roles such as a nursery assistant, teaching assistant, and volunteer teaching assistant. It describes the duties in each role, such as supervising children, helping with classwork, and supporting students with learning disabilities. The applicant believes their qualities like empathy, communication skills, and patience make them well-suited to work in primary education. They see a bachelor's degree in education as the next step to further develop their knowledge and expertise.
1) The essay discusses how a teacher's relationship with a student can impact the student's academic performance and outlook. Personal experiences are provided as examples.
2) Key psychological concepts are examined, including the Pygmalion effect, self-fulfilling prophecies, and experimenter expectancy effects. Rosenthal and Jacobsen's 1966 study is also discussed.
3) Bronfenbrenner's ecological systems theory is applied, specifically the microsystem and mesosystem. It is argued that positive teacher-student relationships support student motivation and learning, while negative relationships can undermine it.
The document describes the conversion of Tombod Elementary School in Villasis, Pangasinan to Tombod Integrated School. It provides details about the approval from DepEd and support from the local government unit. The new integrated school combines elementary and secondary levels and allows teachers to teach both levels. It aims to lessen parents' expenses and provide education opportunities for children in the community.
Maintaining a reflective journal in the first semester has proven effective in helping students ease the transition to undergraduate studies. In the journal, students provide weekly synopses of their goals, information resources used, and learning activities, as well as any difficulties encountered with research. Reviewing the journal over 12 weeks allows students to see what they have accomplished and provides a positive sense of self. The journals also give faculty and library staff insight into students' existing information literacy skills to better support their development.
A Beginner's Guide to Writing a UCAS ReferenceBridgeU
In this presentation, originally shared with our customer earlier this year, we took teachers and guidance counselors through the basics of writing a UCAS reference.
We discussed the difference between a teacher's subject report and the final UCAS reference, and we explained the difference between a good UCAS reference and a bad one.
For more BridgeU resources on UCAS reference writing, click here.
https://bridge-u.com/blog/how-to-write-a-ucas-reference/
The document provides guidance on writing a personal statement for entry into higher education. It advises demonstrating that you have the necessary qualities and motivation for the program through discussing your choice of course, relevant experiences, strengths, and interests. The personal statement is an opportunity to sell yourself to admissions tutors and should be structured as a positive, logically organized mini-essay rather than a list. Mature students can discuss reasons for returning to education and deferred entry applicants explain their year off plans.
Coun 632 preparing for employment assignmentMorganPalser
This assignment highlights my skills and qualities that make me the best candidate to be a teacher or school counselor. A partner and I read each other's resumes and other job materials and we provided feedback to one another on what we liked and thought could be improved.
The candidate understands the importance of collaboration with families and the local community. They disagree with the view that meetings with parents are unimportant. Families play a crucial role in students' learning by helping children develop and preparing a supportive environment for study. The school should encourage parent visits and meetings to discuss changes, developments, and proposals that benefit both parties. As a teacher, their role involves helping parents understand student attitudes and performance, while also learning about any special student needs to provide appropriate support.
The document summarizes the applicant's experience working with children in various educational roles such as a nursery assistant, teaching assistant, and volunteer teaching assistant. It describes the duties in each role, such as supervising children, helping with classwork, and supporting students with learning disabilities. The applicant believes their qualities like empathy, communication skills, and patience make them well-suited to work in primary education. They see a bachelor's degree in education as the next step to further develop their knowledge and expertise.
1) The essay discusses how a teacher's relationship with a student can impact the student's academic performance and outlook. Personal experiences are provided as examples.
2) Key psychological concepts are examined, including the Pygmalion effect, self-fulfilling prophecies, and experimenter expectancy effects. Rosenthal and Jacobsen's 1966 study is also discussed.
3) Bronfenbrenner's ecological systems theory is applied, specifically the microsystem and mesosystem. It is argued that positive teacher-student relationships support student motivation and learning, while negative relationships can undermine it.
The document describes the conversion of Tombod Elementary School in Villasis, Pangasinan to Tombod Integrated School. It provides details about the approval from DepEd and support from the local government unit. The new integrated school combines elementary and secondary levels and allows teachers to teach both levels. It aims to lessen parents' expenses and provide education opportunities for children in the community.
Maintaining a reflective journal in the first semester has proven effective in helping students ease the transition to undergraduate studies. In the journal, students provide weekly synopses of their goals, information resources used, and learning activities, as well as any difficulties encountered with research. Reviewing the journal over 12 weeks allows students to see what they have accomplished and provides a positive sense of self. The journals also give faculty and library staff insight into students' existing information literacy skills to better support their development.
A Beginner's Guide to Writing a UCAS ReferenceBridgeU
In this presentation, originally shared with our customer earlier this year, we took teachers and guidance counselors through the basics of writing a UCAS reference.
We discussed the difference between a teacher's subject report and the final UCAS reference, and we explained the difference between a good UCAS reference and a bad one.
For more BridgeU resources on UCAS reference writing, click here.
https://bridge-u.com/blog/how-to-write-a-ucas-reference/
The document provides guidance on writing a personal statement for entry into higher education. It advises demonstrating that you have the necessary qualities and motivation for the program through discussing your choice of course, relevant experiences, strengths, and interests. The personal statement is an opportunity to sell yourself to admissions tutors and should be structured as a positive, logically organized mini-essay rather than a list. Mature students can discuss reasons for returning to education and deferred entry applicants explain their year off plans.
The document discusses issues around how mentor teachers assess student teachers during professional experiences. It notes that mentor judgements can vary depending on the school/site and individual mentor's experience. Student results also differed based on their relationship with the mentor and the mentor's personal views. Interviews found that while most placements go well, some mentors are too lenient or harsh in their assessments. Developing clearer assessment criteria and understanding the student-mentor relationship could help improve consistency between mentor judgements.
This document is a portfolio submitted by Teodoro for her practice teaching experience. It includes reflections on her experience, lessons learned, and how it transformed her. Some key points:
- Her experience was life changing, challenging, and amazing. She learned to be more patient, caring, and overcome her shyness in teaching.
- Practice teaching is important for preparing students to handle real teaching situations. It allows students to apply theories and concepts from their studies in a simulated environment before entering the field.
- The experience transformed her into a more reflective and mature individual, both as a teacher and in life. She gained valuable lessons and trial-and-error experiences in developing her teaching strategies.
This document outlines a classroom management plan for a 9th grade biology teacher. It begins with an introduction describing the teacher's philosophy of focusing on building relationships with students and making them feel valued. It then details the classroom setup, which includes rows of desks to facilitate lectures but also movable desks to allow for group work. Classroom rules and procedures are established democratically with student input. The plan emphasizes formative assessment, differentiation, and intrinsic motivation to engage students in learning. Negative consequences are a last resort, and the overall goal is for students to take responsibility for their actions.
This document summarizes Zulema Roque's reflections on her goals and experiences during the early days of her teaching internship in the United States through TEA-Guatemala.
Some key points:
- She initially wanted to learn classroom management strategies but focused on methodologies, standards, and student needs support systems.
- Her mentor helped her refine her goals to learning new teaching methods, understanding US bilingual schools, and exploring student support.
- Observing her mentor has been helpful, and she will soon start teaching her own classes with guidance.
In this portfolio, I am presenting an overview of my student teaching experience which shows my own understanding of teaching as well as a compilation that will help me define my teaching philosophies and styles. This portfolio serves as a record of my various understandings such as dealing with different problems I encountered during the field practice. It also shows my strengths as a teacher and acknowledging my weaknesses for self-improvement.
This document discusses the development and implementation of a Behavioral Matrix (BM) for a 4th grade classroom. It identifies 5-8 severe behaviors such as drugs, weapons, vandalism, and bullying and their corresponding administrative responses outlined in the discipline manual. It then presents the BM which lists school-wide expected behaviors and rewards. It also lists 3 levels of offenses and their corrective responses which become increasingly severe, such as warnings, loss of privileges, detention, and suspension. Finally, it emphasizes the importance of the BM being understood by all stakeholders and implemented consistently as part of a school-wide positive behavior support system.
Here is my Argosy eportfolio for my final Advanced Psychology course-PSY492. I have thoroughly enjoyed this class and am so happy to have finally completed my studies at Argosy and graduate at last! I hope you enjoy it. Thanks for viewing, Rachel.
The document provides a summary of the student teacher's practice teaching experience at Lapinigan National High School. It discusses working with 7th grade students under the guidance of cooperating teacher Mrs. Nida Osano. Key lessons learned include effective teaching strategies, classroom management techniques, and guidance on lesson planning. Unforgettable moments included getting students to perform a chicken dance and dealing with an incident where a student was injured.
This document describes the development of a behavioral matrix for a 4th grade classroom. It involved teachers identifying expected behaviors, incentives, and consequences for behaviors at different intensity levels (I-IV). A survey was conducted to identify the most common and appropriate Intensity IV behaviors and consequences. The resulting behavioral matrix lists the expected behaviors, incentives, and consequences identified by teachers at each intensity level. The author found the matrix useful for classifying behaviors and ensuring consistency among teachers in how behaviors are addressed.
Thank you for your thoughtful responses. It seems you have a clear plan for how to approach this challenging situation in a way that prioritizes keeping all staff employed while making difficult changes and transitions as smooth as possible. Your proposed first steps of reviewing certifications and preferences, then distributing staff accordingly, seems like a sensible way to minimize disruption while upholding contracts. And your emphasis on open communication and helping address any grievances shows care for your staff. Overall it seems you have a strategic and empathetic approach for navigating this complex scenario. Do you have any other insights or advice based on your experience in situations like these?
Mr. Reeves: You're very welcome. Situations like these are never easy, but open communication
The document provides strategies for teachers to encourage learning goals in students. It discusses encouraging traits like being well-organized, breaking large goals into smaller goals, observing one's own performance, and believing one can achieve. It emphasizes the importance of enjoyment, positive reactions to tasks, high effort and persistence, and seeking academic help. The overall strategies are meant to enhance students' self-motivation and ability to learn effectively.
The document summarizes several papers on teacher development according to different authors. The first paper by Penny Ur discusses the differences between professionals, technicians, amateurs and academics, arguing that professionals are constantly learning, innovative, and committed to improving their teaching. The second paper by David Hayes speaks about managing innovations in education and proposes the cascade strategy of experienced teachers helping novice teachers. The third paper by Douglas Brown suggests teachers prioritize goals, observe their own teaching, conduct research, and provide constructive feedback to continue developing.
Alyssa Hayes wrote a personal profile outlining her philosophy of learning and goals for her master's program. She believes learning should be accessible to all students regardless of obstacles. Her goals are to use technology more interactively in her kindergarten classroom, take on a leadership role at her school, and give students more ownership over their classroom. She is proud to be challenging herself with a master's program while teaching full-time in her second year.
The document outlines the qualifications, requirements, and process needed to become a teacher. It details that a bachelor's degree in education is typically required, which usually takes 1-2 years of full-time study after completing a high school diploma. Teacher certification from the state is also needed. Relevant high school subjects include math, science, reading and writing. The estimated cost of a teaching degree ranges from $10,000-$17,000.
1) The document is an individual student profile for a graduate program in Educational Leadership. It outlines the student's experience and goals for becoming a school administrator.
2) The student discusses their teaching experience that inspired them to pursue school leadership and their philosophy of motivating students through encouragement.
3) The student's professional goals are to be open-minded and learn from experienced leaders, put students first in all decisions, and manage time efficiently to motivate high performance from teachers and students.
The document discusses challenges with teacher education programs and suggestions for improvement. Several teachers felt their education programs did not adequately prepare them for real-world classroom challenges like developing lesson plans, managing student behavior issues, and conducting job interviews. Suggestions included providing teacher candidates with more hands-on experience through extended student teaching placements, mock interviews and classroom scenarios to better develop necessary skills before entering the workforce.
The document discusses the concept of self-fulfilling prophecies and how teachers' expectations of students can influence student performance and behavior either positively or negatively. It provides examples of how a teacher expecting some students to perform poorly due to being in a lower-level class can cause those students to internalize those expectations and put in less effort. Conversely, expecting higher-level students to perform well can motivate them. The document argues teachers should tailor their teaching methods to different student ability levels in a positive way rather than having biased treatment.
The document discusses the importance of using assessments to help teachers evaluate their own teaching effectiveness. It notes that the main purpose of classroom assessments should be for teachers to determine what they taught well, who they taught well, and where they need to focus their teaching going forward. If assessments do not help teachers with this evaluation, then they are a waste of time. The document suggests that teachers should use assessments to guide their own instructional improvements and focus on student learning.
This document discusses the Annual Professional Performance Review (APPR) process for evaluating teachers. It describes the various domains and criteria used in reviews, including emotional support, classroom organization, instructional support, and student engagement. It notes concerns that the new system places pressure on teachers by tying evaluations to student test scores, and could result in job losses. However, it also argues the system could improve teaching techniques and student motivation if implemented properly with support for teachers' professional development.
Here is how I would staff the new Middle School based on the information provided in the scenario:
- Review the certifications and qualifications of all teachers currently at Johnson K-8 school. Identify those with secondary certifications (grades 6-8).
- Place those teachers certified in secondary subjects (grades 6-8) at the new Middle School. Try to place them in positions and subject areas that match their certifications as closely as possible.
- For any positions still needing to be filled, review the certifications of teachers at the other elementary schools. Place teachers with secondary certifications in the remaining Middle School positions.
- Communicate early and often with all staff regarding placement decisions. Explain that placements were
The document discusses issues around how mentor teachers assess student teachers during professional experiences. It notes that mentor judgements can vary depending on the school/site and individual mentor's experience. Student results also differed based on their relationship with the mentor and the mentor's personal views. Interviews found that while most placements go well, some mentors are too lenient or harsh in their assessments. Developing clearer assessment criteria and understanding the student-mentor relationship could help improve consistency between mentor judgements.
This document is a portfolio submitted by Teodoro for her practice teaching experience. It includes reflections on her experience, lessons learned, and how it transformed her. Some key points:
- Her experience was life changing, challenging, and amazing. She learned to be more patient, caring, and overcome her shyness in teaching.
- Practice teaching is important for preparing students to handle real teaching situations. It allows students to apply theories and concepts from their studies in a simulated environment before entering the field.
- The experience transformed her into a more reflective and mature individual, both as a teacher and in life. She gained valuable lessons and trial-and-error experiences in developing her teaching strategies.
This document outlines a classroom management plan for a 9th grade biology teacher. It begins with an introduction describing the teacher's philosophy of focusing on building relationships with students and making them feel valued. It then details the classroom setup, which includes rows of desks to facilitate lectures but also movable desks to allow for group work. Classroom rules and procedures are established democratically with student input. The plan emphasizes formative assessment, differentiation, and intrinsic motivation to engage students in learning. Negative consequences are a last resort, and the overall goal is for students to take responsibility for their actions.
This document summarizes Zulema Roque's reflections on her goals and experiences during the early days of her teaching internship in the United States through TEA-Guatemala.
Some key points:
- She initially wanted to learn classroom management strategies but focused on methodologies, standards, and student needs support systems.
- Her mentor helped her refine her goals to learning new teaching methods, understanding US bilingual schools, and exploring student support.
- Observing her mentor has been helpful, and she will soon start teaching her own classes with guidance.
In this portfolio, I am presenting an overview of my student teaching experience which shows my own understanding of teaching as well as a compilation that will help me define my teaching philosophies and styles. This portfolio serves as a record of my various understandings such as dealing with different problems I encountered during the field practice. It also shows my strengths as a teacher and acknowledging my weaknesses for self-improvement.
This document discusses the development and implementation of a Behavioral Matrix (BM) for a 4th grade classroom. It identifies 5-8 severe behaviors such as drugs, weapons, vandalism, and bullying and their corresponding administrative responses outlined in the discipline manual. It then presents the BM which lists school-wide expected behaviors and rewards. It also lists 3 levels of offenses and their corrective responses which become increasingly severe, such as warnings, loss of privileges, detention, and suspension. Finally, it emphasizes the importance of the BM being understood by all stakeholders and implemented consistently as part of a school-wide positive behavior support system.
Here is my Argosy eportfolio for my final Advanced Psychology course-PSY492. I have thoroughly enjoyed this class and am so happy to have finally completed my studies at Argosy and graduate at last! I hope you enjoy it. Thanks for viewing, Rachel.
The document provides a summary of the student teacher's practice teaching experience at Lapinigan National High School. It discusses working with 7th grade students under the guidance of cooperating teacher Mrs. Nida Osano. Key lessons learned include effective teaching strategies, classroom management techniques, and guidance on lesson planning. Unforgettable moments included getting students to perform a chicken dance and dealing with an incident where a student was injured.
This document describes the development of a behavioral matrix for a 4th grade classroom. It involved teachers identifying expected behaviors, incentives, and consequences for behaviors at different intensity levels (I-IV). A survey was conducted to identify the most common and appropriate Intensity IV behaviors and consequences. The resulting behavioral matrix lists the expected behaviors, incentives, and consequences identified by teachers at each intensity level. The author found the matrix useful for classifying behaviors and ensuring consistency among teachers in how behaviors are addressed.
Thank you for your thoughtful responses. It seems you have a clear plan for how to approach this challenging situation in a way that prioritizes keeping all staff employed while making difficult changes and transitions as smooth as possible. Your proposed first steps of reviewing certifications and preferences, then distributing staff accordingly, seems like a sensible way to minimize disruption while upholding contracts. And your emphasis on open communication and helping address any grievances shows care for your staff. Overall it seems you have a strategic and empathetic approach for navigating this complex scenario. Do you have any other insights or advice based on your experience in situations like these?
Mr. Reeves: You're very welcome. Situations like these are never easy, but open communication
The document provides strategies for teachers to encourage learning goals in students. It discusses encouraging traits like being well-organized, breaking large goals into smaller goals, observing one's own performance, and believing one can achieve. It emphasizes the importance of enjoyment, positive reactions to tasks, high effort and persistence, and seeking academic help. The overall strategies are meant to enhance students' self-motivation and ability to learn effectively.
The document summarizes several papers on teacher development according to different authors. The first paper by Penny Ur discusses the differences between professionals, technicians, amateurs and academics, arguing that professionals are constantly learning, innovative, and committed to improving their teaching. The second paper by David Hayes speaks about managing innovations in education and proposes the cascade strategy of experienced teachers helping novice teachers. The third paper by Douglas Brown suggests teachers prioritize goals, observe their own teaching, conduct research, and provide constructive feedback to continue developing.
Alyssa Hayes wrote a personal profile outlining her philosophy of learning and goals for her master's program. She believes learning should be accessible to all students regardless of obstacles. Her goals are to use technology more interactively in her kindergarten classroom, take on a leadership role at her school, and give students more ownership over their classroom. She is proud to be challenging herself with a master's program while teaching full-time in her second year.
The document outlines the qualifications, requirements, and process needed to become a teacher. It details that a bachelor's degree in education is typically required, which usually takes 1-2 years of full-time study after completing a high school diploma. Teacher certification from the state is also needed. Relevant high school subjects include math, science, reading and writing. The estimated cost of a teaching degree ranges from $10,000-$17,000.
1) The document is an individual student profile for a graduate program in Educational Leadership. It outlines the student's experience and goals for becoming a school administrator.
2) The student discusses their teaching experience that inspired them to pursue school leadership and their philosophy of motivating students through encouragement.
3) The student's professional goals are to be open-minded and learn from experienced leaders, put students first in all decisions, and manage time efficiently to motivate high performance from teachers and students.
The document discusses challenges with teacher education programs and suggestions for improvement. Several teachers felt their education programs did not adequately prepare them for real-world classroom challenges like developing lesson plans, managing student behavior issues, and conducting job interviews. Suggestions included providing teacher candidates with more hands-on experience through extended student teaching placements, mock interviews and classroom scenarios to better develop necessary skills before entering the workforce.
The document discusses the concept of self-fulfilling prophecies and how teachers' expectations of students can influence student performance and behavior either positively or negatively. It provides examples of how a teacher expecting some students to perform poorly due to being in a lower-level class can cause those students to internalize those expectations and put in less effort. Conversely, expecting higher-level students to perform well can motivate them. The document argues teachers should tailor their teaching methods to different student ability levels in a positive way rather than having biased treatment.
The document discusses the importance of using assessments to help teachers evaluate their own teaching effectiveness. It notes that the main purpose of classroom assessments should be for teachers to determine what they taught well, who they taught well, and where they need to focus their teaching going forward. If assessments do not help teachers with this evaluation, then they are a waste of time. The document suggests that teachers should use assessments to guide their own instructional improvements and focus on student learning.
This document discusses the Annual Professional Performance Review (APPR) process for evaluating teachers. It describes the various domains and criteria used in reviews, including emotional support, classroom organization, instructional support, and student engagement. It notes concerns that the new system places pressure on teachers by tying evaluations to student test scores, and could result in job losses. However, it also argues the system could improve teaching techniques and student motivation if implemented properly with support for teachers' professional development.
Here is how I would staff the new Middle School based on the information provided in the scenario:
- Review the certifications and qualifications of all teachers currently at Johnson K-8 school. Identify those with secondary certifications (grades 6-8).
- Place those teachers certified in secondary subjects (grades 6-8) at the new Middle School. Try to place them in positions and subject areas that match their certifications as closely as possible.
- For any positions still needing to be filled, review the certifications of teachers at the other elementary schools. Place teachers with secondary certifications in the remaining Middle School positions.
- Communicate early and often with all staff regarding placement decisions. Explain that placements were
This article reviews the effects of year-round schooling on administrators. It discusses that year-round schedules provide shorter breaks between academic years, so principals have little to no actual vacation time since they spend breaks planning for the upcoming school year. This can lead to burnout of administrators. It also identifies three different year-round schedules and notes that year-round schooling is adopted to house more students, potentially improve achievement for disadvantaged students, and save money, though cost reductions may be minimal in extreme climates. The article questions whether disadvantages of longer school years outweigh advantages and considers effects on all stakeholders.
This article reviews the effects of year-round schooling on administrators. It discusses that year-round schedules provide shorter breaks between academic years, so principals have little to no actual vacation time since they spend breaks planning for the upcoming school year. This can lead to burnout of administrators. It also identifies three different year-round schedules and notes that year-round schooling is adopted to house more students, potentially improve achievement for disadvantaged students, and save money, though cost reductions may be minimal in extreme climates. The article questions whether disadvantages of longer school years outweigh advantages and considers effects on all stakeholders.
This document summarizes research on effective teaching practices and frameworks for evaluating teaching quality. It finds that while defining effective teaching is difficult, student progress is the key metric. Research identifies six components of effective teaching ordered by evidence strength: content knowledge, instruction quality, classroom climate, management, teacher beliefs, and professional behaviors. Frameworks for capturing teaching include classroom observations, value-added models, and student ratings, each with limitations. Providing feedback to teachers can improve learning if focused on student outcomes, learning-oriented, and supported by school leadership. Combining multiple measures can help address weaknesses in individual approaches to evaluation.
The document summarizes findings from a survey of 641 first-year teachers which found significant differences between secondary (middle and high school) teachers and elementary school teachers. Specifically, the survey found that secondary teachers were less likely to see teaching as their long-term career, felt less prepared by their training programs, and were more concerned about lack of administrative support and student motivation challenges. The findings suggest the current system does not adequately address the significant challenges of teaching adolescents.
Improving student achievement is very simple Part 1Mann Rentoy
The document discusses improving student achievement through improving teacher quality and effectiveness. It argues that mentoring alone is not sufficient for developing new teachers, and that comprehensive induction programs including initial training, ongoing professional development, administrative support, and other components are needed. Research shows new teachers lower achievement initially but induction programs can reduce teacher turnover rates from over 40% with no training to 18% with comprehensive induction over multiple years. Mentoring should be one part of induction rather than used interchangeably or as a standalone approach.
Job satisfaction of teachers in primary schoolsPRINTPOINT
This document is a project proposal submitted by Yasmina Akhter to IGNOU for her MAE degree. The proposal outlines her study on the adjustment level of primary school teachers in Anantnag, Jammu and Kashmir. The objectives of her study are to examine the social, home, rural, urban and overall dimensions of adjustment for male and female primary teachers. She will analyze factors impacting job satisfaction among primary teachers and how teacher adjustment may affect student learning. The literature review discusses previous research that found a relationship between teacher adjustment, attitude, personality and job satisfaction. The proposal outlines the need to study factors influencing primary teacher satisfaction and adjustment in the local context.
This study investigated stress and coping behaviors among primary school teachers. A mixed methods approach was used, including focus groups and a quantitative survey. The results indicate that unrealistic expectations from school officials and parents are the most frequent source of stress for teachers, followed by excessive paperwork and issues with school administration. Teachers most often employ neutral coping behaviors, then positive coping behaviors, and lastly negative coping behaviors. The study suggests primary school teachers participate in stress management programs to more effectively handle stress.
The Evaluation Of Teaching Has Become A Widely Accepted Practicenoblex1
In the last ten years the evaluation of teaching has become a widely accepted practice in higher education, but methods vary widely from school to school and from department to department. Recent national interest in the quality of teaching in higher education has spawned a movement to include teaching effectiveness in the criteria for promotion and tenure decisions, even in some research universities.
Source: https://ebookscheaper.com/2022/03/07/the-evaluation-of-teaching-has-become-a-widely-accepted-practice/
1. Teachers develop familiarity with the tasks of teaching through observing their own teachers when they were students.
2. As new teachers, they find that assessments of their teaching style are similar to how they were assessed as students, and their orientation towards teaching is individualistic.
3. Reality shock occurs when new teachers experience that the realities of teaching are different than their expectations from teacher preparation programs. Support from mentors and professional development can help reduce this effect.
This research is based on motivation level of teachers in Male (Maldives) secondary schools. this research is not generalized to a broad perspective but in a limited geographical area of Maldives. Anyone can use this as study matters but not for business purposes.
1. The document discusses a study that examined the levels, causes, and coping strategies for stress experienced by student teachers during their teaching practicum.
2. The study found that most student teachers experienced moderate stress from factors like heavy workloads, evaluations, classroom management difficulties, and lesson planning.
3. Common coping strategies included communicating with supervisors, talking with friends and family, and using self-management skills like planning lessons in advance.
This document discusses evaluating methods to create a secure learning environment. It explores three important methods: student-teacher relationships, motivation of students, and discipline approaches. The author conducted classroom observations, teacher surveys, and interviews to examine how these methods are implemented at Austin Middle School. The findings reveal specific relationship-building, motivation, and discipline techniques that have been successful in creating an engaging learning environment.
Determinants of Job Satisfaction Among Elementary Teachers.pdfemilianaroxas1
This study was conducted to determine the relationship of job satisfaction of elementary teachers in terms of pay, promotion, supervision, fringe benefits, contingent rewards, operating procedures, co-workers, nature of work and communication when grouped according to age and sex. The present study made use of the Standard Job Satisfaction Survey Questionnaire composed of 36 questions which were distributed to the 29 teacher respondents who were randomly selected. Results of the study revealed that majority of the respondents were female who were aged 36-55 years old. Fringe benefits and operating procedures were significantly related to job satisfaction in terms of age and sex since they are factors out of control of the respondents. Curriculum planners, principals, teacher-leaders and future researchers may use the results of the study as basis of proposed capability building activities to enhance job satisfaction among elementary school teachers.
Motivation, Satisfaction and Performance of College Teachers and Administrato...QUESTJOURNAL
This document summarizes a research study that examined the motivation, satisfaction, and performance of college teachers and administrators at Western Leyte College in the Philippines. The study found that both teachers and administrators had moderate levels of motivation and satisfaction. There was a significant relationship found between teacher motivation and performance, and between teacher satisfaction and performance. Based on the findings, the researcher proposed a development plan to improve motivation, satisfaction and performance at the college.
This document summarizes a study that used surveys and the Experience Sampling Method to examine factors that influence teacher motivation and job satisfaction. A conventional survey of 50 teachers found that job satisfaction correlated with responsibility levels, gender, subject taught, age, experience, and activity. The ESM involved randomly surveying 12 teachers 5 times a day for 5 days, collecting 190 reports on mood and activity. The ESM data corresponded to the survey data and found motivation highest when teachers' abilities were fully engaged in activities.
Module 2 - The Demands of the Society from the Teacher as a professional.pdfTinAdlawan
1. The document outlines a module on the teaching profession for university students, including expectations for students to understand the roles and responsibilities of teachers as professionals.
2. It discusses the high expectations society places on teachers, as teachers spend significant time with students and have power to influence them. Teachers are expected to teach competently as well as fulfill various other roles like counselor and community leader.
3. The document then presents four models of effective teaching that outline the key domains of classroom instruction, planning, reflection, and professional responsibilities that are expected of teachers.
Taylor, a high school senior, visits her school counselor Morgan to discuss stress over post-graduation plans. While many of her friends know where they want to attend college, Taylor is unsure of her path and feels pressure to also go to college. During their discussion, Taylor reveals that she has considered becoming a veterinarian but is indecisive about her major. She also shares that she enjoys her extracurricular activities like marching band more than school. Ultimately, Taylor admits that she is ready to enter the workforce after graduation rather than continue her education in college, though she is unsure how to tell her parents who want her to pursue higher education. Morgan validates Taylor's normal feelings of anxiety and uncertainty about the
Coun 533 ethical self reflection part 1MorganPalser
This document highlights what I find to be the most important qualities in a professional counselor. I describe what it is that a counselor should do professionally, so they are more effective in their overall practice.
For this assignment, I worked with a high school student and practiced my counseling skills while conducting an interview with her. I describe the skills being used and show my knowledge of how to work with a young client.
For this assignment, I described some key events that have happened in my life to make me the person I am today. I took some development theories and applied the stages described in the theory to my own life.
For this assignment, I interviewed a friend of mine who grew up in a family who does not speak English as their first language. Her parents are both immigrants from Mexico, and I was able to learn about the ways that her background is different from mine.
Coun 534 morgan sanders sds assessment paperMorganPalser
John Holland developed the Self-Directed Search (SDS) assessment based on his RIASEC theory that categorizes people and careers into six types: realistic, investigative, artistic, social, enterprising, and conventional. The purpose of the SDS is to match a person's interests and talents to career choices and opportunities by having them complete a questionnaire and receiving a customized report on their top categories. The author scored highest in the social, conventional, and enterprising categories, which aligned with their personality as a teacher who enjoys working with others, numbers, and new ideas. Insights gained included better understanding differences from their spouse and how to use strengths outside of teaching, such as welcoming new church members. The assessment could benefit marriage
Coun 533 ethical self reflection part 2MorganPalser
After watching the film, "Good Will Hunting", I describe the important components that a counselor and client will have in their relationship. I also described how the counselor can have an effective impact on a client, while also maintaining ethical boundaries.
Coun 533 ethical self reflection part 1MorganPalser
This document highlights what I find to be the most important qualities in a professional counselor. I describe what it is that a counselor should do professionally, so they are more effective in their overall practice.
This document demonstrates my ability to work with a client and ask them purposeful questions about the situation they are discussing with me. This assignment shows my effectiveness in using the appropriate counseling skills when working with a client.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
1. RUNNING HEAD: EFFECTS OF TENURE STATUS ON NEW EDUCATORS 1
Effects of Tenure Status on New Educators
Morgan Sanders
Dr. Ann Petersen
EDCI 631 Research Design and Data Analysis
Chadron State College
Spring 2021
2. Effects of Tenure Status on New Educators 2
Table of Contents
Abstract ………………………………………………………………………………………….. 3
Introduction ……………………………………………………………………………………… 4
Statement of the Problem ………………………………………………………………... 4
Review of Related Literature ……………………………………………………………………. 5
Statement of Hypothesis ………………………………………………………………… 6
Methodology …………………………………………………………………………………….. 6
Participants ………………………………………………………………………………. 6
Instrument ……………………………………………………………………………….. 6
Research Design/Variables ……………………………………………………………… 7
Procedures ……………………………………………………………………………….. 7
Data Analyses …………………………………………………………………………… 8
Time Schedule …………………………………………………………………………... 9
Budget ………………………………………………………………………………….. 10
References ……………………………………………………………………………………… 11
3. Effects of Tenure Status on New Educators 3
Abstract
Due to the underlying pressures of becoming a skilled and experienced teacher, many
newly hired teachers face a large amount of mental, emotional, and physical health battles as
they enter the teaching profession. The purpose of this study will be to unveil the distress that
non-continuing contract teachers face as they are evaluated and learn what it takes to earn a
continuing contract in a competitive school district.
Many teachers who are hired without any teaching experience are placed in a situation
where they are formally evaluated two to three times in one given school year. This can be an
extremely stressful process to put a young teacher through, especially when earning a continuing
contract is on the line. Therefore, the effectiveness of newly hired teachers can be hindered when
they are pushed to the limits and overwhelmed.
4. Effects of Tenure Status on New Educators 4
Effects of Tenure Status on New Educators
Introduction
Teachers do not earn tenure status until they have successfully completed their third year
of teaching; teachers who have not earned tenure status are on the “non-continuing” contract and
can be let go at the end of a school year without being given a reason. Thus, the first three years
of teaching can be some of the most stressful years for an educator. This is due to copious
amounts of pressure that are placed on the educator to be their best and work hard to earn a spot
in the school district.
Many school districts evaluate their non-continuing contract teachers twice a year, while
continuing contract teachers are only evaluated once a year. According to Jacobs, “In a
profession where salary is still largely determined by years on the job, tenure is defended as
protecting more veteran teachers from losing their jobs to lower-paid, novice teachers” (P. 1). It
can certainly be the case that a new teacher is much more effective than a veteran teacher, but
because of the tenure status, the new teacher would be let go before the veteran teacher is.
Several teachers who have not earned tenure status are also new to the profession and only have
student teaching experience. Therefore, these new teachers can experience emotional, physical,
and mental health issues as they venture into this profession with very little experience and
training.
Statement of Problem
The purpose of this study will be to discover the implications of tenure status on the
effectiveness of new teachers within the classroom and the mental, physical, and emotional
health of teachers who are new to the profession. The Merriam-Webster Dictionary defines
5. Effects of Tenure Status on New Educators 5
tenure status as “the act, right, manner, or term of holding something” (such as a landed property,
a position, or an office).
Review of Related Literature
Many teacher-preparatory programs have limited chances for pre-service teachers to
spend time in the classroom. This is a problem because true experience and learning
opportunities happen when a person can spend time learning from someone who is already
working in the field. At the University of Wyoming in Laramie, Wyoming, pre-service teachers
are required to complete a sixty-hour practicum experience during their junior year, then they
complete a sixteen-week student teaching experience during their final semester in the education
program. Thus, pre-service teachers do not even experience what a true classroom looks and
feels like until they are over half-way through with the education program requirements at this
Wyoming university. This is just one example of the issues that occur in the teacher preparatory
programs; pre-service teachers are not given enough time to work and learn from teachers and
then this causes anxiety and stress during their first few years of teaching.
In education, there is a gap between holding teachers responsible for learning and
allowing them to climb the job security ladder. The gap not only occurs at the teacher level, but
also at the level of administration for school districts. There are instances where a principal may
walk into a teacher’s classroom unannounced and will complete an information observation of
what is occurring in the classroom that day. This creates an imbalance in the process of informal
versus formal evaluations conducted on educators. It could happen that principals informally
visit some classroom teachers more than others. Range et al. (2014) suggests, “Principals face a
predicament in providing formative supervision to non-tenured teachers and tenured teachers
because their needs are very different” (P. 13). Many new teachers find the evaluation process
6. Effects of Tenure Status on New Educators 6
very stressful because of the worries of not being re-hired for the next school year; however,
there are many veteran teachers who do not feel worried or anxious when their time to get
evaluated comes around, because they have almost 100% job security.
Statement of Hypothesis
The purpose of this study is to investigate the evaluation process for non-tenure teachers
has become more intense over the past decade, while the evaluation process has declined for
teachers who have earned tenure status. Due to this intense evaluation process, there is a large
amount of stress on new teachers that affects their overall health and effectiveness as an
educator.
𝑃 = teachers who have and have not earned tenure status.
𝑋 = the number of times a teacher is evaluated in one school year.
𝑌 = the mental, emotional, and physical health of the teacher
Methodology
Participants
Participants for this study will be ten secondary school teachers who have one to three
years of experience at Cheyenne East High School in Cheyenne, Wyoming. Additionally, ten
secondary school teachers who have more than five years of experience at Cheyenne East High
School. Overall, twenty teachers will be selected and asked questions about their time working to
earn tenure status.
7. Effects of Tenure Status on New Educators 7
Instrument
The effectiveness of new teachers will be determined by comparing how they build
relationships with students and colleagues, teach subject matters, and how many hours they
spend at the school each week with their colleagues who have taught for more than five years.
This will be measured by a survey that each teacher will be asked to fill out at the end of each
month during the school year. The survey will ask questions dealing with how involved the
teacher is with their work-load, and how many hours are spent at the school each week.
ResearchDesignand Variables
There will be two groups of ten secondary teachers each. The teachers from both groups
will be formally and informally evaluated throughout the school year to test their mental,
emotional, and physical health status. The teachers in both groups will be post-tested in May
using a Likert Scale to determine their mental, emotional, and physical health after completing
an entire school year of teaching. It is important that this test happens after each teacher
completes another school year because some participants will have just finished their first year of
teaching, while other teachers will much more experience than this.
Procedures
At the beginning of the school year, twenty secondary school teachers will be selected
from a population of approximately one-hundred and fifteen teachers at Cheyenne East High
School. The teachers who are selected will be divided into two groups, and the group of non-
contract teachers will be designated to be the experimental group. The group of teachers who
have earned tenure status will be used to compare how experience and tenure affects the job.
8. Effects of Tenure Status on New Educators 8
During the school year, the non-experimental group will teach their classes in their own
fashion. However, five of the teachers from the non-experimental group will be randomly and
informally evaluated four times throughout the school year by their evaluating principal, in
addition to the one formal evaluation they must have. The other five teachers from the non-
experimental group will retain their current evaluation process and will also be tested from
mental, emotional, and physical health status at the end of their one formal evaluation. These five
teachers will not be randomly and informally evaluated during the school year. The teachers will
be followed up with right after their evaluation to test their mental, emotional, and physical
health; their evaluation results will also be documented.
Additionally, five teachers from the experimental group will also teach their classes in
their own fashion but will be informationally and randomly evaluated four times through the
school year by their evaluating principal and will be formally evaluated twice during the school
year. However, the other five teachers from this group will only be formally evaluated twice
during the school year, but not randomly and informally evaluated at all during the school year.
After each formal and informal evaluation, the mental, emotional, and physical health status of
the teachers in the experimental group will be tested.
Data Analysis
I would use a qualitative approach for this study because there are multiple realities that
could occur within this specific study. For example, some people, in general, handle stressful
situations better than others. This can be especially true for people who are older and more
experienced. The more time you spend in a career or hobby, the better you will get. There is
always an initial learning curve when anyone begins a career. Thus, some of the teachers from
the experimental group may not show signs of being worried or anxious about evaluations
9. Effects of Tenure Status on New Educators 9
because they are good under pressure. However, other non-continuing contract teachers may
show major signs of anxiety and worry because of over-thinking before an evaluation occurs for
them.
Another reason I would use a qualitative approach is because my desire to help the
education environment is extremely high. I have an incredible desire to help students have access
to the best education they can have. Due to this, it is important that teachers are held accountable
in a healthy way so students can have access to the best learning environment possible. Right
now, I do not believe that accountability to teachers is the best it could be. The health of teachers
is the top priority, but what students are learning is also a top consideration.
Data will be gathered by collecting the surveys that each teacher fills out at the end of
each month. The overall health of each teacher throughout the school year will be measured
through these surveys. In addition to this measurement, copies of the evaluations of each teacher
will be gathered to see the quality of instruction that each teacher is able to give. The overall
health of the teacher will be compared with their performance in the classroom to evaluate how
their health plays a role in how they are able to teach.
Time Schedule
The time schedule for this study would be one school year and the summer right after the
school year ends. The teachers will all be studied and evaluated during the year, and the results
will be studied and evaluated during the summer.
10. Effects of Tenure Status on New Educators 10
Budget
The budget for this study is minimal because the surveys will be created by the
researchers. The results of this study will be shared with each PLC group at Cheyenne East High
School for the teachers to see how they may relate to the findings from the participants of the
study. There will be a power point presentation that is created to show the principals of the
school how their evaluation process plays a role in how teachers perform. This presentation will
also be shown to the superintendents of Laramie County School District #1 to make them
consider how they are making teachers earn tenure status in their school district.
11. Effects of Tenure Status on New Educators 11
References
Baldwin, R.G., & Chronister, J.L. (2001). Teaching without tenure: Policies and practices for a
new era. John Hopkins University Press.
Jacobs, S. (2016). Improve tenure with better measures of teacher effectiveness. Phi Delta
Kappan, 97(6), 33-37.
Lawrence, H., & Galle, W.P. (2011). Tenure, status, and workload: Fundamental issues among
business communication faculty. Journal of Business Communication, 48(3), 319-343.
Merriam-Webster. (n.d.). Tenure. In Merriam-Webster.com dictionary. Retrieved March 12,
2021, from https://www.merriam-webster.com/dictionary/tenure
Range, B.G., Finch, K., Young, S., & Hvidston, D.J. (2014). Teacher’s perceptions based on
tenure status and gender about principals’ supervision. International Journal of
Educational Leadership Preparation, 9(1).
Tenure status of full-time and part-time faculty members, Fall 2018. (2020, August 21). The
Chronicle of Higher Education, 66(36), 22.
12. Effects of Tenure Status on New Educators 12
Chadron State College Institutional Review Board
IRB Full Board Review Application Form
Submit one original copy with signatures and one digital copy, with signatures, IRB Administrative
Chair—allow at least four weeks for review
Research ProjectTitle:
Principal Investigator (mustbe a full-time facultyor professional staffmember):
Department: Telephone: E-mail:
Co-Principal Investigator(studentresearcher):
Department: Telephone: E-mail:
Date Project Activity to Begin:
Site of Research:
Other institution/Non-institutional Investigators(describe collaborationoruse of records):
Will thisproject be supported by funds? ___Yes ___ No.
If yes,fundingagency:
As the investigatorsubmittingthisproposedresearchandsigningbelow, Iagree toconductthe research
involvinghumanparticipantsaspresentedinthe protocol asapprovedbythe School Dean/UnitHead
and the Institutional ReviewBoard;toobtainanddocumentinformedconsentandprovide acopyof the
consentformto each participantunlessthisiswaivedbythe IRB;to present anyproposedmodifications
inthe researchtothe IRB forreviewandapproval priorto implementation;toretainrecordsforthe
mandatedlengthsof time;andtoreportto the IRB anyproblemsorinjuriestosubjects.
Principal InvestigatorSignature: Date:
13. Effects of Tenure Status on New Educators 13
Co-PI
Signature:
Date:
School Dean/UnitHead
Review:
Date: