Establishing Perceived Authority, Reciprocity, and the Principle of Persuasion to Optimize Relevance

 As rooted in social and behavioral psychology, the Principle of Persuasion can be a powerful pedagogical tool applied to learning, particularly when seeking to establish relevance. By aligning persuasive strategies with instructional goals, educators can deepen the perceived relevance of the material, which can inspire students to engage meaningfully with the content.  Reciprocity describes the natural human tendency to feel obligated to return a favor or respond in kind to positive actions received from others.

The desire for reciprocity is foundational to building relationships, fostering cooperation, and creating a sense of mutual respect (Brehm & Witte, 2022). Reciprocity is not transactional but rather relational, thereby building trust and goodwill over time. This desire operates across cultures, making it a versatile universal tool in human interaction. The feeling of obligation to give back is often emotionally rooted in gratitude or social norms. In educational contexts, reciprocity can be used to foster engagement and inspiration.

By creating a sense of value, promoting collaboration, and encouraging participation, the effective educator provides students with meaningful resources, constructive feedback, or personalized support. This can encourage students to reciprocate by engaging more actively in class or assignments. For instance, students in group work who help one another are likely to receive support in return, creating a positive cycle of cooperation. When an instructor shares personal anecdotes or real-life applications, students may feel encouraged to share their own experiences, thereby enriching class discussions.

The reciprocity norm builds relevance through mutual exchange. People are more likely to engage when they feel they’re receiving something of value in return. So, the effective educator needs to provide something of value first. The educator offering time, effort, or expertise establishes goodwill and thereby subconsciously encourages students to reciprocate through increased effort, participation, or engagement.

Offering resources, tools, or support early in the course creates goodwill and fosters engagement. Sharing the direct, relevant benefits of the content initiates the desire to reciprocate.  For instance, "Learning these provided skills will help you excel in real-world problem-solving or your future career as a…[fill in the blank]", is specific, direct, and relevant.  Planning for reciprocity creates opportunities for students to share their experiences, which empowers and makes them feel valued.

For reciprocity to be effective in a learning or instructional context, authority must first be established.  Authority enhances the credibility and perceived value of what is being offered (McCroskey & Teven, 2016). Learners are more likely to view the educator’s feedback, resources, or support as valuable when the educator is perceived as a knowledgeable, competent authority. Without authority, learners may question whether the “favor” or effort provided is meaningful or worth reciprocating.

People are more likely to feel obligated to reciprocate when the giver is someone they respect or trust.  Authority lends weight to the interaction, making students feel that reciprocation through participation or completion of tasks is not just expected but worthwhile. Therefore, a student is more likely to put effort into an assignment when they believe the educator’s feedback comes from a position of expertise and can genuinely improve their learning.

In educational settings, perceived authority establishes a natural structure whereby the educator leads and the students follow. Reciprocity operates effectively within this structure because students view the educator’s contributions as both intentional and deserving of effort in return. As a positive consequence, when an educator shares valuable study techniques and demonstrates their effectiveness, students are more inclined to apply these methods and share their own success stories. By contrast, whenever authority isn’t perceived or established, the relationship may feel peer-like, and students might undervalue what is being offered to them.

Authority reinforces that the educator is uniquely positioned to provide resources, insights, or guidance that cannot be easily obtained elsewhere (Weeks, Ardèvol-Abreu & de Zúñiga, 2017).  Learners are less likely to resist reciprocating when they recognize the educator’s authority and the legitimacy of the effort being asked in return. In this vein, authority minimizes skepticism or doubt about the educator’s intentions or the relevance of the course material.

An intentional, caring, optimistic, respectful, trusting (ICORT) mindset (Purkey & Novak, 2015; Anderson, 2021) can be more inviting for implementing two elements of the Principle of Persuasion that can optimize students' perceived relevance.   Authority creates the foundation of trust and respect that makes the desire for reciprocity more powerful. When students perceive the educator as credible and knowledgeable, they are more likely to value the educator's efforts and feel a sense of obligation to engage and optimally contribute.

 

To Cite:

Anderson, C.J. (November 30, 2024) Establishing perceived authority, reciprocity, and the principle of persuasion to optimize relevance. [Web log post] Retrieved from http://www.ucan-cja.blogspot.com/

 

References:

Anderson, C. J. (2021). Developing your students' emotional intelligence and philosophical perspective begins with I-CORT. Journal of Invitational Theory and Practice, 27, 36-50.

Brehm, S., & Witte, K. (2022). Engaging persuasion: What should undergraduate students enrolled in a persuasion course learn? Journal of Educational Communication Research, 48(3), 112-128. Retrieved from ERIC

McCroskey, J. C., & Teven, J. J. (2016). The impact of instructor credibility on student learning. Communication Education, 55(3), 223-237. https://doi.org/10.1080/03634520600750532

Purkey, W. W., & Novak, J. M. (2015). Fundamentals of invitational education. (2nd Ed) International Alliance for Invitational Education. Retrieved from: Fundamental of Invitational Education | IAIE

Weeks, B., Ardèvol-Abreu, A., & de Zúñiga, H. G. (2017). Online persuasion: Instructor credibility and the post-truth era. Computers in Education, 65(1), 45-62. https://doi.org/10.1016/j.compedu.2016.12.006

 

Can Self-Determination Strategies Mitigate any Perceived Lack of Motivation in Students Classified as EBD?

"Human motivation is always there. The responsibility of educators is to influence the direction this intrinsic energy and motivation will take" (Purkey & Novak, 2015, p 12).  Through this quote, Dr. William Purkey suggests the need for teachers to remove "unmotivated" from our lexicon. Yes, research proves an intentional, caring, optimistic, respectful, trusting (ICORT)  mindset (Purkey & Novak, 2015; Anderson, 2021) can be more inviting to the development of both a Growth Mindset (Dweck, 2006/08) and self-determination skills within any student.

Teaching students about the concept of a Growth Mindset can be highly beneficial and is not limited by age. In fact, Dweck (2014) suggests it can be introduced to students at a young age and should ideally be integrated into the entire educational experience. It's never too early to start teaching children about the concept of a growth mindset. Even young children can understand basic principles of effort, learning, and improvement. 

Through professional development, your placement, or other related experiences, what considerations have you observed or used a Growth Mindset by using positive language? Using positive language encourages the idea that abilities and intelligence can be developed through effort and learning. For example, instead of saying, "You're so smart," say, "You worked really hard on this, and your effort paid off."

Yes, it is essential to adapt the teaching of a growth mindset to the developmental level of your students. Younger children may require more concrete and simple examples, while older students can explore the concept in more depth.  However, introducing and fostering a growth mindset rather than a fixed mindset in students can have a positive impact on their learning, motivation, and resilience throughout their educational journey and beyond. However, for students classified as EBD, teaching a Growth Mindset may not suffice.  How might self-determination strategies create a synergy with a Growth Mindset resulting in effective specially-designed instruction for these learners (Hagiwara, Shogren, & Leko, 2017)?

Self-determination strategies can be highly beneficial for students with emotional and behavioral disabilities (EBD). These strategies empower students to take control of their own lives, set goals, make choices, and advocate for themselves, all of which can lead to improved emotional and behavioral outcomes.  Self-determination strategies foster intrinsic motivation. When students have a say in their learning and decision-making processes, they are more likely to be engaged and motivated to participate in their education. How can implementation of self-determination strategies for students with EBD result in better Goal Setting?

Setting and working towards personal and academic goals is an essential aspect of self-determination (Carter, Lane, Pierson,& Strang, 2008). This helps students with emotional and behavioral disabilities develop a sense of purpose and achievement, which can positively impact their emotional well-being. Self-determination strategies often involve teaching students how to solve problems and make informed decisions. This can help them develop better coping mechanisms and emotional regulation skills, reducing instances of problematic behavior. As students achieve their goals and develop self-advocacy skills, they often experience a boost in self-esteem and self-confidence. Higher self-esteem can help reduce negative behaviors and emotional challenges.

Self-determination strategies empower students to take control of their own lives, set goals, make choices, and advocate for themselves, all of which can lead to improved emotional and behavioral outcomes (USDE, 2017). To implement self-determination strategies effectively, educators and support staff should receive training in this area and work closely with students to identify their unique needs and goals. By doing so, they can help students with emotional and behavioral disabilities build the skills necessary for a more independent, fulfilling, and emotionally stable future.

To Cite:

Anderson, C.J. (October 31, 2024) Can self-determination strategies mitigate perceived lack of motivation in students classified as EBD? [Web log post] Retrieved from http://www.ucan-cja.blogspot.com/

 

 

References:

Anderson, C. J. (2021). Developing your students' emotional intelligence and philosophical perspective begins with I-CORT. Journal of Invitational Theory and Practice, 27, 36-50. 

Carter, E. W., Lane, K. L., Pierson, M. R., & Stang, K. K. (2008). Promoting self-determination for transition-age youth: Views of high school general and special educators. Exceptional Children, 75(1), 55-70. https://doi.org/10.1177/001440290807500103

Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.

Dweck, C. S. (2008). Mindsets and math/science achievement. Carnegie Corporation of New York-Institute for Advanced Study Commission on Mathematics and Science Education. Retrieved from https://www.carnegiescience.edu

Dweck, C. S. (2014, November). The power of believing that you can improve [Video]. TED Conferences. https://www.ted.com

Hagiwara, M., Shogren, K. A., & Leko, M. M. (2017). Reviewing research on the self-determination of students with emotional and behavioral disorders: Looking back and moving forward. Behavioral Disorders, 43(1), 229-243. https://doi.org/10.1177/0198742917713210

Lane, K. L., Menzies, H. M., Oakes, W. P., & Kalberg, J. R. (2012). Comprehensive, integrated, three-tiered (Ci3T) models of prevention: Supporting the needs of all students, including those with emotional and behavioral disorders. Guilford Press.

Purkey, W. W., & Novak, J. M. (2015). Fundamentals of invitational education. (2^nd Ed) International Alliance for Invitational Education. Retrieved from: Fundamental of Invitational Education | IAIE

U.S. Department of Education, Office of Special Education Programs. (2017). Self-determination and students with emotional and behavioral disorders. National Technical Assistance Center on Positive Behavioral Interventions and Supports.

Inviting Increased Learner Engagement to Promote Critical Thinking During Asynchronous Discussion Board Forums

Increasing student engagement and promoting critical thinking in asynchronous discussion board (Db) forums, requires a blend of thoughtful instructional design, facilitation strategies, and clear expectations. This is especially true for asynchronous teacher preparation courses whereby Db forums have the potential to be professional development for developing crucial pedagogical skills.  Novice teachers and teacher candidates alike will benefit from being intentionally invited to practice asking questions that invite further learner engagement.

Discussion board (Db) forums can be an effective alternative to relying upon “pop quizzes” to ensure students are reading course texts or materials.  Thoughtful strategies to reduce the trend toward “aliteracy” will help improve active student learning. The use of discussion boards is an alternative that can actually promote reading of course material by requiring thoughtful, critical, written responses to divergent questions related to the topical reading material.

Respective of the post-COVID embrace for on-line graduate programs and higher education’s increasing shift toward asynchronous education, this month’s article will discuss key researchers and their relevant studies from the past five years. Research by Hewson and Eaton (2021), Farmer and Capshaw (2020). Moore and Veletsianos (2020), Costa (2020), as well as Carr-Chellman and Menchaca (2019) addressed refining best practices for engaging learners in asynchronous learning environments. 

Research-based practices result in strategies that can be effectual for developing discussion board (Db) forums that provide the opportunity to promote higher order thinking skills (HOTS).  Instructors setting up effective Db topics with rigor can empower students to take ownership of their learning and professional development. Educators are invited to consider the following strategies to utilize Discussion Board Forums to promote active student learning and collegial engagement:

• Design discussion prompts that are directly aligned with learning objectives, which encourages students to see the relevance of the discussions in relation to their future teaching practices.
• Encourage students to connect the discussion topics with real-world teaching scenarios, drawing on their own experiences or hypothetical situations. This bridges theory and practice, helping to deepen critical thinking.
• Develop prompts that require analysis, synthesis, or evaluation (higher levels of Bloom’s Taxonomy) rather than simple recall of facts. These might include case studies, controversial issues, or reflective scenarios in education.
• Encourage students to assume different roles, such as the teacher, parent, or administrator, to view the issue from different perspectives. This helps to foster empathy and critical reflection. 
• Start with more guided, lower-level questions that establish foundational knowledge, and gradually introduce more complex, open-ended questions that require students to critique, debate, or create new ideas.
• Explicate a structure where students must first respond to the instructor’s prompt, then reply to their peers in a way that builds upon or challenges ideas. 
• Schedule for active facilitation: Instructor presence is key in asynchronous discussions. The facilitator should model critical thinking in their responses, ask probing follow-up questions, and encourage deeper analysis or consideration of alternative perspectives. 
• Provide constructive feedback that acknowledges good contributions and suggests ways to deepen responses. This could include pointing out strong arguments, highlighting overlooked angles, or suggesting additional readings. 
• Assign students to moderate or lead discussions. When students take ownership of the discussion, they tend to engage more deeply, and it promotes a sense of responsibility for fostering critical dialogue.
• Encourage students to not only respond to the instructor but to engage in dialogue with peers by building on their ideas, challenging their assumptions, or asking for clarification. This promotes a collaborative learning environment.
• Design discussions that bring in diverse cultural, social, and theoretical perspectives related to teaching practices. This invites students to think critically about how different worldviews and experiences might impact teaching and learning.
• Encourage discussion responses around issues of equity, diversity, and inclusion in education. This can promote mindfulness (Costa, 2020) and help students reflect on broader societal implications and challenge their own assumptions.
• Be unafraid to allow students consider multiple points of view on an issue related to education. This helps to sharpen critical thinking by forcing students to support their arguments with evidence and reasoning.
• Allow students to engage with content and each other through different media such as video responses, infographics, concept maps, etc. (Cohn, 2021). This not only diversifies the discussion but can also help students express complex ideas in creative ways. 
• Expect students to support their arguments with research, making it a practice to reference course readings or additional scholarly sources. This helps to solidify evidence-based thinking. 
• Use rubrics that clearly define what constitutes quality participation, focusing on the depth of analysis, integration of course content, and the ability to engage meaningfully with peers. This can help set expectations for critical thinking.
• Set concrete expectations for the quantity and quality of posts.  A little structure is very liberating. 
• The participation criteria should identify the due date for initial responses and the minimum number of responses to peers or the instructor per week.
• Requirements for originality, research, and peer engagement are essential.  Ensure that quality is emphasized over quantity.
• Incorporate opportunities for self-reflection based on peer feedback, which promotes responsibility for one's own learning and increases critical thinking about both the content and the process of discussion (Carr-Chellman & Menchaca, 2019).
• Asking students to reflect on their own learning and how their thinking has evolved during the discussion promotes metacognition. 
• This could be done in the form of a wrap-up post that encourages students to synthesize the main points of the discussion

As an effective formative assessment approach, implementing these strategies during teacher preparation courses encourages self-regulated learners.  Hewson and Eaton (2021) suggest self-regulated students are more likely to engage deeply with asynchronous course content, think critically, and connect theory to practice, all of which is beneficial to an educator’s future professional practice.

Presenting clear discussion board policies with established expectations for both students and the instructor(s) promote success.  Establishing the expectations at the beginning of the semester and following through is key to students’ respecting expectations. Moore and Veletsianos (2020) explored the role of instructional design and learner interaction in fostering engagement in asynchronous environments. Their work explored how digital technologies can enhance engagement when instructors emphasize the importance of empathy, personalization, and support to reduce feelings of isolation during asynchronous learning.  Intentionally inviting processes for Db forum engagement can help balance ethe need for human connection and the desire for critical thinking.

Workload is certainly a factor for asynchronous, online learning.  Farmer and Capshaw ‘s (2020) researched cognitive load and scaffolding in asynchronous learning environments.  Course design helps students manage the amount of information they process. Considering this need, the following models can provide helpful starting points for establishing Discussion Board (Db) Forum expectation for scholarship and peer engagement:

Model 1: Students must post their initial response to the course module’s first discussion prompt by the second day of the class week.  A response to the course module’s second discussion prompt must be posted by day 4 of the course week.  This model requires the active discussion to be between each student and the instructor.  It does not promote active on-line engagement between students.

Model 2: Students must post their initial response to the course module’s first discussion prompt by the second day of the class week.  Each student must then respond to at least two classmates’ initial response.  The first response to a classmate should be the fourth day of the course week.  The second response to a classmate should be no later than the sixth day of the course week.  This model promotes active on-line engagement between students and allows the instructor to monitor participation and to selectively respond.

Establishing Participation Expectations: Participating in any classroom discussion forum is essential to the learning experience.  By participating in the (weekly) discussions students and instructors share experiences, investigate complicated subject matter, share expertise, and examine the content from new perspectives.  An instructor should credit participation based on the following:

• Initial posts of 75-100 words should follow a prescribed style/format (APA, 2010) and exhibit word processing before posting.  The initial post should integrate course theories with a practical application of the subject.  For example, the student should offer a personal observation or experience, or reference real-world examples, current events, or cite research conducted on the topic.
• Follow-up responses to classmates’ initial posts should be 40-60 words and:
• Promote interaction in classroom discussion by demonstrating deeper or broader thoughts about the topic
• Mitigates rephrasing what the textbook or another student already stated.   
• Encourage further discussion and ongoing dialogue with other students in the class.
• Present communications that are professional and supportive, using a respectful tone.
• Exhibit proofreading and contain minimal errors in writing mechanics.

Discussion board questions should be topical, thereby promoting analysis of the course materials or relevant reading.  Clear expectations should require synthesis of thought in order to effectively respond.  While a convergent question may draw the student in, a divergent question is needed to promote HOTS and increase the fidelity and thoroughness of the discussion.  In this regard, including the expectation to ask a follow-up question in the responses to peers should be part of the Db forum’s grading criteria (rubric).  After all, the Db forum should be professional development: Teachers NEED to ask analytical questions.

 To Cite:

Anderson, C.J. (September 30, 2024) Inviting increased learner engagement to promote critical thinking during asynchronous discussion board forums. [Web log post] Retrieved from http://www.ucan-cja.blogspot.com/

 

References:

Carr-Chellman, A. A., & Menchaca, M. (2019). "Facilitating critical reflection and engagement in asynchronous teacher preparation courses." International Journal of Educational Technology and Learning, 5(2), 45–58.

Cohn, J. (2021). Skim, Dive, Surface: Teaching Digital Reading in the College Classroom.

Costa, K. (2020). 100 Ways to Make Learning Awesome for Distance Learners.

Farmer, H., & Capshaw, T. K. (2020). "Cognitive load theory and learner engagement: Implications for asynchronous learning design." Online Learning Journal, 24(1), 15-35.

Hewson, K., & Eaton, S. E. (2021). "Self-regulated learning and asynchronous online learning: Insights and practical applications for educators." Journal of Distance Education.

Moore, S. L., & Veletsianos, G. (2020). "Learner experiences with personalized learning in asynchronous online courses: A case study." Journal of Online Learning Research, 6(1), 23–46.

Effectual Teaching Experience: Accentuating the positive and mitigating the negative (August, 2024).

 

Let’s define experiential wisdom as the knowledge and insights gained through years of experience.  Can we reach consensus that experiential wisdom can be both a strength and a limitation in the teaching profession? This wisdom often reinforces familiar practices and approaches, which can create a sense of comfort and reliability for both teachers and students. However, it may not always lead to the most effective or efficient outcomes.

Yes, experiential wisdom can reinforce the familiar. Experienced teachers often rely on tried-and-true methods that have worked well in the past. This can create a consistent learning environment, which can be reassuring for students and help maintain classroom management.  Over time, teachers develop a nuanced understanding of student behavior, learning styles, and classroom dynamics. This insight helps them anticipate and address issues, tailoring their approach based on past experiences.  Experience allows teachers to make quick, intuitive decisions in the classroom. They can often sense when a lesson is going off track or when students are disengaged, and they know how to course-correct based on past experiences.

However, there are potential limitations, especially in relation to resisting new methods.  Teachers with a wealth of experience may be less open to experimenting with new teaching methods or technologies that could be more effective or efficient. They might prefer to stick with what they know works, even if it’s not the best approach for a particular group of students or a changing educational landscape.  Experienced teachers might default to familiar techniques that have worked in the past, even if those techniques aren’t necessarily the most effective for all students. For example, a teacher might rely on lecture-based instruction because it’s comfortable, even though more interactive or student-centered approaches might yield better learning outcomes.

Arguably, the benefit of experiential strengths compared to limitations is grounded in the pursuit of the balance between efficiency and effectiveness. Experienced teachers might prioritize efficiency, which means getting through the curriculum quickly or managing classroom time well, over effectiveness, which might involve more time-consuming but impactful teaching practices like personalized feedback, project-based learning, or formative assessment approaches.

The educational landscape is constantly evolving, with new research, tools, and methods always emerging. Experienced teachers might find it challenging to adapt to these changes, especially if they feel confident in their established practices. This can lead to a gap between current research-based best practices and what is being implemented within the classroom.

To optimize the balance between effectiveness and efficiency, it's crucial for experienced teachers to remain lifelong learners.  This promotes open-mindedness towards integrating new methods with their wealth of experiential knowledge. Professional development, collaboration with younger colleagues, and a willingness to experiment can help balance the comfort of the familiar with the potential benefits of innovative practices. Remaining a lifelong learner is crucial for educators to stay current, effective, and engaged in their profession. The following nine strategies are effective for educators to foster continuous learning:

 ·         Engage in professional development. Attend workshops, seminars, and conferences to learn about the latest trends, tools, and research in education. These events often provide practical strategies that can be implemented in the classroom. Participate in online courses, webinars, or Massive Open Online Courses (MOOCs) on various educational topics. Platforms like Coursera and Khan Academy offer courses that can help educators stay updated with new teaching methods and technologies.

·         Join and participate in Professional Learning Communities (PLCs). A PLC within your school or district provides opportunities to collaborate with colleagues, share best practices, and discuss challenges and solutions. Join online forums, social media groups, or educational networks like Edutopia or LinkedIn. This allows collaboration with educators from around the world, thereby sharing resources, ideas, and experiences.

·         Dive into reflective practices.  Keep a reflective journal to document your teaching experiences, challenges, and insights. Reflecting upon your practice helps identify areas for improvement and reinforces effective learning. Regularly assess your teaching methods and student outcomes by using feedback from students, peer observations, and self-evaluations to identify your strengths and areas for growth.

·         Stay informed with educational research. Subscribe to educational journals, blogs, and magazines. Reading research articles, case studies, and expert opinions helps you stay informed about the latest developments in education. Exploring books and podcasts on education facilitated by authors and expert speakers often provide in-depth analysis and practical tips that can enhance your teaching practice.

·         Experiment with new teaching strategies. Try new teaching methods, such as flipped classrooms, project-based learning, or gamification. Experimentation can lead to discovering more effective ways to engage students. Explore and integrate new educational technologies in the classroom. Tools like learning management systems (LMS), educational apps, and virtual reality can enhance learning experiences.

·         Pursue advanced degrees or certifications. Consider pursuing an advanced degree, such as a Graduate Program or Doctorate in Education, to deepen your expertise in a specific area of interest. Seek to obtain certifications in specialized areas like ESL, special education, or instructional technology. These credentials can expand your skill set and open new career opportunities.

·         Participate in mentorship and peer collaboration.  Serve as a mentor to less experienced teachers or seek out a mentor for yourself. Mentorship provides opportunities for both giving and receiving knowledge, fostering mutual growth. Minimally. Actively collaborate with colleagues on joint projects or team teaching. Working together allows you to learn from each other’s strengths and approaches.

·         Attend and present at educational conferences. Regularly attend conferences to network with peers, learn from keynote speakers, and participate in hands-on workshops. Presenting your own research or educational strategies at conferences is a powerful way to operationalize your understanding (Slife, Wright, and Yanchar, 2016), gain feedback, and contribute to the broader educational community.

·         Stay curious and open-minded.  Maintain a curious, growth mindset. Willingly exhibit an intentionally caring, optimistic, respectful, and trusting (ICORT) mindset. Be open to exploring new ideas, subjects, and disciplines outside of your usual focus. Cross-disciplinary knowledge can enrich your teaching. Engage with diverse cultures and perspectives. Understanding different cultural contexts can improve your ability to connect with students from various backgrounds.

Besides pursing life-long learning, educators need to maintain work-live balance and practice self-care. Practicing mindfulness, meditation, or other self-care techniques helps to manage stress and maintain a positive outlook. A balanced life supports effective learning and teaching. Prioritizing a healthy work-life balance is important to avoid burnout.  Lifelong learning is most effective when it’s sustainable over the long term. To summarize, lifelong learning, intentional invitations, mindfulness, and work-life balance benefits the educator and enhances the learning experiences of their students.

 

To Cite:

Anderson, C.J. (August 31, 2024) Effectual teaching experience: Accentuating the positive

and mitigating the negative. Retrieved from http://www.ucan-cja.blogspot.com/

 

References:

Anderson, C. J. (2021). Developing your students' emotional intelligence and philosophical  perspective begins with I-CORT. Journal of Invitational Theory and Practice, 27, 36-50.

Purkey, W. W., & Novak, J. M. (2015). Fundamentals of invitational education. (2^nd Ed) International Alliance for Invitational Education. Retrieved from: Fundamental of Invitational Education | IAIE

 Purkey, W. W., & Siegel, B. L. (2013). Becoming an invitational leader: A new approach to professional and personal success. Brumby Holdings ISBN: 9780893343712, 0893343714

 

Slife, B. D., Wright, C. D., & Yanchar, S. C. (2016). Using operational definitions in research: A best-practices approach. Journal of Mind and Behavior, 37(2), 119–139.

 

Mitigating the Teacher Shortage with Effective Educator Preparation Residency and Apprenticeship Programs.

The teaching shortage in the U.S. is a multifaceted issue.  Herein we will initially discuss commonly held key factors contributing to the teacher shortage. These key factors include low salaries, high workload and stress, lack of support and professional development, increased accountability derived from annual standardized testing, and public criticism of the teaching profession.

Teachers in many parts of the U.S. are paid relatively low wages.  This is especially true when compared to other professions requiring similar levels of education and expertise. This disparity makes teaching a less attractive career option, leading to fewer people entering the profession and more leaving it.

Teachers often face heavy workloads.  This load includes long hours spent on lesson planning, grading, and administrative tasks. Combined with large class sizes, behavioral issues, and pressures to meet standardized testing benchmarks, this creates a high-stress environment that contributes to rapid burnout.

Teachers can feel unsupported in their roles. This can be realized from inadequate resources, insufficient professional development opportunities, or lack of induction mentorship. These areas indicative of a lack of support can discourage both new and experienced teachers, thereby leading to higher turnover rates.

Teachers experience an emphasis on annual standardized testing. Research has shown this expectation places significant pressure on teachers to meet certain class wide academic benchmarks.  Sensing a need to “teach to the test” can often exclude the desired creativity and autonomy within the classroom. This pressure can be demoralizing and lead to job dissatisfaction.

Teachers often experience negative perceptions and criticism of the educational field from the public, politicians, and media. This contributes to a lack of respect for the profession.  Undoubtedly, it diminishes its appeal to potential educators, thereby exacerbating the shortage.

The factors noted above, combined with regional disparities and other systemic issues, contribute to the ongoing teaching shortage in the U.S.  Addressing the teacher shortage in the U.S. requires a multifaceted approach. A comparison of alternate and traditional teacher preparation programs, specifically related to the effectiveness of encouraging STEM teacher candidates to teach in high need school is perhaps the most effective starting point.  Effective preparation and induction initiatives will lead to mitigation of the systemic factors adversely impacting 3-year retention rates. Below we note the holistic concerns that must be addressed to tackle the teacher shortage issue and improve retention.

Increasing teacher salaries and benefits will attract teacher candidates seeking a vocation rather than a job. Many states and districts are working to raise teacher pay and improve benefits to make the profession more financially competitive. This must not only include salary increases but also offer better retirement plans, healthcare, and other incentives to attract and retain teachers.

Improving teacher training and support during induction must be budgeted and planned. Expanding and enhancing teacher preparation programs, particularly in high-need areas like special education, STEM, and rural education, is a key initiative. Additionally, mentoring and induction programs for new teachers and ongoing professional development opportunities must be emphasized to ensure that teachers feel supported throughout their careers.

Offering accelerated loan forgiveness and financial incentives. In partnership with teacher preparation programs the federal and state governments need to expand and accelerate loan forgiveness for teachers who work in underserved or high-need areas. Some states and districts are also offering signing bonuses, housing assistance, and other financial incentives to attract teachers to hard-to-staff schools. These initiatives should be treated as pilot programs and the most successful can be replicated.

Identifying streamlined alternative certification pathways. To address immediate shortages, alternative certification programs are being expanded to allow professionals from other fields to transition into teaching more easily. These programs often provide fast-tracked certification and on-the-job training, making it easier for non-traditional candidates to enter the profession. Again, data should identify what works and successful initiatives can be replicated.

Reducing bureaucracy while improving working conditions. Efforts to improve the day-to-day working conditions of teachers, such as reducing class sizes, increasing classroom resources, and minimizing administrative burdens must be monitored and data analyzed. PBIS surveys are readily available for monitoring school climate and student time on task and thereby identifying what works. Additionally, some initiatives focus on giving teachers more autonomy and reducing the emphasis on standardized testing, which can help make the profession more appealing by empowering teachers to optimize their potential (Purkey & Novak, 2015).

The initiatives and suggestions noted above can make teaching a more attractive, sustainable, and rewarding profession.  These will address many of the underlying causes that lead to or perpetuate the teacher shortage. Alternative teacher preparation programs have become increasingly important in addressing the teacher shortage in the U.S. The following programs and initiatives were all designed to bring more qualified individuals into the teaching profession.  Particularly in high-need areas, these programs, if effectively implemented through preparation and induction, can provide teacher candidates with the training and support necessary to succeed in the classroom.

Teach For America (TFA) is one of the most well-known alternative certification programs. It recruits recent college graduates and professionals to teach in high-need schools across the country. Participants receive an intensive summer training program and ongoing support while they work towards full certification. TFA aims to address shortages in underserved communities by placing motivated and talented individuals in classrooms. Past data indicated that about 44 percent of TFA graduates remain in their initial placements for a third year. Approximately 60 percent of overall program completers were teaching for a third year. However, within five years, all but 15 percent have left their original placements, thereby leaving students in high need areas- both academically and geographically at risk.  To address this, more than a decade ago TFA planned to target concerns related to retention of its program completers.

Alternative Certification Programs (ACPs) include The New Teacher Project (TNTP) and Relay Graduate School of Education. An ACP offers pathways for individuals to earn their teaching certification without going through a traditional university-based teacher education program. These programs often target career changers or individuals with content expertise in high-need areas like STEM. ACPs typically include a combination of coursework and supervised teaching experiences.

Troops to Teachers is a federal program that helps military veterans transition into teaching careers. It offers guidance, financial assistance, and support in obtaining teaching credentials. Veterans bring unique skills and experiences to the classroom, and this program helps address shortages, particularly in subjects like math, science, and special education.

Registered Apprenticeship and Grow Your Own programs focus upon recruiting and training local community members, such as paraprofessionals, substitute teachers, or recent high school graduates, to become certified teachers. Through the NYS Department of Labor, Registered Apprenticeship Programs (RAPs) are created in partnership with Lead Education Agencies (LEAs) such as districts, BOCES, privates, or charters with both unions (if applicable) and IHEs to support high quality workforce development. In Illinois, the Grow Your Own Teachers initiative seeks to create a pipeline of educators who are already invested in and familiar with their communities, increasing retention and cultural competence.

In California, a Teacher Residency Grant Program or the Boston Teacher Residency and Urban Teacher Residency United (UTRU), provides a model similar to medical residencies. Candidates work alongside experienced mentor teachers while completing their certification and earning a master’s degree. The New York State Teacher Residency Grant (NYSTRG) seeks to play a significant role in mitigating the teacher shortage by fostering the development of well-prepared, committed educators through immersive, hands-on training programs. These programs focus on hands-on, practical experience, which helps to better prepare teachers for the challenges of the classroom.

The New York State Teacher Residency Grant (NYSTRG) funds the creation and expansion of teacher residency programs across New York State. These programs provide aspiring teachers (residents) with a year-long, paid residency where they work alongside experienced mentor teachers in real classrooms. This model allows residents to gain practical, in-depth teaching experience while they complete their certification, leading to better-prepared and more confident educators who are more likely to stay in the profession.

The NYSTRG specifically targets the recruitment of teacher residents for high-need subject areas such as STEM, special education, and bilingual education.  The focus is also upon geographic regions such as rural or underserved urban districts. By focusing on these areas, the NYSTRG seeks to ensure that the

The NYSTRG includes financial assistance for teacher residents, such as stipends and tuition support. This reduces the financial barriers that might otherwise prevent individuals from entering the teaching profession, especially those from underrepresented backgrounds. By making teacher preparation more accessible, the grant attracts a more diverse pool of candidates, helping to create a teaching workforce that better reflects the student population.

The NYSTRG fosters collaborations between school districts and higher education institutions. These partnerships are essential for designing residency programs that are aligned with both academic standards and the practical needs of schools. This alignment will help ensure that new teachers are equipped with the skills and knowledge needed to be effective in the classroom from day one.

An innovative Registered Apprenticeship model, approved through the NYS Department of Labor State Apprenticeship Agency, the NYS Educator Workforce Development HUB increases the potential for bringing highly-developed new educators to school communities across NYS.  Through the New York State (NYS) Apprenticeship Grant, this initiative addresses the teacher shortage by supporting innovative teacher preparation programs, particularly through the development and expansion of teacher residency programs. These programs are designed to provide aspiring teachers with hands-on experience, mentorship, and a pathway to certification by addressing meeting the demand for qualified teachers in high-need areas.

A NYS Apprenticeship Grant (NYSAG) potentially provides financial support to establish or expand teacher residency programs across New York State. These residencies allow aspiring teachers to work in classrooms under the guidance of experienced mentor teachers while completing their certification. This model gives residents practical, on-the-job training, which is crucial for their development and helps ensure they are well-prepared to meet the challenges of teaching.

A NYSAG often includes stipends or other financial support for teacher residents.  Ideally, this makes the pathway for becoming a teacher more accessible. This financial assistance helps cover living expenses and tuition costs, thereby reducing the financial barriers that might prevent individuals from entering the teaching profession.

The NYSAG program focuses on recruiting and preparing teachers for high-need subject areas.  It also recognizes geographic regions, such as rural schools or urban districts, that are facing severe teacher shortages. By prioritizing these areas, a NYSAG helps to ensure that the schools and students most in need of qualified teachers receive the support they require.

A NYSAG encourages partnerships between school districts and higher education institutions. These collaborations are key to creating robust residency programs that integrate academic coursework with practical classroom experience. Such partnerships ensure that teacher preparation programs are aligned with the needs of the schools and communities they serve.

The aspiration is that by providing comprehensive support during the early stages of a teacher’s career, the NYS Apprenticeship Grant program will help improve teacher retention rates. For various reasons, teachers participating in residency programs are more likely to stay in the profession longer, primarily because they enter the field with a stronger foundation of pedagogical skills, professional support, and work experience. Additionally, these programs often include pathways for career advancement, such as leadership roles or advanced certifications.

As alluded to above, research indicates teachers who go through residency programs typically have higher retention rates compared to those who enter the profession through traditional routes. It should be noted that those using a nontraditional route for teacher certification are often older, career changers, or experienced through work as teacher assistants or paraprofessionals.  However, undoubtedly, the combination of mentorship, practical experience, and a gradual introduction to the teaching profession helps reduce burnout and increases job satisfaction. By retaining more teachers, particularly in high-need areas, a NYSAG can help stabilize and strengthen the teaching workforce over time.

The NYS Teacher Residency Grant seeks to mitigate the teacher shortage by funding and supporting residency programs that produce well-prepared, dedicated teachers who are more likely to stay in the profession, especially in areas and subjects with the greatest need.  The NYS Apprenticeship Grant supports teacher preparation by funding residency programs, providing financial assistance to aspiring teachers, focusing on high-need areas, fostering partnerships, and enhancing teacher retention, all of which are crucial in addressing the ongoing teacher shortage in New York State. You are invited to learn more about teacher residency programs in your state. In this regard, the National Center for Teacher Residencies is an excellent resource. The historic SUNY Potsdam School Education and Professional Studies will be adding residency opportunities to its current exceptional online graduate programs.

 

To Cite:

Anderson, C.J. (July 31, 2024) Mitigating the teacher shortage with effective educator preparation residency and apprenticeship programs. [Web log post] Retrieved from http://www.ucan-cja.blogspot.com/

 

References:

Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective Teacher Professional Development. Palo Alto, CA: Learning Policy Institute. Retrieved from:  https://learningpolicyinstitute.org/product/teacher-prof-dev

 

Grossman, P. & Fraefel, U (2024). Core practices in teacher education. Harvard Education Press. ISBN: 9781682538692

Purkey, W. W., & Novak, J. M. (2015). Fundamentals of invitational education. (2^nd Ed) International Alliance for Invitational Education. Retrieved from: Fundamental of Invitational Education | IAIE

Chromebooks, iPads, or Android Tablets, Rather than Personal Smartphones, Should be Every School’s Instructional Technology Tool of Choice

 

As the primary personal technological learning tool in schools, the effective utilization of Chromebooks, iPads, or Android Tablets without social media access offers numerous educational, developmental, and security advantages. Prioritizing Chromebooks, iPads, or Android Tablets without social media access in schools, rather than including smartphones as an option, can significantly contribute to creating a more focused, equitable, and secure learning environment. This month’s discussion will seek to identify some of the reasons why Chromebooks, iPads, or Android Tablets in classrooms should be the 21st-century tool of choice for schools.

A more focused learning environment results from reduced distractions.  Chromebooks, iPads, or Android Tablets without social media access help minimize distractions thereby allowing students to concentrate better on their studies. By restricting access to social media, students are less likely to be distracted by non-educational content, leading to better concentration and academic performance. Chromebooks, iPads, or Android Tablets can be professionally customized with accessibility features to support students with different learning needs and disabilities.

Schools can control the software and applications on the devices, ensuring that students only access safe and appropriate content. Chromebooks, iPads, or Android Tablets can be preloaded with dedicated educational apps and resources tailored to the curriculum.  This enhances the learning experience through interactive and multimedia content designed to make learning more engaging and effective.  Students can access up-to-date digital textbooks and resources, which reduces the need for physical notebooks and makes it easier to access updated content. Educational content can be interactive and multimedia-rich, which engages students more effectively than traditional textbooks.

Providing all students with the same type of device ensures that everyone has equal access to educational resources, helping to level the playing field regardless of socioeconomic status. Providing Chromebooks, iPads, or Android Tablets ensures that all students have equal access to technology, helping bridge the digital divide. Devices can be tailored for educational purposes, ensuring that students use technology primarily for learning and academic tasks. This provides teachers with more control over what students access on provided tablets and smart notebooks, thereby optimizing time on instructional tasks. Uniformity in the type of classroom technology device being used ensures that all students have the same access to resources, which reduces inequality.

Promoting digital literacy is optimized through educational use of Chromebooks, iPads, or Android Tablets.  Chromebooks or Tablets can help students develop skills in using various educational technologies and tools that are essential for future academic and professional success. Inviting students to learn to use technology responsibly and effectively for educational purposes, rather than using technology for social or entertainment purposes, is the beneficial result. Students gain proficiency in using digital tools and platforms, which are essential skills for the modern workforce.

Limiting social media access reduces the opportunities for cyberbullying and other online harassment, creating a safer environment for students.  Schools can implement robust cybersecurity measures to protect students' personal information and prevent data breaches.  Schools can involve parents and the community in the responsible use of technology, creating a collaborative approach to digital education. Parents may feel more comfortable with their children using school-issued devices that are restricted from social media and other potential online dangers.

Purchasing Chromebooks, iPads, or Android Tablets in bulk can be more cost-effective for schools compared to each student using their personal smartphone. Digital devices efficiently enable easy sharing of resources, ensuring that all students have access to the same materials and tools. Schools can standardize maintenance and support for a single type of device, reducing overall costs, complications, and diverse training needs for IT staff.

Collaboration is a crucial 21^st Century learning skill.  In this regard, prioritizing Chromebooks, iPads, or Android Tablets without social media access allows schools to create a more focused, equitable, and secure learning environment that leverages the benefits of technology while minimizing its potential downsides. Tablets facilitate collaboration among students through shared documents and online project tools, fostering their teamwork and communication skill development. Formatively, teachers can provide immediate feedback and support through digital platforms, enhancing the learning experience.

By focusing on effective utilization of Chromebooks, iPads, or Android Tablets without social media access, schools can harness the benefits of technology to enhance education while addressing the challenges of distraction, inequality, and security. Uniform technology enables interactive and personalized learning experiences, catering to different learning styles and paces. This inclusive approach supports a balanced and effective educational experience that optimally prepares students for the demands of the 21st century. Does your state have a digital learning plan? Given this, how will you encourage your school’s leaders and its Professional Learning Community to effectively utilize Chromebooks, iPads, or Android Tablets and thereby remove the distraction of smartphones?

 

To Cite:

Anderson, C.J. (June 30, 2024). Chromebooks, iPads, or Android Tablets rather than personal smartphones should be every school’s instructional technology tool of choice. [Web log post] Retrieved from http://www.ucan-cja.blogspot.com/

References:

Center for Digital Education. (2019). The 21st-century classroom: Integrating tablets and technology in schools. Retrieved from: https://www.govtech.com/education

 

DuFour, R., DuFour, R., & Eaker, R. (2008). Revisiting professional learning communities at work: New insights for improving schools. Solution Tree Press.

 

Gabrielli, S., Rizzi, S., Carbone, S., & Piras, E. M. (2021). School interventions for bullying-cyberbullying prevention in adolescents: Insights from the UPRIGHT and CREEP Projects. International Journal of Environmental Research and Public Health, 18(21), 11697. https://doi.org/10.3390/ijerph182111697

 

Pew Research Center. (2013). The impact of digital tools on student writing and how writing is taught in schools. Retrieved from: https://www.pewresearch.org/internet/2013/07/16/the-impact-of-digital-tools-on-student-writing-and-how-writing-is-taught-in-schools/

Purkey, W. W., & Novak, J. M. (2015). Fundamentals of invitational education. (2^nd Ed) International Alliance for Invitational Education. Retrieved from: Fundamental of Invitational Education | IAIE