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Since passing my prospectus defense in early October, I have collected data from eight participants and have begun the process or analysis. Each participant's unique teacher burnout narrative/theory will be included within the results and findings chapter.
During the Fall and Spring semesters of the 2020-21 academic year, I had the opportunity to supervise practicum students within a unique framework given the limitations and challenges due to the pandemic. Rather than being placed within the field (in a regular classroom setting) as an individual working with one cooperating teacher, students worked with a small group of peers using the Zoom, VEO (Video Enhanced Observation platform), and Mursion simulation platforms. Students planned individual lessons and then implemented their lessons for the first time to their small group of peers and single supervisor via Zoom. While students implemented their initial lesson,their peers participated as their students and then provided feedback. Additionally, the initial teaching implementation was recorded and then uploaded into the VEO platform so that each student could view him/her/themselves, and peers could view and provided formal feedback in the form of tagging and shorthand notes. After self-reflection and consideration of peer and supervisor feedback, students made adaptations to their lessons and implemented it again within the Mursion simulation platform to student avatars. Once again, peers and university supervisor observed the lesson and provided feedback to the student immediately after their implementation of the lesson. This cohort model and video enhanced reflection connects to my belief that educators in general learn best when they develop close relationships with peers and supervisors, and have time to view and reflect upon their teaching at a metacognitive level in order to better adapt to student needs and improve their practice.
Transformation can be sparked by many experiences, books, people, and beyond. One such transformation in my professional career began with my participation in a Webster University course titled "Teaching in a Diverse Society", a master's level education course. From its inception, the course was innovative in its structure, content, and text choice. Initially, the part I played in the course was as guest speaker and "behind the scenes" organizer. As such, I prepared by reading the text pictured to the left, Building A Better Teacher by Elizabeth Green. There is much within the book with which I connected, but I was most inspired by the use of video to support teacher professional growth and development. Almost right away, I began (as a building administrator) to embed the use of video reflection into my observation practices.
MAESP - Video Enhanced Observation.pdfWhile the initial video reflection set up was clunky at best, I saw tremendous change in teachers' reflections. In their written reflections, teachers were more specific, detailed, and honest about their teaching practice as exhibited within the video. Additionally, teachers expressed an increased awareness of their mannerisms, voice, tone, and sight line. The video was an objective view of their teaching practice and created a more open and accepting platform for discussion. This sent me on a quest, the summer after using video reflection, to find a better method for sharing and reflecting on video. I happened to discover the VEO platform (Video Enhanced Observation) based in the United Kingdom. Though the company had not yet integrated its platform in the United States, I reached out and asked to use it in my own school. With the support of my school's executive director, a group of practicing teachers and I piloted the use of VEO within our school through an action research project. Toward the end of the year, I presented (with the support of two practicing teachers) our findings and success to other practicing administrators at the annual Missouri Association of Elementary School Principals' Leadership Conference.
Women in Leadership.pptxThis is a powerpoint slide show documenting early research on women in leadership roles. I chose to focus on leadership first as leaders set the culture of a school. To understand a culture before moving in to support teachers within it is especially important. This understanding is key to knowing when, how, and if teachers might be ready to grow and develop new relationships with their peers. This early research also focused on women; the challenges they face, ways they are supported, and a few environmental factors at play.
This is a powerpoint slide show documenting early research on women in leadership roles. I chose to focus on leadership first as leaders set the culture of a school. To understand a culture before moving in to support teachers within it is especially important. This understanding is key to knowing when, how, and if teachers might be ready to grow and develop new relationships with their peers. This early research also focused on women; the challenges they face, ways they are supported, and a few environmental factors at play.
Educator Wellness Presentation.pptxEducator Wellness Presentation
Educator Wellness Presentation
During the spring semester of 2021, my research shifted from learning about challenges educators face to analyzing the causes and effects of these challenges on educators. This presentation shares a summary of this research with a focus on demoralization, teacher burnout, and possible solutions.
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