My+AR+Project


 * ACTION RESEARCH PROJECT - A PROGRAM TO SUPPORT GRADUATE TEACHERS IN THEIR NEW ROLE **

__**I AM INTERESTED IN THIS TOPIC BECAUSE**__

The changing nature of education has seen increased pressures placed on teachers. In addition to the planning and delivery of lessons, teachers contend with hectic meeting schedules, difficult students, long hours and the responsibility of incorporating government initiatives into teaching practices. These factors have intensified the stress felt by teachers and raised concerns about the health and wellbeing of those in the education profession. It is difficult enough for experienced teachers to cope with the varied demands of teaching, however graduate teachers who may already be experiencing high levels of stress may respond to additional strain by leaving the profession. As indicated by Rossmaith (2006), in a 2005 AEU survey of one thousand and two hundred beginning teachers, forty six percent of them indicated they intended on staying in the public school system less than ten years. These teachers also identified in the first three years of teaching main concerns included issues relating to workload, behavioural management, class size and pay. If we are to retain graduate teachers in the education profession, it is important that they are given relevant support through the development of adequate programs both within schools and at regional levels.

Graduate teachers are an important part of education as they bring enthusiasm, creativity and imagination into schools. Their needs however are unique and it is important that specialised professional development and support networks are established to address these needs. Most teachers recall their first year of teaching as difficult and overwhelming as they struggled to contend with the varied and demanding teacher role. A few years completing studies in education does not necessarily prepare teachers to shoulder the great responsibilities and expectations placed on them to educate others to be successful and constructive members of society. Yvonne Messina (2006) states, ‘a university degree doesn’t make a teacher. It’s the practical, down-to-earth, day-to-day classroom experiences, combined with commitment and constant reflection, which mould our professionals.’(Messina 2006, p.38)This raises important questions about how to adequately support graduate teachers and ensure their experiences are positive and that they stay committed to remaining in the teaching profession.

I feel passionate about the need to support graduate teachers, it is an area I feel that I could confidently use my experience as a member of the Leading teachers network committee to implement a similar network program for graduates. I see the development and support of graduate teachers as an area that is vital to ensure the continuation of quality teaching in public schools.

I will be working directly withthe Regional Network Leader for the Southern Metropolitan Region. He initiated a discussion with both primary and secondary principals in the network on the need to provide a support program for graduates teachers. Concerns regarding the retention rates, quality of teaching and stress levels experienced by graduate teachers were indicated as problems. Although this qualitative data along with personal experience and observations by me and other teachers is the way the problem has been identified, the collection of more formal data and the tracking of teachers who leave the profession will become part of the current action research project. The needs of graduates and the challenges they encounter may differ from region to region and country to country. This emphasises the need to develop specialised programs relevant to specific schools and regions. As well as normal pressures associated with teaching, additional challenges graduate teachers may encounter on the Mornington Peninsula can include students who lack motivation and career direction, which at times is a response to parents who fail to place value on higher education. This along with the distance of the peninsula from many universities can be an additional source of stress and concern to teachers in the southern metropolitan region. A program that assists with the support and development of graduate teachers. I hope to encourage and excite passion and knowledge through the provision of a number of initiatives. These include; · 2 professional development / networking based meeting per term which will help develop social relationships between teachers, provide a forum where people can share their concerns and experience and engage in professional development in the form of guest speakers etc. ·  Collegiate resource management, where schools may host a professional development session/activity, guest speaker, meeting and teachers from others schools may also attend, so each school does not have to provide the same development. This may decrease the cost of offering professional development, so more and varied development may result. · Online monthly newsletter, featuring graduates and tips and strategies for teaching. · Blog/Wikki site so teachers can share their experience and gain information. · Provision of information on career pathways. Hopefully to get graduates to see teaching as a career and remain in the proession long term. · Tracking of data of those who leave the profession (Why and what areas do they move to?) __ PROFESSIONAL DEVELOPMENT MEETING FOCUS __ At the neetwork based meetings Issues relevant to new teacher will be a focus and we aim to offer professional development seminars and activities including; · Report writing ·  Student management, Restorative Practices ·  How to incorporate ICT into the classroom (blogs, wikis, electronic white boards, pod casting, using gaming, online testing) ·  VIT Registration requirements ·  Lesson ideas, differentiating lessons for individual learning needs · Mandatory reporting · Documentation of students progress and key issues · E 5 Model · Conflict Resolution <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Importance of keeping port folio up to date <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Blue prints/initiatives <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Panel of teachers to share first year experience and problems they encountered. <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Small group work to get interaction happening <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Buddies/ Pair up with another graduate <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Sharing ideas <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Distribution Lists <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Tracking/ identifying career aspirations which may develop out future leaders and keep more people in the teaching profession and public school in general <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· People to go away with practical teaching ideas <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Support so they feel confident
 * __ CONTEXT FOR THE PROJECT __**
 * __I WOULD LIKE TO HELP IMPLEMENT__**

__MONTHLY E-NEWSLETTER__ <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Feature one or two graduates a month ( possibly a male and female from a secondary and a male and female from a primary school.) <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Lesson ideas <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Professional Development opportunities <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Book reviews <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Stress management/ relaxation <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Teaching tips

__ **WHERE TO NOW** __

I have started a needs analysis reveiw and have started undertaking some of the following tasks;

Identification of schools that will fall under the network banner. Identification of the beginning and graduate teachers in each school. Establishment of network committee with a range of new, experienced and principal teachers who can identify need and direction for meetings/ resources etc Identification of sources of funding Deciding on slogan and picture for the program Getting imput from school about the process they currently use to induct and suport graduate teachers Emailing the principals to get feedback, cooperation and support with the program Researching lesson Ideas and professional development and professional reading resources