Introduction

Growth or Withdrawal

The Life Cycle of the Career Teacher

Benefits of the Career-Teacher Life-Cycle Model

References

"We propose an audacious goal.by the year 2006, America will provide all students in the country with what should be their educational birthright: access to competent, caring, and qualified teachers." National Commission on Teaching and America's Future (1996). 

These words express a moving and significant goal for our society.  Yet, to achieve this goal, we must restructure the foundation of the teaching profession.  After two years of intensive discussion and debate, the National Commission on Teaching and America's Future (NCTAF) concluded that setting high standards will be required for the two and a half million teachers working in this nation's 15,000 school districts. 

According to NCTAF's report, graduation rates and student achievement have remained flat over the past seven years even though meeting high standards for student achievement has been part of the national political agenda during that time.  Presently, according to national assessments, only about two percent of graduating seniors can write well-developed material, only about 10 percent can draw conclusions using detailed scientific knowledge, and only a small fraction can read, write, and compute at the high levels required for today's jobs (NCTAF, 1996). 

This booklet describes a framework for approaching this challenge.  The career-teacher life-cycle model presented here bridges preservice and in-service education.  It encompasses the professional lives of classroom teachers from the time they engage in their first practicum experiences to beyond the time that they leave the profession.  Spanning more than 50 years of a teacher's professional life, this model can be used to ensure that all students interact with teachers who have achieved skills that enable them to be recognized as experts in their field.  A label now reserved for a few, this proposed model is grounded in the belief that all teachers can reach this standard within the first five years of teaching and maintain it for a lifetime. 

We acknowledge, however, that this model fits the life cycle of only those individuals who choose to remain in the classroom.   Yet we feel strongly that others-e.g.,  those who move into administration or pursue a career in higher education-will likewise benefit from applying this model to their particular role as professional educators dedicated to reflection, renewal, and growth. 
 

Before addressing the phases in this progression, we must focus on the crucial decisions that educators make as they pursue their careers.  In essence, teachers make choices, some conscious and others subconscious, that help them grow or lead them into withdrawal. 

Reflection and Renewal 

To maintain professional growth, teachers must continually experience or initiate a process of reflection and renewal.  Reflection and renewal propel teachers through different phases of their career. Novice teachers become apprentices acquiring craft knowledge and internalizing meaning derived from reflection about their skills and knowledge.  Educators move from one phase to another through reflection, renewal, and growth.  Literature on reflective practice supports the notion that continued professional growth occurs through reflection and renewal (Valli, 1997). 

 Reflective practice can be a powerful mechanism for change.  Osterman and Kottkamp (1993, 19) described reflection "as a means by which practitioners develop a greater level of self-awareness about the nature and impact of their performance."  For teachers, the process is based on thinking about the results of the work they and other teachers do in classrooms.  Lessons are planned and taught.  The anticipated outcome is that students will learn.  In most classes, some students do learn and others do not.  Because of the ever-changing demographics of this country, 
there is an increasing number of students for whom there appears to be a mismatch between the instructional approaches used in the classroom and the acquisition of the intended learning. 

Most teachers reflect on-think about-both their successes and failures with students. Teachers decide to change what they do through this reflective process.  Change only happens when teachers accept responsibility for the learning of students. If teachers believe that the lack of learning on the part of their students is due to faults inherent in those students, their families, or society in general, there will be little or no change in the behavior of these teachers.  However, if teachers accept responsibility for their students' learning, then they are inclined to reflect on each teaching moment and improvements needed to increase learning. 

Teachers grow when they feel in control of student learning.  If teachers do not feel effective, then they have little confidence in their ability to increase student learning. 
Reflective teachers will replay the events of teaching moments over and over again in their minds.  They also watch the children to become more conscious of their teaching practices and, what the students do.  Through the process of reflection, teachers analyze their lessons and remain open to alternative possibilities.  "What if I do this? What if I present the material in this way?" Through the power of the mind, reflective teachers can imagine how students would respond to different teaching methods creating new ways to learn. 

As teachers reconceptualize lessons, they invariably create alternative strategies to employ what may be more successful.  They design new concrete experiences for children.  Thus, the change process evolves. 

Some teachers like to engage in this process with trusted colleagues.  Others prefer to engage alone.  Reflective practice is not easy.  Teachers must challenge basic beliefs and assumptions.  Osterman and Kottkamp (1993, 46-47) have identified a "credo for reflective practice." It includes six basic beliefs: (1) Teachers need professional growth opportunities; (2) All teachers want to improve; (3) All teachers, just like children, can learn at high levels; (4) Teachers are capable of assuming responsibility for their own growth and development; (5) Teachers need and want feedback about their performance; and (6) Reflection, collaboratively done, enriches professional development.  As Schon (1983) has described, the impact of reflective growth on the lives of teachers plays an essential component in the realization that necessary growth has occurred. 

The reflection-renewal-growth cycle propels teachers through the phases of their careers.  Through this introspection, teachers grow and renew themselves as career educators.  Through reflection, the teacher identifies areas of self-improvement.  Once these are identified, a period of reactivated growth ensues.  This new learning focuses on specific skills, perfecting new instructional strategies or embellishing skills already in the teacher's repertoire.  Of course, this growth may also lead to changes in beliefs or attitudes.  No matter the phase, teachers may experience the reflection-renewal-growth cycle, depending on colleagues and administrators for support. 

As professionals, teachers do not have the luxury of developing new skills in a virtual-reality classroom.  They practice and perfect their skills in real classrooms, with the students assigned to them.  It takes strong teachers to say to a class, "I am going to try a new technique today, and I want you to be my critics to help me improve." Yet is that not what we ask of our students everyday?  We ask them to use and acquire new ways of learning every day.  If we are really serious about creating a learning community, then everyone in that community?teachers and students?should be using the reflection-renewal-growth cycle. 

Withdrawal

If the reflection-renewal-growth cycle is broken, the teacher begins to withdraw.  Without intervention, the teacher slips into deep professional withdrawal until, finally, there is little hope of remaining effective in the classroom. Withdrawal can happen at any time during the life of the teacher.  It is signaled by a change in the internal motivational drive of the professional educator.  These teachers begin to withdraw from students, colleagues, and the profession.  Teachers enter the field filled with hope and expectation. Withdrawal happens over time, when the internal drive and motivation that propel professional educators through the phases have stopped. 
Our model includes three levels of withdrawal.  Teachers should understand these levels of withdrawal if they wish to maintain professional growth. 

Initial Withdrawal

Teachers who enter the danger zone of withdrawal may be unaware of what is happening to them. Their teaching continues to be adequate. They remain emotionally committed, although they tend to become more quiet or isolated. Where once they clearly achieved new levels of competence, the growth that feeds this evolution diminishes. These teachers stop growing professionally. They become followers rather than leaders. Sometimes, they physically begin to distance themselves from the ongoing growth activities of the school. 

In faculty meetings, they may move to the side or near the back of the room. When committees are formed to explore new ideas, they wait to be asked although in the past they were the first to volunteer. 

The first signs of withdrawal may be related to the internal motivational system of the teacher.  Things just do not feel right.  The magic is beginning to fade. 

Unless these teachers are really in tune with themselves, they may not even be aware of these changes.  An astute administrator, one who knows faculty well, recognizes these early signs and invites teachers back into the reflection-renewal-growth cycle. Without intervention, these teachers can slip into the next level of withdrawal. 

Persistent Withdrawal

When teachers slip to the level of persistent withdrawal, their negative feelings surface.  At this level, teachers become critical of others and unresponsive. Some teachers become overt obstructionists to the ongoing improvement of the educational program of a school. They assume a gatekeeper role regarding school reform, and literally filter or deter important changes needed to be made in the schoolhouse. 

Deep Withdrawal

At this level, teachers' professional growth has ceased. They leave the reflection-renewal-growth cycle behind. As the withdrawal cycle continues to spiral downward, these teachers tend to become defensive and difficult. 

Unfortunately, we estimate that as many as 1 in 30 of the teachers currently working in our schools may be at these latter two levels of withdrawal. This crisis, however, can be avoided.  No student should have to endure a teacher in persistent or deep withdrawal. The application of our framework to preservice and in-service activities should prevent teachers from exhibiting the characteristics of teachers in persistent and deep withdrawal. 

When teachers, students, administrators, and parents work collaboratively, the reflection-renewal-growth cycle can be maintained over the course of a teacher's entire professional career.  Using the career-teacher life-cycle framework as a guide for professional development, curriculum monitoring, supervision, and teacher-reward systems can help as administrators identify teachers who are entering the downward spiral of career withdrawal.  This collaboration could help expand the number of expert teachers who guide the educational growth of students. 
 

Now that we have addressed the critical decisions that educators make daily, we shall next discuss the path that classroom teachers take in developing and maintaining professional growth.  We have identified six basic phases that committed classroom teachers pass through during their careers: novice, apprentice, professional, expert, distinguished, and retiree. 

This model is a developmental continuum and is useful for promoting efficacy as a teacher. It is a vision of good practice based upon transferring knowledge and contextual experience to another phase. The lines are blurred between the life-cycle phases of a career teacher. The strength of this model is based on how one continues to grow and become a more competent career teacher along the continuum. 

Novice Teacher

The novice phase begins when preservice students first encounter practicum experiences as part of their teacher education program and continues through student teaching and the intern experience. In some universities and colleges, preservice teachers enter this phase during the freshman year. For others, these field experiences may not begin until the junior year. For five-year programs, students enter the novice cycle at the graduate level. This phase continues into student teaching and, for some, into the induction year. 

Novice teachers begin to acquire the skills necessary to function effectively in the classroom. Preparation in liberal arts, specific subject matter, and a professional and pedagogical course sequence begin. Preservice teachers naturally are hesitant and unsure of themselves. As they visit classrooms, they are amazed at the master teachers' skill at arranging classroom activities. Many are uncertain that they will ever direct the learning activities of all of these energetic, active, students as the teacher does. 

As time passes, novices acquire more skills. They begin to see how the learning environment is created. Their confidence grows as they experience success and learn more about themselves as professionals and actual classroom practices. They become sensitive to the needs of children and strive to acquire the skills needed to be successful teachers. 

As they approach the next teacher-career phase, they grow in self-confidence. They reflect on newly acquired skills and experiences, then enter the apprentice phase. 

Apprentice Teacher

The apprentice phase begins for most teachers during the student teaching experience when they are given responsibility for planning and delivering instruction. This phase typically continues through the first year of induction and often into second and third years of teaching. 

Teachers at this career phase are filled with boundless energy. Finally, after all the professional-preparation courses and the field experiences, they are able to stand before a group of students and be called "teachers." Notwithstanding feelings of self-doubt, many express their love of the field and a belief that they have the skills necessary to assure that all children assigned to them will be able to achieve at high levels. 

These teachers tend to be idealistic. They truly believe that they have the ability and drive necessary to motivate all children. If there are children who are not achieving, it is because they have not been exposed to teachers with their skills and commitment. These teachers are open to new ideas. They tend to volunteer to serve on committees or work on extracurricular activities. They are creative and growth oriented.  They want to learn more and are willing to try new strategies. No child is too difficult in their eyes. No parent seems unwilling to support a child's schooling. 

While teachers at this phase may be unsure of their skills, they are passionate about their ability to learn and help children. Above all else, these teachers need mentoring. They must learn that they can achieve their ideals. Without caring, experienced mentors, these enthusiastic apprentice teachers may become disillusioned. 

About one third of all newly hired teachers leave the field after a few years of teaching (NCTAF, 1996).  This form of withdrawal is a waste of a valuable national resource. For these teachers, leaving is not so much related to a lack of skills as it is to their perception of a lack of efficacy. Overwhelmed with the demands of their profession, they tend to believe that, no matter what they do, it may not be enough to make a difference. The reality of what schools often are and how they powerfully maintain the status quo may also be a contributing factor. 

With proper encouragement and mentoring, however, these exciting teachers maintain the euphoria of the apprentice. If they avoid withdrawal and continue to reflect on their experiences, renewal and growth can soon lead them to the next phase in their careers. 

Professional Teacher

The professional phase emerges as teachers grow in their self-confidence as educators.  Student feedback plays a critical role in this process. Student respect for teachers and the teachers' respect for students forms the bedrock foundation upon which this stage is built.  Students view teachers at this stage as patient, kind, understanding, and helpful. These teachers view themselves as student advocates. 
Most school faculties are made up of large numbers of professional teachers. They form the backbone of the profession. They are competent, solid, and dependable. Most view themselves as lifetime teachers with no aspirations to become administrators. 
They are happiest when they are interacting with their students. Their greatest reward comes from the positive regard their students provide?present and past. Without exception each cherishes notes from students describing how their lives were forever changed by the teacher. 

Because these teachers look to their students to provide the motivation to continue to teach, they are sometimes given less attention by administrators. When asked who provides them with their greatest joy, the response is never "the principal." 

Consequently, they are sometimes taken for granted. Administrators must be especially careful not to overlook the valuable contribution these teachers make to the effective functioning of the school. 

Professional teachers most frequently seek help and assistance from other teachers at this phase. They actively participate in a collegial professional network and use this network for support and guidance. These teachers have satisfied the requirements for state licensing and regularly use a variety of professional development opportunities to continue growth. 

Professional teachers value opportunities for growth. Observing other teachers' innovative practices and then interacting with them are activities that professional teachers value.  Finding time for reflection is a luxury in most school environments. Continued growth and development depends on having ample opportunities for observation, reflection, and interaction. 

Expert Teacher

The expert phase symbolizes the achievement of the high standards desired by NCTAF Even if they do not formally seek it, these teachers meet the expectations required for national certification (Steffy, 1989). The goal is to assure that 80 percent of all teachers operate at this stage. 

These teachers anticipate student responses and modify and adjust instruction to promote students' growth. Teachers at this level also competently support, facilitate, and nurture the growth and development of all students who represent a myriad of diverse backgrounds and ability levels. All students feel safe in an environment of mutual respect. Teachers in this phase can be described as being "with-it." Students know what is expected of them, and they behave accordingly. These teachers are in tune with the learning styles, needs, and interests of their students, who are in tune with their teachers. 

Expert teachers are always evolving, growing, and changing; they are committed to the newest ideas in the profession. They are usually connected with other expert teachers within the district, region, and state. They hold leadership roles in professional associations or content areas and take great pride in maintaining cutting-edge expertise. 
Expert teachers learn through their role as teachers. They embody all that parents and society desire for unlocking the learning instincts of children. These teachers understand that students are inclined to learn.  In the absence of serious obstacles, this phase can last for the professional lifetime of a teacher. 

Distinguished Teacher

The distinguished phase is reserved for those teachers who are truly gifted in their field.  They exceed current expectations for what teachers are expected to know and be able to do. The roster of distinguished teachers is of course limited by the numbers who achieve the expert phase. 

These teachers exceed everyone's definition of exemplary teachers. They are the 'pied pipers' of our profession. Students, parents, administrators, and the community revere them.  They are all too rare! 

Distinguished teachers impact policy decisions occurring beyond the classroom. They have access to non-educators responsible for making policies and laws affecting students and schools such as: the National State Teachers of the Year, the Milkin Teacher Award recipients, and the Golden Apple Fellows. 

Through the application of this model, we believe that the number of distinguished teachers will increase as schools reduce the number of potential distinguished teachers who leave the field at the apprentice level or who have entered withdrawal. Together, we must work to achieve this goal. 

Retiree

For some educators, leaving a career is an end; for others, it is a beginning. Many career professionals choose to honor their lifelong commitment to students by continuing to serve the profession actively in many alternative roles. As we mentioned, many move into administrative duties, while others pursue careers in higher education. Preparing for this involvement begins prior to exiting from day-to-day teaching. 

Those educators who retire after a lifetime of teaching at the expert or distinguished level deserve society's thanks and praise. They have served tirelessly often under difficult conditions. These retired teachers can leave the profession feeling satisfied by the rich legacy they leave behind hundreds of students whose lives have been enriched by teachers who sought the best opportunities for their students. 
As life expectancy increases due to better health care, good physical fitness programs, and sound nutritional practices, more people are able to remain active educators. We believe that educators operating at expert and distinguished levels tend to remain more active in the profession than others who entered a withdrawal phase prior to exiting the profession. 

Indeed, a few of these retirees remain so active in the field that they earn the status of emeritus teachers. These teachers have formally retired but, because of their expertise and devotion to the field, continue to be active and involved contributors to the profession. The transition to emeritus status involves identifying new ways to serve others. Through consultation, volunteerism, mentoring, and service activities with professional groups, these teachers are strong advocates and lobbyists for teachers. 

Emeritus educators may use their skills and experience to consult with university teacher education programs as supervisors for novice or apprentice teachers or co-teach pedagogy courses. Many retirees volunteer time and energy to short-term projects at schools or in the community that impact learners. Emeritus educators promote reading and literacy programs, tutoring, school clean-up campaigns, and playground-construction projects. 

Various types of mentoring projects have been initiated that utilize emeritus educators' skills in assisting students, young teachers, administrators, or parents. Community action programs can be initiated that positively support schools' missions as well. 

While we are reluctant to label these emeritus activities as a phase of its own, the activities of these teachers who continue to contribute to the profession even in retirement is worthy of our notice. Indeed, we must support the continuing work and impact of these teachers who leave the profession but choose to remain active. Creating feelings of self-worth and promoting a useful and active retirement, everyone gains: the system, students, school officials, and most of all, the exiting teachers. 
 

Teachers who enter the profession as novices, move through the apprentice and professional phases, and maintain themselves in the expert and distinguished phases are what NCTAF has envisioned. Furthermore, retirees who commit to emeritus activities have clearly internalized the finest qualities we could hope for in our teachers. This model can provide the framework to ensure that all students have contact with competent, caring, and qualified teachers.  Benefits of the model include: 
 
 

• Teachers learn that a teaching career involves growth and must take steps to ensure they are moving toward the expert level. 
• Administrators support the reflection-renewal-growth cycle by addressing unique needs of teachers operating in different phases. 
• Administrators and teachers become aware of the earlier signs of withdrawal and work collaboratively to return to the reflection-renewal-growth cycle. 
• Teachers achieving the expert level are acknowledged and celebrated. 
• The learning environment of the school is forever changed to a learning community in which teachers, administrators, parents, and students are in a continual learning cycle. 
• Teachers in withdrawal are encouraged to reflect on their profession and instead grow; those who choose not to grow must not be tolerated in the system. 
• Teachers entering at the novice and apprentice levels are mentored with the help and support they need to continue to grow into expert teachers. 

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National Commission on Teaching and America's Future. (1996). What matters most: Teaching for America's future.  New York: NCTAF.  ERIC ED 395 931. 

Osterman, K. F., & R. B. Kottkamp. (1993).  Reflective practice for educators: Improving schooling through professional development.  Newberry Park, CA:  Corwin Press. 

Schon, D. A. (1983). The reflective practitioner: How professionals think in action.  New York:  Basic Books. 

Steffy, B. E. (1989).  Career stages of classroom teachers.  Lancaster, PA: Technomic. 

Valli, L. (Ed). (1997).  Reflective teacher education: Cases and critiques. Albany: State University of New York Press. 

Wolfe, M. P., & M. M. Smith. (1996).  Inducting new teachers: Insights for staff developers.  Kappa Delta Pi Record, 32(3): 82-86.