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The Research
on New Teacher and
Mentor Peer Support Groups
Qualitative study of the impact of peer support groups on
beginning teachers shows that both participants and leaders of such
groups reported that beginning teachers experienced an increase
in the amount and depth of reflection on personal and best practices,
a shift from egocentric to student-centered concerns, and that norms
of collaboration were established which extended beyond
the specific work of that support group. Leaders of the support
groups studied report the peer support group meetings gave them
the ability to address the present concerns of beginning teachers
and then to challenge the same teachers to attain new levels of
professional growth (Thies-Sprinthall, 1990).
The work of Thies-Sprinthall (1984, 1987, & 1990), Herring (1989),
and Paisley (1987) all confirmed Frances Fuller's findings that
preservice and beginning teachers who are involved in and supported
by "concerns-based" peer support groups can be shown to
advance on a developmental scale from a predominant concern with
self to higher levels of concern for the task of effective teaching
and, ultimately (given sufficient time to do it) to concern for
the impact of teacher behaviors on students' learning. Such a transitions
are the essence of the professional transformation needed by all
teachers for it represents a willingness to consider that the job
of the teacher is more than coverage of curriculum and that teachers
can come to assume some responsibility for the effect of their work
on student success. The concept that a professional educator seeks
continually to be the best teacher possible is founded on such a
willingness and responsibility. To see what a "concerns-based
activity and developmental scale looks like CLICK
HERE.
Barry Sweeny, an internationally recognized expert in mentoring
consultanting, training, and program evaluation, has stated that,
"Novice teachers are now more likely to turn to their equally
inexperienced peers for help than they are to go to experienced
teachers. Using the peer support activities I have described allows
the induction program to “harness” and use this peer
pressure and influence for fostering best practices. Such a strategy
is at least as important as mentoring! (Sweeny, 2008)
That we have these empirical research studies and findings established
provides clear direction to those who would design or refine preservice
or inservice novice teacher development programs. We must incorporate
the regular use of new teacher peer support groups and provide the
sophisticated leadership necessary to achieve their maximum potential
impact on the development of preservice and beginning teachers.
Their students deserve the best teachers we can provide. For
info on how to use this strategy to achieve a "high impact"
purchase the 2008 Corwin Press book by Sweeny described at the link
below.
Support Group References
& Bibliography
Fuller, F.F. (1969) Concerns of Teachers: A Developmental Conceptualization.
AERA Journal , 6 (2), 207-226
Herring, R. (1989). Psychological Maturity and Teacher Education:
A Comparison of Interactional Models for Preservice Teachers
. Doctoral dissertation, North Carolina State University. Raleigh,
N.C.
Paisley, P. (1987). The Developmental Effects of a Staff Development
Program for Beginning Teachers . Doctoral dissertation, North
Carolina State University. Raleigh, N.C.
Sweeny, B,W. (2008). Leading the Teacher Mentoring
and Induction Program. Chapter Three. Corwin Press, Thousand
Oaks, California
Thies-Sprinthall, L. (1984). Promoting the Developmental Growth
of Supervising Teachers: Theory, Research Programs, and Implications.
Journal of Teacher Education . 35 (3), 53-60
Thies-Sprinthall, L. (1987). Preservice Teachers as Adult Learners.
In Advances in Teacher Education Vol. 3, 35-56. M. Haberman
& J. Backus, editors.. Norwood, NJ: Ablex.
Thies-Sprinthall, L. (1990). Support Groups for Novice Teachers.
Journal of Staff Development . 11 (4), 18-22
Other Sources For Related Information
Thies-Sprinthall, L. (1986). A Collaborative Approach for Mentor
Training: A Working Model. Journal of Teacher Education
. Nov-Dec. 13-20.
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