DOCUMENT RESUME ED 209 219 Egan, Katherine Beginnincs:
DOCUMENT RESUMEED 209 219AUTHORTITLEINSTITUTIONPUB DATENOTEEDRS PRICEDESCRIPTORSSP 019 050Egan, KatherineBeginnincs: The Orientation of New Teachers.National Catholic Educational Association,Washington, D.C.8119p.MF01/PC01 Plus Postage.*Beginning Teachers; *Catholic Educators; CatholicSchools; Educational Environment; ElementaryEducation; *Elesentary School Teachers; *FacultyDevelopment; Inservice Teacher Education; TeacherAdministrator Relationship; *Teacher Orientation;Teacher WorkshopsABSTRACTThis booklet is designed to assist Catholicelementary school principals in planning for the orientation of newteachers. A general framework describes orientation in the context ofstaff development and new teacher orientation. It is suggested that,before school opens, workshops for the new, and then the total,faculty be given, focusing on topics such as school goals, theteacher role, and the school community. Ongoing orientationactivities for the entire faculty can encourage expressions of needand the sharing of insights. Appendices provide a brief history ofCaClolic schools in the United States, an essay on preparing aninspirational talk, characteristics of Catholic school teachers, andsuggested guidelines for teachers in Catholic schools and prayerforam. A list of 29 references about staff development and religiouseducation is included. *************************Reproductlons supplied by EDRS are the best that can be made**from the original ********************************
COOrVW./BEGINNINGS:The OrientationofNew TeachersbyKatherine Egan, C.S.J.'PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BYP. kbNCEATO THE EDUCATIONAL RESOURCESINFORMATION CENTER IERIC)U S DEPARTMENT OF EDUCATIONNATIONAL INSTITUTE OF EDUCATIONII A 1111NAl Hi 1,01141 ES INFONMP.110N1. ENTER 1FR1(110"111.,11h114it.1., Jothe.It1111I11,11thehoot;te1ta.1, 01-1,11 0,1ttt4it1,1t1111IP,Ieet 111 yttit 11 II41.'1. 11,III 11.1,11I.1 iI TvAv.1111,11, III, .1o, it,,1yir.,NIT
,tPrepared for the Department of Elementary SchoolsNational Catholic Educational Association01981 by the National Catholic Educational AssociationOne Dupont Circle, Suite 350Washington, D.0 20036
ForewordBeginnings make a differenceyet they always coincide with the most hecticdays of the school year.So, NCEA's Department of Elementary Schools offers this simple but sound aid forplanning effective orientation of the teachers who enter your Catholic school.We express sincere appreciation to the author, Katherine Egan, C.S.J., AssistantProfessor of Graduate Studies in Education and Community Services, St. ThomasCollege, St. Paul, Minnesota, as well as Regional Representative for the Supervision, Personnel, and Curriculum Section of NCEA. She has effectively meshed practical implementation with sound educational theory.Special thanks are alsoslue those-whcrofferid --suggestions concerning the con--- -tent -and/or reviewed the manuscript: Dean William Salesses; Brother TerenceMcLaughlin, F.S.C.; the graduate students in the Non-Public Education Program atSt. Thomas; members of the Executive Committee of the NCEA Department of Elementary Schools, especially Sr. Lucille Has4, 0.S.F.; Mrs. Mary Piotrowski; Sr. Madonna Schmelzle, O.S.F.; Sr. Mary Peter Traviss, O.P.; Sr. Dorothy Wilson, S.C.N.;also Ms. Wendy Tavenner, Elementary Department Administrative Assistant.Catholic education is steadily enriched, by the generous sharing of resourcesamong committed educators. Beginnings. The Orientation of New Teachers is yetanother example.Sr. Mary John Kearney, O.P.PresidentSr. Carleen Reck, S.S.N.D.Executive DirectorDepartment of Elementary SchoolsNational Catholic Educational Association4
Table of ContentspageForewordiIntroduction2Orientation A Stage of Staff Development2Philosophy of Staff Development2Stages of Staff Development2The Content of New Teacher Orientation3What Should Happen for the School?3What Should Happen for the Teacher?3--Phases-InNeW-Teacher Orientation4The Interview4Preschool4Suggested Activities5Fall Workshops5Suggested ActivitiesOngoingSuggested Activities6.99Suggested Planning Process for Orientation10Conclusion10References11Appendix A Brief History of Catholic Schools1iAppendix B Preparing an Inspirational Talk12Appendix C Characteristics of Teachers in Catholic Schools14Appendix DSuggested Prayer Forms15
IntroductionBook boxes are stacked in unscuffed school corridorsthat smell of fresh paint. Colorful displays spellwelcome to children who wistfully count off the lastdays of summer. The many signs of new beginnings arefamiliar to veteran teachers as they drop by to opentheir classrooms and catch up on each other's newsand plans.A school year's beginning has a very special meaningto teachers with new contracts; they look forward tothe unknown with alternate feelings of high expectancyand nervous uncertainty. The principal who is awarethat each new teacher must not be alone on the jour-ney from the unknown to full participation in theschool community plans an orientation process that be-gins as early as the interview and continues as onephase of ongoing staff development. The outcome ofthe orientation process will have far-reaching effects onthe school's capability to achieve its goals.This booklet is designed to assist Catholic elementaryschool principals in--planittrrwforthe orientation of newteachers. It is intended especially for the principal whodoes not have diocesan educational services available.The presentation first describes orientation within the'context of staff development. Viewed outside this con-text, orientation can become a grab-bag of disjointedactivities, without clear direction and with little respectfor the way adults learn and grow into a role. The major part of the booklet suggests what should happenduring orientation, when it should happen, and how itshould happen.Although the basic purposes of orientation will besimilar from school to school, the specifics of the what,when, and how will differ for each. With regard to the"how," the activities this booklet lists for each of thefour phases of orientation are only a sample of numerous possibilities; they are suggested with the hope ofgenerating ideas for activities particularly suitable forthe new teachers in a local school. The booklet concludes with a planning model which, ff-followed, wiltensure that The-orientation of new teachers in a schoolwill be based on an adequate needs assessment andhave both a clear focus and appropriate activities.OrientationA Stage of Staff DevelopmentWhen a teacher contract is signed, a dual commitment is made. What the teacher pledges is explicitlystated in the contract. Implicit is the principal's pledgeto assist the teacher to continue to grow as a Christianperson and an educato7. The principal carries out thispledge within a program of staff development. Becauseorientation is one stage of that development process,the philosophy which undergirds staff development isthe foundation also for thinking about and planning fornew teacher orientation.Philosophy of Staff DevelopmentStaff development is based on the premise that alladults in the school community are involved in a process of ilfe-long learning and, in a Catholic school. in aprocess ot faith development. A staff development program is intended for all personnel- maintenance, clerical, food service, support staff, teachers, and the princi-pal him herself. It includes a multitude of activitiesdesigned to enhance personal growth, e pand world,iews, sharpen work skills, and offer mutual suport in dfaith community The growth of adult members of theschool not only prepares them to serve the studentsmore effectively, but also models for the students thevalue and beauty of moving more deeply and skillfullyinto life itselt.;tatf development in a Catholic school is marked by adeep and abiding respect for persons as unique andcalled to share God's own lite. "I have written you inthe palms ot my hands." (Isaiah 4916) It is out otmutual belief in God and in what God has made possible, and continues to make possible, r each personand in persons gathered together, that a staff candream, share, question, and continue to grow as acommunity. It is into this community of faith and learn innthat children are welcomed. Within this Christianidedness, they, too, contribute to the shaping of theschool community through their learning, dreaming,sharing, ano questioning. It is imperative that the staffof a Catholic school see themselves on the way asbrother-sister pilgrims with their students (Groome,1980:263). They, like the students, are called to continued learning and continuf?d growth in the Christianlife.The growth of each staff member, and the staff as awhole, is a never-ending process that links the past,present. and future of the school and ensures qualityeducation. Attentiveness to this developmental processis perhaps the most important function ot a principal.Such a philosophy of all-encompassing and ongoingdevelopment may seem idealistic to the over-busy prinipal. However, it is important to realize that planningfor this development is not the principal's task alone,but rather is a task to he shared by all staff membersStaff members who cooperate in becoming educatorsfor one another can create a development programthat is dynamic, timely, and personally satisfying tothem.' (The emphasis throughout this booklet that newteacher orientation be jointly planned by the principaland a faculty committee flows from this philosophy of()operative endeavor )Stages of Staff DevelopmentStaff development can he described as a cycle of sixstages assessment. sole( non, orientation, supervision,inservice, and evaluation. These stages apply to thegrowth of any person or group of persons performing alen( al, janitorial.,pecitic role in the school,
Cycle of Development:find continues through a preschool, fall workshop, andongoing phase until the new teacher no longer needsspecial services beyond the renewal programs of supervision and inservice in which all faculty sionSupervision is a systematic teacher-principal interactiondesigned to improve teacher effectiveness. It involvesgoal setting, classroom observation, and a teacherprincipal conference to plan instructional improvement.AssessmentInservice is a program of ongoing education and renewalIfor faculty, iointly planned by the principal and facultyOrientationEvaluatior. is an annual or periodic appraisal of indiN;du-el teacher effectiveness and total faculty effectiveness.Evaluation results are used in assessing new needs.11."The stages as specifically applicable to teachers aredescribed below:Assessment refers to the process of determiningEerson alThese stages have been highlighted so that orientation can be seen in relationship to the other aspects ofteacher development. There is a dynamic and fluid relationship between the stages., The activities of onestage overlap and flow into the activities. of otherneeds in liktofthe schoo4-goatst-ttlifibTVes deciding--whitteacher positions are available, a description ofstages. For example, the interview is one of the tools inthe selection of teachers, and it also serves an impor-what each position entails, and a description of the kindof person/professional to be recruited for each position.tant function of orientation. Moreover, the ongoingphase of orientation which occurs after the school yearhas begun involves special programs of supervision acidinservice which blend into the supervisibn and inservice for the entire teaching staff. These relationshipsand distinctions will be described more fully in a latersection on the phases of orientation.Selection includes teacher recruitment, review of applications, interviews, and the choice of the most appropriate person.Orientation is the induction and education process fornew teachers which begins -he time of the interviewThe Content of New Teacher Orientation.Orientation implies a turning toward or a directing ofones attention and energies toward a certain goal. Achild's life experiences with the world of all-that-couldbe learned. The quality and effectiveness of teachers isdirectly related to the qualitiy and effectiveness of theschool.Therefore, what should happen for the school as a result of orientation is that the new teacher capture thevision of the school's mission and the spirit of its goalsand objectives as they are spelled out in specific policies, programs, and practices. what should happen further is that the new teacher become increasingly effective as a teacher and as a team member with other staffin contributing to the school's mission. Lack of clarityabotit the goals of the school, uncertainty about job expectations, or a sense of being an outsider could blocka new teacher's effectiveness. Orientation is designedto remove those blocks.,principal's concern is that a new teacher turn his/her attention and energy toward becoming an integral part ofa staff and a school. It can be assumed that the school'sgoals, values, and people have caught the attention ofthe new teacher during the interview and other encounters with the school community, or a contractwould not have been signed. That attentiveness is heldand guided during a well planned and carefully executed orientation program.Two questions can be asked to determine whatshould be the content of new teacher orientation:1. What should happen for the school?2. What should happen for the teacher?It is strongly recommended that the principal establisha small faculty committee to assist in answering thesequestions for their local school. The following discussion is offered as a stimulus to the local committee'sthinking and planning.What Should Happen for the Teacher?An effective teacher has a sense of miking a dif-ference in a school. Commitment grows 0J1 of being-anintegral force in a group; new teachers gradually growinto commitment as they participate in the life of theschool. To participate, a new teacher must first have anunderstanding of the school's goals and structures, theteaching position itself, and the school community.What should happen for the teacher during orientationWhat Should Happen for the School?A school's mission statement, however clearly andbeautifully stated, is only a dream unless it comes to lifethrough people. Parents, administrators, and studentsare Among those people; but it is the teachers whohave the most power to make the dream a reality. Theydaily inspire and guide students. They have a profoundeffect on each child's self-concept. Teachers make thecritical decisions about what is to be taught, when it isto be taught, and hoW it is to be taught. They link eachis growth in knowledge, attitudes, and skills in themany aspects of those three major areas. Those aspectsare listed below.1. School Goals and Structures1.1 Philosophy, history of the school3
3. The Community3.1 Information about socio-economics, cultural,and family background of students3.2 Information about the locale- housing, if relocation is necessary; churches; services such ashealth, shopping, banking, and recreation; opportunities for involvement in the civic commun-1.2 Relationship to Church and to Church's educational goals1.3 Policies, procedures, unwritten customs2. The Teaching Position2.1 Job expectations: total learning plan for all gradelevels, curriculum for assigned grade level, teach-ity3.3 Opportunity to meet people of the school community-principal, pastor, teacher-sponsor.teachers, board members, parents, student, andconsultants from diocesan education office14 Opportunity to pray and soc;aiize with people inthe school commt'nitying resources, relationship to authority and degree of autonomy in fulfilling role2.2 Religious expectations: religious educatiOn,prayer, liturgy, social justice2.3 Cla.sroom management: discipline policies andprocedures2.4 Extracurricular assignments: expectations,policies, resources2.5 Improvement of teaching skills: plan of irements for personal/professional development2.6 Personnel policies: conditions of employment,such as terms of salary payment, holidays, sickleave, medical insurance, pension plan, workmen's compensation, and other benefits; certification requirementsThe above categorization is an overview of areas towhicb-atterition-may be given during the orientationprocess and can be adapted or expanded upon in eachschool. Such attention cannot be given all at once andwill be spread over several month in a four-phase plan.Because of the nature of the learning process, somecontext will be introduced in one phase and handledin more depth in a later one. Some content will be addressed in every phase.Phases In New Teacher Orientationphilosophy, history, and programs of the school asIt has-been mentioned earlier that new teacher orientation can be divided into four phases: interview phase,those relate to the specific teaching position. Dialogueabout such matters gives the candidate adequate datato decide if it is to his/her self-interest to accept theposition; it gives the principal insight into the can-preschool phase, fall workshop phase, and ongoingphase. The activities of that final, ongoing phasegradually merge into the cycle of development for theentire faculty.Although it is not possible to say exactly what shouldbe the content and process of each phase, it is possibleto assign some general tasks to each. Such assignmentdidate's qualifications. What the new teacher learnsduring the interview process can serve 'as a guide to afuller understanding of and identification with theschool.eWhat the principal learns during the interview can beis made on the following pages in descriptions andcharts of activities for each phase. It ;s highly recommended that the principal and a faculty planning committee engage in an assessment of their school needsused to tailor an orientation plan that will best fit thenew teacher. Not every teacher new to the school willhave the same needs. Some teachers will be enteringand new teacher needs in order to decide preciselytheir first teaching assignment. Some will have taught inpublic schools. Others will have taught in Catholicwhat should happen at each phase of their orientationprogram.schools which are similar to or perhaps quite differentfrom the Catholic school they are entering. Some willhave a religious belief other than Catholic. It is important that an accurate assessment of needs be made, sothat the preschool, fall workshop, and ongoing orienta-The InterviewThe teacher orientation is often thought of as being afail activity. However, it actually begins during the selection process. Not every teacher who applies and isinterviewed will become a part of the school, but theones who do will have been formed by those early experiences. First impressions-from reading school literature, interviewing vv'th the principal and others seeing students and teachers interacting in classrooms,and talking informally in the faculty room-can have alasting impact.tion activities will be sensitive to what could be themost helpful to each new teacher's adjustment.3 Thefollowing chart describes more fully activities relatedonly to the orientation aspect of the interview.PreschoolThe period between the contract signing and the firstofficial day of work is the second orientation phase.'Once the teacher is hired, it is ideal to give him/her acopy of the school philosophy, faciny and studenthandbooks, or whatever handouts explain the goalsand procedures of the school. It can be suggested tothe teacher that questions or concerns be brought tothe fall workshop.The main purpose of the interview as part of theselection process is to determine whether the teacher'sphilosophy, knowledge, and skills match the requirements of the job opening. However, the interview isalso a time of orienting the candidate to the school.What is accomplished in the interview can be builtupon in later orientation activities for the candidatewho is hired.During the interview, the principal discusses theAn experienced teacher can serve as a sponsor to thenew teacher, assisting him/her in a variety of ways in aone-to-one relationship. Some of the ways would in4
dude a preschool conference and a weekly conferenceafter classes have begun. A sponsor's specific responsibilities will flow from the orientation plan and so willbe unique to each school. (Some schools use other titles such as mentor or buddy to refer to the role that isdescribed here as sponsor.)During the summer, several activities can occur tosmooth the path to the new job. The chart below describes these activities which focus on introducing theteacher to some of the major areas of school life. (Thelabeling and numbering of those areas coincides withthe list on page 4. Areas not addressed during thepreschool orientation will be dealt with during otherphases.)Suggested Activities for Presclool OrientationFocus2. Theieaching PositionActivities2.1 Job ExpectationsIndividual conference with the principal or sponsorto discuss the specifics of the teaching assignment.Although these specifics differ in each school, theygenerally would include:(a) explanation of course of study or syllabus foreach subject(b) expectations for lesson planning(c) supervision plan(d) grading method2 2 Religious ExpectationsReligion curriculum explained by sponsor or principal. Also, customs for prayer, liturgical celebrations;suggestions for theoiogy or religious education inservice.2.3 Classroom ManagementFaculty handbook will deal with this. Clarificationlater at workshop.2.4 Extracurricular AssignmentsDiscuss the responsibilities, policies, and resourcesfor extracurricular assignments.2.6 Personnel PoliciesPersonnel policies and conditions of employment(these would have been presented during the interview). Sign W-2 forms.3. The Community3.1 Information about Socio-Economic, Social,Communicated at contract time by principal or sponsor; give related handouts.Family Background3.2 Information about the LocaleDiscuss any question about housing if relocation hasbeen necessary.'3 3 Opportunity to Meet People of the SchoolCommunityLetter of welcome from Board of Education chairperson. A welcome letter from the sponsor, preferablywith an invitation for lunch or social event.Fall Workshopstives, methods of presentation/interaction, and evaluation are similar to those a teacher makes in planning alesson. These decisions are best made by the principaland a small orientation committee. (See Planning Process, p. 10. Suggested activities are listed in the chartIt is assumed that a school term begins with an orien-tation workshop for new teachers and a workshop forthe, total faculty. The new teacher workshop is scheduled one day before the total faculty workshop. Thisorientation workshop basically is a time of getting settled. The program builds upon what the teacher has al.eady learned through the interview and preschool ac-on p. 6)The orientation of the new teacher continues duringthe workshop that orients the total faculty to the newschool year. (This workshop is part of ongoing facultyinservice.) At this first faculty meeting, new memberstivities, with the content focusing largely upon thephilosophy and history of the school and informationabout policies, procedures, and school population.are not being absorbed into an existing group, butrather are participating in the formation of a newgroup. Persons are unique and irreplaceable. Somepersons have left and other havk come. What is onThese focal areas may he touched upon in a differentway at the total faculty workshop.The specific contert and format of the new teacherworkshop will depelitt upon what is suited to the needsof the new teacher and what message it seems important for the school to communicate. The workshop isan educational process, and the decisions about objerpaper about the school may be the'same, but the bculty community, even though it has a history, is differentwith the joining of even one new person.The principal leads faculty members in being open to59
A teacher's healthy self-concept is critical to theteaching task, and the workshops offer a good opportunity to enhance self-concept. The new teacher needsbackground to become acclimated, but needs also tobe regarded as having specialized competencies, valuable ideas, questions, and suggestions which will contribute to the well-being of the school.The following chart of Suggested Activities for thewelcoming new persons and allowing a new dynamicof relationship to occur. Such openness to embracingnew persons and beginning again does not happenwithout conscious effort and is nurtured by the way theorientation activities are structured. (Activities whichcould be particularly useful to building relationshipsbetween new faculty and former faculty are suggestedon the charts on pp. 5-8.)The welcoming tone of both workshops is equally asimportant as the content. Meeting many new people,heartngnewmfottnation, ar-id wondering, "Will I fit in?"can be an overwhelming experience. So, hospitality spelled out in a meal, prayer together, laughter, andNew Teacher Workshop relates to the list of "WhatShould Happenior the New Tear-hee-on-pp. 3-4. Each-of the three major areas, "School Goals and Structures,"scrutiny of documents on the uniqueness of the'The Teaching Position," and "The Community," hasbeen touched upon in the interview and preschoolstage and now is handled more in depth during theworkshop. Activities listed for the total faculty includeonly those activities pertinent to orienting the newteacher. There is a great deal of other content that occurs in this workshop in preparing the faculty for theschool's faith community cannot replace that unique- ness lived out.'new year. These suggestions represent only what mightbe especially helpful to teachers new to the staff.gracious concern -is coupled with instruction. Theprincipal and sponsor are sensitive to the ways assistance can be provided. The teachers learns about thecommunity by experiencing the community. CloseSuggested Activities for Orientation at Fall WorkshopsNew Teacher Workshop ActivitiesTotal Faculty Workshop ActivitiesPhilosophy, history ofBrainstorm and write on butcher paper,Write a personal creedschool"What I Expect a Catholic School 'ts, 'Os","Values of a Catholic School"; "Descrip-purpose of schoolrole of teacherrole of parentrole of studentFocus1. School Goals, StructuresItion of a Catholic School Graduate", "WhyI Want to Teach in a Catholic School."*Slide presentation by principal orteacher on philosophy and history of localschoolSelect a statement from school philosophyas a goal for year Decide on an objectivefor each month; this can be noted inweekly bulletin or posteDiscussion. Are values expressed in thisschool's philosophy similar to or differentfrom those of other schools where employed?12 Relationship to Church'seducational goalsPresentation and discussion on school inCatholic tradition. F.,ggested references.To Teach As Jesus DidSharing the Light of FaithThe Catholic SchoolTea( h ThemUse dyads or small group "How canthese values be implemented in my classroom r"Presentation on history of Catholic education (Appendix A) and history of localschoolPrayer service using passages from schoolphilosophy and 7o Teach as Jesus Did, acaccompany with slides/musicEach person lists two strengths of theschool, work alone 5-10 minute., andthen share in small group. Each groupreports to the whole facultyRetlection/discussion "Mission of CatholicSchool in Relationship to Church's OtherMinistries." (See Teach Them, To Tea( h AsJesus Did, Sharing the Light of Faith )Group of five reflect, then present combined insights to total facultyUse exercise on values from NCEA curriculum project, Vision and Values inthe Catholic SchoolReflection/discussion on implications foreducators of Church's stance on social issues. Use documents such as Justice inthe World, Brothers and Sisters to Us, U 5Pastoral Letter on Racism in our Day. Pastoral Statement of U S Catholic Bishopson Hand.capped PeopleLoc ai x hool slides are worth the effort andexpense. they ( an he used for parent meetingsand presentations to parishic lytc- c ommunities60
Focus1.3 Policies, procedures,unwritten customsNew Teacher Workshop ActivitiesTotal Faculty Workshop ActivitiesFlow chart of relationship of school/teacher to diocese, diocesan educationoffice, parish, parish education board.Welcome by pastor and/or president ofschool board, with update on parish goalsand role of school in fulfilling parish educational goals.Inspirational talk by principal on teaching:See Appendix B.Welcome talk.2. the Teaching Position2.1. Job expectationsHandouts for reflection/discussion "Characteristics of a Teacher in a CatholicSchool," (Appendix C) NCEA, 1975, p. 6.Remember your favorite teacher Describe the teacher's characteristics. Whatdid you most value?Use prepared materials on teaching, e.g.,Madeline Hunter (see References), tocreate an env::onment in which childrenlearn to like themselves (Borba, 1978).2.1-1 SchoolcurriculumReview currculum presented in preschool conference; opportunity for questions, discussion with sponsor; explainspecial programs: counseling, drug/alcohol prevention, health services, and otherstudent services.If several new teachers, divide into lower,intermethate, upper divisions to discusscurrict.Ium and teaching methods at eachUpdate on curriculum development andinvolvement of faculty in year's curricular change, update on special programs.Overview of school calendar.Discuss ways that religious values permeatethe curriculum and s,.hool climate.level.2.1-2 Teachingresources2 1-3 Relationship toauthority anddegree ofautonomy infu'filing role2 2 Religious expectations2.3 Classroom managementTour of school with spons
planning effective orientation of the teachers who enter your Catholic school. We express sincere appreciation to the author, Katherine Egan, C.S.J., Assistant Professor of Graduate Studies in Education and Community Services, St. Thomas College, St. Paul, Minnesota, as
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