EdPsy490TER: Technology& Educational Reform • Dr. Sandy Levin

July 7, 2000

7:00 -8:15 p.m.

JMST Small Group Discussion #1

Members: Jamyce Punch, Marty Sierra-Perry, Steve Ramsdell, and Terri Franklin

Topic: Teachers and administrators must be provided with incentives and continual professional development and support in order to affect change in schools.

Communication Method: WebBoard

Problem with WebBoard: Marty's keyboard typed gibberish when she had floated the chat off the page. Moving the window back solved the keyboard problem --not Marty's gibberish.

Summary of Discussion:

Consider the following . . .

American businesses now invest $60.7 billion per year on formal employee educatin ensuring that 54.5 million employees receive some level of training from their employers.

More than 70% of that training takes place in classrooms with live instructors and more that 33% of formal training courses focus on computers.

Spending on technical training is growing rapidly, from 1996-1997, spending per person increased 74% for information services staff training and 33% for business staff.

- Source: CEOForum Reports Year 2 Report

Corporations, businesses, profit and non-profit organizations invest in their employees and have found the investment to improve operations, enhance results, and ensure improved service. Education has shifted towards a business model, so perhaps we will see central adminstrators and boards of education apply this robust approach to continuous improvement to educational reform. What incentives would be necessary for teachers and administrators to embrace continual professional development and what supports must be provided in order to influence change in shools?

Embedded in the prompt is the implied question of whether incentives are necessary. Terri gave a big DUH! to that, and we all agreed that incentives have to be available for positive changes to occur in the classroom. Release time to work on instructional units that reflect reform efforts and stipends for outside curriucum writing ensure that the important work will be addressed. The implementation of reform efforts is another story. Can you provide incentives that will move teachers to adopt philosophies of change?

Steve pointed out "that there could be negative incentives." We found this to be an interesting idea, and Terri pointed out an example,"like not renewing your certificate." The effects of negative incentives,however, might backfire.

Jamyce suggested as much when she said,"That's incentive to change location or profession." Steve indicated that that was indeed the case in his building. Some of the older teachers left for private industry. So, maybe easing veteran teachers out is viewed as reform.

Terri mentioned that there were "motivated teachers who changed their curriculums without incentives from the administration, but they had grant money and supplies as their incentives. Marty wondered if intrinsic rewards will keep young and new teachers in the field. Jamyce pointed out that she is one of the young and it isn't working. She will leave the classroom in August to be a math consultant.

Terri wondered if the recent changes in recertification in Illinois will lead to more school reform. Jamyce shared with us that her state requires forty-five hours, but there is no reward connected to meeting the requirement.

We talked about the part that communities can play in serving as an incentive for school reform. A couple of us shared positive experiences in districts that openly supported the school in non-intrusive ways. I know that being appreciated and supported so openly inspires me to continue improving in my efforts to make good things happen in the classroom.

Finally, we talked about how incentives can give a false impression of school reform.

Conclusions

"Incentives are necessary, but not a requirement. I believe that they will increase participation initially, but do not necessarily cause teachers to continue to use the newly acquired skills." ---Jamyce

"There are lots of incentives to speed change. The problem is being able to offer them so that they will work." ---Steve

"I would say incentives can get things going, but some of it may just lead to false or temporary changes, and it truly takes a major factor like tech in schools to push everyone to a new level. Still it [reform] is slow." ---Terri

"Teachers are willing to sacrifice their personal time if what is being asked has value and benefit to the classroom. I think that teachers accept that they share a responsibility to manage their own personal development, but to expect self-directed training to substitute for the district's responsiblity for a professional work force is not the way to systemic educational reform." ----- Marty

Respectfully submitted on behalf of JMST,

Marty Sierra-Perry