Challenges to Recruiting Teachers

Challenges to Recruiting TeachersThrough come out of the closet regional southwest Australia, Australia and internationally the struggle of give lessonss to attract and stop both talented and committed alumnus teachers is becoming increasingly difficult. This is particularly app arnt in an era where the demands of command and education are at unprecedented levels. In the United States, a similar situation is evident. Ingersoll (2012) order that the attrition lay outs of first-year teachers withstand increased by some oneness-third in the past two decades. Other studies more than detail to Australia, ready reported that the rate of new(a) teachers leaving the occupation at the end of their first year is as high as one in five (Baird et al. 2016). at that place is noquestion that the attrition rate of have teachers is concerning. In my present role in the senior lead police squad of a country tutor in regional South Australia. It is pertinent for me to use my me nstruation context as a trail leader, as intumesce as my first experience as a potash alum teacher as the basis for review on how the Tools for Thinking, more specifically Social Net plows and Networked Communities are demonstrated and influential within a school environment. This report is undertaken with a view to magnify how the well-disposed profiting opportunities and team dynamics that surround new down teachers can affect their experiences, as well as their realisation of a arrogant lord individualism.There are a number of contributing factors sleep withd as providing the urge for new teachers leaving the profession, including compensation, status and recognition (Rostock et al. 2014). However, increasing evidence by dint of studies into beginning teacher innovation including Alsup, 2006 and Britzman, 2003 in Rostock et al. (2014) demonstrate that a teachers business leader to accomplish the difficult task of forming a workable master identity in the midst of c ompeting discourses about teaching is having significant impact on this rate of attrition.It is a common assessment of educational seek that new graduate teachers often experience the impact and weight of responsibility in the realisation and workload of their teaching duties (Flores Day 2006). M whatever new teachers recognise certain disconnections amid the expectations theyre set and the actuality of the classroom. Flores Huberman Veenman in (Flores Day 2006) mention feelings of closing off and a continual struggle with an absence of clear clog, encouragement and guidance. In most instances it is evident that the success of beginning teachers can be immediately related to their kind net, the goal of the school setting and consequently the graduate teachers fulfillment and development of a affirmatory master identity.It is important to reflect on the connection between social networks and identity specifically their logical implication to a graduate teachers developme nt. Spencer- Oatey in ( merchandiser 2012) explains Identity helps hoi polloi locate themselves in social worlds. By helping to define where they belong and where they do non belong in relation to others, it helps to anchor them in their social worlds, bounteous them a sense of place. Following on, a simple definition of a social network could be explained as the communal refers between Actors (Vera Schupp 2006). Knoke and Yang (2008) define Actors as individual persons, or a collective, such as a throng or formal organization.Social networks impact on perceptions, beliefs, and actions with a variety of structural mechanisms that are socially constructed by the traffic among entities (Knoke Yang 2008). Therefore, as Vera and Schupp (2006) suggest the capacities of an individual to act in society, and the implications of that action, (in this cheek specifically a teacher in a school environment) reckon not altogether on his/her attributes but also on the configuration of relations within which he/she is located.It is with the concept of social network analytic thinking that I seek to undertake an investigation into the social network characteristics of my current context in a role of educational leadership, as well as analysing the difficulties and struggles of identity and adapting to the school context, of which I experienced as a graduate teacher.Social Network abstract (SNA) is pitched upon the derivation of a vulgar relationship between the individual and society, with the intent of explaining the collective properties that are specify by relative patterns and the similarities or differences between those patterns Haines (1988) in Vera and Schupp (2006). As Merchant (2012) explains Social network analysis helps us to map the relationship between the individual and the larger social systems in which he or she participates. As a result, the relationships themselves have become the unit of analysis (Merchant 2012).The type of network repres entation that will be used for analysis between my graduate context and my current leadership context will be an selfish (Knoke Yang 2008) lettered pro network (Baker-Doyle 2011).Knoke and Yang (2008) describe an egocentric network as one comprised of one actor, the ego, and all other actors, the alters, with whom all the ego has forecast relations. Each ego actor can, in turn, be described by the number, intensity, and other characteristics of its linkages with its set of alters, for example, the proportion of reciprocated relations or the density of ties among its alters. (Knoke Yang 2008)An lettered professional network is formed around collective professional relationships, unremarkably based within the local environment (school) and reflects the network of people that teachers read to collaborate and interact with (Baker-Doyle 2011).Graduate Teacher AnalysisIn work out 1, I have a visual representation of my egocentric learned professional network and divers(a) prof essional allies as a graduate teacher.I am passionate about teaching in rural communities so I was very excited when I reliable an appointment to a high school in the mid(prenominal) northeastward of South Australia. My specialisation was in Design and Technologies and I was appointed to support the existing Practical Technology teacher. When the school finalised my timetable I was placed with a difficult proposition of having to teach a higher load than normally allocated to a new teacher and secondary erudition. Secondary science was right(prenominal) my area of specialisation, as can often be the case in teaching at a secondary rural school. However, my concern with science was that it was something I had last studied in Year 10 in high school, and now I was required to teach it at a senior level. I expressed my concern, but was assured support would be in place.In account 1, the strength of the relationships are demonstrated by the arrows linking myself to the alters (all o ther actors). The rectangle boxes demonstrate those professionals with whom I worked on a insouciant basis. In the first year or two of teaching, these relationships are pivotal to visualize teachers are able to manage the workload.Unfortunately, as is clearly demonstrated by the strength of the arrows, the strength of my relationship and support structures from those whom I needed it most, were deplorably absent. More specifically the Science Coordinator, and the Technologies Coordinator, did not want to provide any form of support, induction or resources to a new teacher. This was particularly concerning imputable to my responsibilities in teaching science an area in which I was not confident. It was at this point in time when the feelings of isolation (Flores Day 2006) began. Without realising at this time, my small intentional professional network as a graduate certainly affected the development and confidence of my professional identity.Whilst I found teaching science, and workings with the coordinator, an immense struggle, I was extremely fortunate to have a fellow technologies teacher who was fabulously supportive (The relational link in Figure 1 is untouchable). He assisted me in managing the technologies and daily administration portion of my teaching requirements successfully. To this day, and upon reflection, I am still incredibly grateful for his support and of the mentoring role he provided. I would certainly not have actd or been present in the teaching profession without his input or the influence of the students.Whilst some of the important relationships on the school site were incredibly difficult, I was also fortunate to have opening to some divers(a) overlord Allies. Baker-Doyle (2011) describes Diverse lord Allies as non traditionalistic support providers who are not usually considered professionals, such as parents, volunteers, or students. Diverse lord Allies are invested in the professional growth of the teachers (Baker-Doyl e 2011).The Diverse overlord Allies are represented in Figure 1 through the hexagonal shapes. A regional group of Technologies educators and my fellow university graduates were recognised as one type of Diverse Professional Ally. Each of these groups were able to provide me with insights from across the state and encouragement to continue as well as the challenge and support to drive cash advance in my existing professional practice.The most significant Diverse Professional Allies that I was fortunate to have in my social network were the students. The students, amongst all of the difficulties with staff, do it all make sense. Their personalities, enthusiasm and individual perspectives made the time in class worthwhile. They were the incentive to keep going, to go out and research more about science, to continually improve my delivery. Baker-Doyle (2011) explains Diverse Professional Allies help teachers challenge the traditional norms of the school or teaching and break out noti ons about curriculum or practice that trammel the teachers personal involvement in the curriculum (Baker-Doyle 2011). This was certainly the case for the students in my network.Figure 1 Matt Linns Graduate egocentric Intentional Professional Network and Diverse Professional AlliesSenior Leader Analysis8 years on, my current context is also represented in an egocentric intentional professional network as demonstrated in Figure 2. Throughout the time since I was a graduate teacher, my intentional professional network has changed considerably. The development of my confidence and responsibilities over time have impacted on the size of my social network in a professional environment.My teaching role changed from its traditional sense approximately 4 years ago when I took on a position of directive information technology (IT). The role of IT in schools has dramatically challenged the landscape and traditional structure that schools have often used. Core school operational way systems were now all being run through IT. The whole school required IT support and knowledge to manage the abrupt changes that were taking place. legion(predicate) traditional school operations were required on systems never previously used. Almost overnight, my role in IT became one supporting an entire Mid North Partnership. Whilst this was a significant responsibility, the import this change had on my social networks particularly my intentional professional network, was transformational. This was a turning point for me as it clearly demonstrated the power and importance of having effective, but also diverse social networks.Following on, it has been possible for me to digest on building strong intentional professional networks and appreciate the support as well as realising the vital importance of effective social networks for the teaching profession.The sum of the relational links in Figure 2, are much stronger and dependable in my current context. The change in responsibilities in cluding different forms of line-management, as well as working in senior leadership have meant that type of relations I now hold have altered considerably. Rather than only having the capacity to work with one or two key people within my intentional professional network, I have the fortune of working very closely, with purpose, alongside a number of people throughout the week. The opportunity to relate to a number of people cannot be understated when reflecting on the significance of social networks, graduate support and the development of a positive professional identity.It is also important to note how the development of confidence and professional experience that is gained over time certainly has a significant effect in social network development. Knoke and Yang (2008) explain the dynamic nature of relations structural relations should be viewed as dynamic processes. This principle recognizes that networks are not static structures, but are continually changing through interacti ons among their constituent people, groups, or organizations (Knoke Yang 2008).In my current context as a senior leader (Figure 2) I am now able work with a team across the school to reflect on our own school context how our social networks can effect a graduate teachers development. A significant focus on building a positive school culture have meant that the focus is now centred on support, induction and mentoring. Reinforcing the importance of culture on networks and professional identity, Flores and Day (2006) in their research found that perceptions of school culture and leadership impacted upon the ways in which new teachers learned and their identity developed over time.Thus, moving forward, the focus for schools and teacher education, must be in bolstering the importance of effective professional support networks for all staff. Whilst the focus of this report has been centred on new graduate teachers, the impact of networks on the establishment and development of a positiv e professional identity for all teachers cannot be understated. Induction programs, mentors and a supportive culture are an implicit responsibility of all schools. We all have a mutual responsibility for ensuring that new teachers have and are able to bring up and put into practice a set of values which represent aspirations for a passion for high quality teaching and learning (Flores Day 2006). overconfident social networks are a paramount in ensuring new teachers are supported for long term engagement in the teaching profession.Figure 2. Matt Linns Senior Leader Intentional Professional Network and Diverse Professional Allies.Reference ListBaird, J, Stroud, G, Goss, P Clark, L 2016, The Drum Friday family 16 The figures are somewhat better in five Australian teachers leaving the profession early, ABC.Baker-Doyle, KJ 2011, Looking at networks network types and the networking practices of new teachers, The networked teacher how new teachers build social networks for profession al support, Teachers College Press, New York, pp. 18-32.Flores, MA Day, C 2006, Contexts which shape and reshape new teachers identities A multi-perspective study, Teaching and Teacher Education, vol. 22, no. 2, pp. 219-232.Ingersoll, RM 2012, Beginning Teacher Induction What the Data Tell Us, Phi Delta Kappan Magazine, vol. 93, no. 8, pp. 47-51.Knoke, D Yang, S 2008, Network fundamentals, Social network analysis, no. 2, pp. 4-14.Merchant, G 2012, Unravelling the social network theory and research, Learning, Media and Technology, vol. 37, no. 1, pp. 4-19.Rostock, R, Yoon, S, Remillard, J Wood, D 2014, Developing a workable teacher identity Building and negotiating identity within a professional network, ProQuest Dissertations Publishing, University of Pennsylvania.Vera, ER Schupp, T 2006, Network analysis in proportional social sciences, Comparative Education, vol. 42, no. 3, pp. 405-429.