class: left, bottom, title-slide # Early-career Educators ## Experiences with Social Media during Induction ### K. Bret Staudt Willet ### April 10, 2020 --- class: inverse, center, middle # Slides [bretsw.github.io/site20-induction](https://bretsw.github.io/site20-induction) --- class: inverse, center, middle # Early-career Educators --- # Induction ### Transition from preparation to practice <img src="img/teacher.jpg" width="720px" style="display: block; margin: auto;" /> --- # Induction ### Tension between two worlds about what and how to teach <img src="img/two-worlds.jpg" width="600px" style="display: block; margin: auto;" /> -- 1. Educator preparation program -- 1. School of employment --- # Induction ### Social media: From two worlds to many worlds <img src="img/many-worlds.jpg" width="720px" style="display: block; margin: auto;" /> --- # Induction ### A universe <img src="img/universe.jpg" width="720px" style="display: block; margin: auto;" /> --- # Induction ### An edu-verse: many voices offering ideas about what and how to teach <img src="img/edu-verse.jpg" width="700px" style="display: block; margin: auto;" /> --- class: inverse, center, middle # Purpose --- # Purpose ### The purpose of this study is to explore: -- * what supports for professional learning ECEs seek during induction, if any; -- * from whom; and -- * how, if at all, they use social media with the intention of seeking supports and connections. <img src="img/purpose.jpg" width="420px" style="display: block; margin: auto;" /> --- class: inverse, center, middle # Framework --- # Professional Learning Networks <img src="img/network.jpg" width="600x" style="display: block; margin: auto;" /> -- * Local + global -- * Formal + informal --- # Professional Learning Networks <img src="img/network.jpg" width="600px" style="display: block; margin: auto;" /> -- * Interpersonal connections -- * Supports for professional learning -- * Underlying reasons why --- class: inverse, center, middle # Review of Literature --- # Teacher Induction <img src="img/workshop.jpg" width="600px" style="display: block; margin: auto;" /> -- 1. Primarily formal induction programs -- 1. Induction challenges: everything new, still learning, identity development -- 1. Primarily local relationships --- # Educators’ Use of Social Media <img src="img/social-media.jpg" width="600px" style="display: block; margin: auto;" /> -- 1. Primarily informal learning opportunities -- 1. General difficulty of teaching: tiring, specific ideas, professional isolation -- 1. Primarily global relationships --- # Research Questions <img src="img/question.jpg" width="360" style="display: block; margin: auto;" /> -- * RQ1. What **supports for professional learning**, if any, are ECEs seeking during induction? -- * RQ2. What **reasons**, if any, do ECEs report for seeking induction supports, and what reasons do they give, if any, for not seeking induction supports? -- * RQ3. What **interpersonal connections** do ECEs make when seeking supports for professional learning during induction? -- * RQ4. How, if at all, do ECEs use **social media** as a modality to access supports for professional learning during induction? --- class: inverse, center, middle # Method --- # Overview of Method ### Exploratory Sequential Mixed Methods <img src="img/method-overview.png" width="720" style="display: block; margin: auto;" /> -- * *Stage 1*: Qualitative interviews to explore -- * *Stage 2*: Quantitative surveys to generalize -- * *Stage 3*: Interpretation --- # Overview of Method ### This presentation reports on Stage 1: Qualitative <img src="img/method-overview.png" width="720" style="display: block; margin: auto;" /> * **Stage 1: Qualitative interviews to explore** * *Stage 2*: Quantitative surveys to generalize * *Stage 3*: Interpretation --- # Stage 1: Qualitative Interviews <img src="img/interview.jpg" width="480" style="display: block; margin: auto;" /> -- ### Participants -- * MSU College of Ed Master's students -- * 0-3 years experience -- * Teaching in U.S. -- * *Distinct experiences*: specialists, itinerants, starting mid-year --- # Stage 1: Qualitative Interviews <img src="img/interview.jpg" width="480" style="display: block; margin: auto;" /> -- ### Data collection * semi-structured interviews to saturation (*n* = 9) -- ### Data analysis * transcription, emergent coding, thematic analysis --- class: inverse, center, middle # Initial Findings --- # RQ1. Induction Supports <img src="img/help.jpg" width="420" style="display: block; margin: auto;" /> -- * Classroom management -- * Planning and developing curriculum -- * Dealing with parents -- * Teaching to standards -- * Venting, letting off steam, and looking for emotional encouragement --- # RQ2. Reasons for Seeking <img src="img/singleton.jpg" width="420" style="display: block; margin: auto;" /> -- * Different teaching philosophy from colleagues -- * Different outlook from students -- * Available training (PD/in-service days, grad school) not always helpful -- * Available people (paraprofessionals, support staff, subs) not always helpful -- * Professional isolation --- # RQ2. Reasons for Seeking <img src="img/singleton.jpg" width="420" style="display: block; margin: auto;" /> -- * Basic needs unmet (e.g., lack of supplies, classroom disrepair, vermin) -- * Absence of curriculum / new curriculum -- * Limited budget --- # RQ2. Reasons for NOT Seeking <img src="img/singleton.jpg" width="420" style="display: block; margin: auto;" /> -- * No flexible time (teaching to standards) -- * Don't want to lose planning period -- * Don't want to ask for sub -- * Maintaining boundary between personal and professional contexts -- * Lazy --- # RQ3. Interpersonal Connections <img src="img/community.jpg" width="420" style="display: block; margin: auto;" /> -- * Professional learning communities (PLCs) - by grade or by subject -- * Mentor teachers -- * Partner teachers -- * Support staff / paraeducators -- * National organizations --- # RQ4. Social Media Platforms <img src="img/social-media-phone.jpg" width="420" style="display: block; margin: auto;" /> -- * Facebook groups -- * TeachersPayTeachers -- * Instagram -- * Twitter -- * Pinterest --- # RQ4. Social Media Uses <img src="img/social-media-phone.jpg" width="420" style="display: block; margin: auto;" /> -- * Seeking inspiration and ideas -- * Finding resources -- * Asking questions -- * Interacting, discussing, collaborating -- * Venting --- class: inverse, center, middle # Themes --- # "I gotta get this done" <img src="img/quote.jpg" width="360" style="display: block; margin: auto;" /> -- *I was spending a lot of time staying at school, until six o'clock.* -- *Because I felt like, I gotta get this done, I gotta get that done.* --- # "We need to just sit down" <img src="img/quote.jpg" width="360" style="display: block; margin: auto;" /> -- *I told her at the beginning, I was like, I don't want to sit and talk about things really, for the most part. I might tell you like a five minute thing, but that's about it.* -- *Okay, you're here for 30 minutes basically. We need to like really just sit down and do this because like, I don't know what I'm doing by myself.* --- # "I know what I'm getting into" <img src="img/quote.jpg" width="360" style="display: block; margin: auto;" /> -- *Like, I know what I'm getting myself into when I open each one of the apps, if that makes sense.* --- # "It's for an outlet" <img src="img/quote.jpg" width="360" style="display: block; margin: auto;" /> -- *A lot of times, if I go to social media, it's kind of for an outlet, for frustrations, and difficulties...* -- *and just like the frustration of not getting the help, and having the crappy buildings...* -- *I was recently sharing [on social media] how I have to keep my coat and bags and giant Ziploc baggies, I don't bring friends home.* --- # "I feel like a crappy teacher" <img src="img/quote.jpg" width="360" style="display: block; margin: auto;" /> -- *And you know, back to the Instagram thing, I do follow some teacher accounts...* -- *I'll follow them, and sometimes I feel like, it makes me feel like a crappy teacher.* -- *And because like I'm seeing them do all these things. And I'm like, 'I'm tired right now. If I did all those things, I would either never sleep, or I would be just doing those things. I wouldn't be able to follow through with them and actually teach with those tools that they're spending hours making on the weekend.'* -- *And it just, it makes me feel like I should be doing more. But I already feel like I'm doing more than I can keep up with.* --- # "I'll contribute someday" <img src="img/quote.jpg" width="360" style="display: block; margin: auto;" /> -- *So yeah, guilty, guilty admission on Pinterest, I'm a taker.* -- *But I think in the long scheme, I'll be a contributor. I keep saying, some of the things, I create a lot for my classes, and I do want to put them on TeachersPayTeachers. Probably donation-based, but I like the idea of free, to be honest with you. I also like capitalism, don't get me wrong. I like the idea that you can get paid if you want to for your good ideas.* -- *But, I don't know, I don't have a problem with putting some of the things up that I have for free. That's going to be a goal of mine in the next few years, though, if I think I have some quality ideas, throw them up there.* --- class: inverse, center, middle # Significance --- # Implications for Practice <img src="img/learning.jpg" width="420" style="display: block; margin: auto;" /> -- * *for new teachers*: discover professional learning that has been helpful (and unhelpful) for peers -- * *for teacher educators*: remember the tensions and complications in the journey for new teachers -- * *for policy*: deepen understanding of new teachers to help address teacher attrition and turnover --- class: inverse, center, middle # Conclusion --- # Under Construction <img src="img/construction.jpg" width="600px" style="display: block; margin: auto;" /> **No major conclusions yet... this is still a work in progress!** --- class: inverse, left, top # Questions? * **Email:** [staudtwi@msu.edu](mailto:staudtwi@msu.edu) * **Twitter:** [@bretsw](https://twitter.com/bretsw) * **Web:** [bretsw.com](http://bretsw.com) * **Slides:** [bretsw.github.io/site20-induction](https://bretsw.github.io/site20-induction)