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Becoming a Teacher Educator

Posted on: Monday, 3 October 2005, 12:01 CDT

By Rieg, Sue A; Helterbran, Valeri R

Making a career change is usually an intimidating and doubt- ridden experience. Contemplating a move from a teaching or administrative position in basic education to becoming a teacher educator at the university level is no exception. There are many similarities and positive elements associated with this move, but a number of differences to consider as well.

This article explores the road from teaching or administration in the public schools to teaching in higher education. The authors began as classroom teachers, became public school administrators, and continued their educational careers at an institution of higher learning as teacher educators. Although with very different backgrounds and coming from two different geographical regions of the country, the same decision was made. This article explores the empirically-based observations and conclusions of the authors' experiences. Similarities and differences between basic and higher education are discussed including recommendations for making the transition from public education to higher education a smooth one.

Dreaming of a career in academe? Love your field, but want a change in responsibilities? Does it make sense for you to move from public education to higher education? As a teacher or administrator in basic education, have you considered becoming a teacher educator? If you answered yes to any of these questions, becoming a teacher educator may just provide the opportunity for you to recharge your intellectual batteries and to offer college-aged students the benefit of your knowledge and experience.

The Trilogy of Teaching, Scholarship, and Service

Most colleges and universities consider the academic alliance of teaching, scholarship, and service to be an interdependent trilogy. Some institutions place more weight on one area than another. In many universities, teaching is the area of emphasis although the other two elements of scholarship and service are still considered quite important and are not separable from the primary focus on teaching. The three primary areas of faculty life at the university level are as follows:

1. Teaching: Public school teachers and university professors have the same major responsibility - teaching students (Grant & Murray, 1999). As with elementary and secondary school teachers, effective teachers in the university context use interesting, challenging, relevant activities to engage their students in learning (Borba, 2001). Despite the existing stereotypes of teaching in basic (K-12) versus higher education (Tate, 1993), many of the skills necessary to instruct university students are the same as those for teaching elementary or secondary students. For example, all teachers must have and utilize effective organizational and communication skills. In addition, they must be able to design and implement a variety of instructional techniques and learning opportunities to meet the needs of all of the students in the classroom. Important, too, they must provide appropriate assessments that give valuable and timely feedback to students. In addition, educators at all levels are faced with the challenge of meeting federal, state, and local standards. The bar is rising not only in the public K-12 schools, but in institutions of higher learning, as well. This includes all of the familiar accountability issues for faculty and students alike.

However, in some aspects teaching responsibilities in higher education (Grant & Murray, 1999) can be quite different from those in the public realm. Public school teachers typically have a seven and one-half to eight hour per day contract. During this period of time, they are usually involved with students-teaching classes or supervising routine or special student activities-the majority of the school day.

At the university level, 12 to 15 hours per week is an average teaching schedule. Some universities require more time and others less. In higher education, professors may be asked (or required) to teach undergraduates and/or graduates, including students in master's and doctoral level courses. Part of a teaching load for a teacher educator will likely include the supervision of various field experiences including pre-student teaching, student teaching, internships, and serving on dissertation committees. Many professors also serve as program coordinators for field experiences and for master's level and doctoral programs.

Another teaching issue for educators is academic freedom. This commodity is sought at all levels of teaching, but is particularly cherished at the university level. Faculty associations actively work to protect academic freedom and, typically, university professors face fewer challenges in this area. Instructors can basically speak freely on any issues without feeling suppressed or condemned by higher authorities (Borba, 2001).

Other teaching-related duties include, but are not limited to, "office hours" which are required in order to provide students the opportunity to meet with their professors outside of the classroom setting. In addition, most university professors are academic advisors to students throughout their college experience. Academic advisors meet with advisees at least one time per semester to help the students choose courses for their next semester, help them to prepare their electronic portfolios, and answer any questions regarding the department's programs. Professors may also be asked or required to provide supplemental workshops or seminars for students at all levels to extend and strengthen their studies.

Therefore, although the hours of actual classroom instruction appear to be significantly fewer, preparation, evaluation, supervision, and "extras" all add up to meet or exceed the hours spent per week in basic education. Teaching in higher education provides a great deal of latitude and flexibility to schedule the many and varied academic tasks that are assigned or undertaken by choice, all the while showing a genuine ethic of care for all students (Tate, 1993). However, it is easy to become inundated with the dearth of available and desirable responsibilities. Self- direction and recognizing one's limits are key skills to have or to develop to not only keep one's head above water, but to swim.

2. Scholarship: At many universities, research, writing for publication, and presenting at conferences have everything to do with promotion opportunities and, sometimes, tenure. Coming from the K12 system, most, if not all, of your writing will have been to accomplish a specific task-newsletters, strategic planning, handbooks, or similar documents. Professional reading and research is something that may be encouraged, but is usually not required.

In teacher education, research and scholarly writing become increasingly important and may dramatically affect your success and employment. The maxim, "Publish or Perish" is more than true; it is a fact of life. In many institutions of higher learning, research, publishing books and journal articles, and presenting at local, state, national, and international conferences are a must. In some settings, grant-writing may also be an expectation.

Professors must stay current and involved in one or more fields of research. Not only is this important for one's teaching responsibilities, but faculty members are often asked to guide graduate students in forming frameworks for their theses and subsequent dissertation research. Along with this, professors must be conversant in quantitative and qualitative research in order to help students form research questions, develop a conceptual framework, and collect and interpret data. Public educators often tout the virtues of being lifelong learners. As teacher educators, this is a natural extension in order to model this quality as well as further needed knowledge and expertise.

3. Service: Public school teachers and administrators are no strangers to the giving of themselves for the students they serve. Many educators donate countless hours to serve individual students, their schools or school districts, school groups, and the community in general. This work is often seemingly thankless, undocumented, and has little connection to the evaluation process. Most of this work is above and beyond the call of duty, but is undertaken because "it just needs to be done."

These "acts of love" will serve as good training for those considering extending their careers into teacher education. Contributing to one's department, college, and university through committee service is expected and valued. In addition, as discussed in the previous teaching portion of this work, many opportunities will present themselves to serve in a variety of capacities. Some are simply available for any and all who want to help; others are elected positions at different levels within the university.

Committee work, a familiar responsibility in basic education, is an excellent example of an important service opportunity in higher education. Other opportunities include supporting your educational association or union, volunteering for special or ad hoc activities or projects, or extending yourself to tackle those tasks that may not be readily attractive to others. Some of these responsibilities will carry financial or teaching load reductions as incentives. This should not be your first consideration. Seek to \involve yourself in those things that interest you or where you believe that you can make a real contribution.

Here again, as with other aforementioned responsibilities, you are master of your own fate. It will be very easy for you to encumber yourself with tasks that you find unsatisfying or uninspiring. Pick and choose wisely, and know that no responsibility needs to be kept forever. Graciously exit if you find yourself in a position where you know that you are overextended. If you are carrying your weight otherwise, trimming and adding service duties is expected and understood.

Other Considerations

There are related areas of the teaching-scholarship-service triangle that should be considered in contemplation of moving from basic to higher education. These include, but are in no way limited to, the following:

The "Portfolio"

The portfolio is a culminating compilation of the faculty member's actions in the areas of teaching, scholarship, and service. In some respects, it is comparable to a "proof of purchase" seal. The best advice in this area is to document, document, document. These are familiar words in basic education, typically in reference to student evaluations, staff actions, or student disciplinary cases. In teacher education, one must document contributions to teaching, service, and scholarship. As new faculty, this creates a clear impetus to organize and maintain the paperwork to fully demonstrate contributions made for the yearly review, but has the distinct benefit of visually showcasing all work to those assigned to evaluate professors' work. This is typically a vital piece of the promotion and tenure process. In addition, compiling the data for a portfolio to illustrate your work highlights the magnitude, or lack thereof, of participation in these three areas for you, the professor, to see. There is no hiding behind what contributions that you think you have made; the portfolio provides all to see a graphic representation of what you are doing for your university-and what you are not doing. As self-direction, once again, is a hallmark of success at the university level, it is imperative that professors pay special attention to the opportunity the portfolio provides for personal and professional growth. Again, this is a clear example of a teacher educator practicing what he or she preaches.

Evaluation of Your Performance

Two areas of particular interest when considering a move to higher education as a teacher educator regard faculty evaluation. Although the process is considerably more involved than the points discussed below, they do represent distinct departures to the process most educators in basic education experience.

Student Evaluations: Teachers or administrators in the public schools are unaccustomed in large measure to being evaluated by students in any formal sense. Although there may be a few districts that ask students to participate in such a fashion, many educators believe that K-12 students do not have the maturity or experience to conduct a fair and useful assessment, nor is it the students' place to do so. Other districts or individual teachers may ask students for informal feedback during the year. In typical K-12 schools, it is the principal who evaluates teachers and the superintendent who evaluates the principal.

At the university level, student evaluations of the faculty are conducted at the end of every semester. Their importance may vary from university to university. However, important they are! This expectation puts the non-tenured faculty in a bit of a quandary as the expectations for students must be balanced with the consequences of negative responses on the evaluations. On the flip side, however, students are the reason we exist. Their input can be invaluable in honing the teaching craft to be of greater utility and service to students. Furthermore, as a teacher educator, topics such as developing a constructivist classroom ring hollow if we do not emulate those very characteristics we promote.

Chairperson and Peer Observations: Most educators in a public setting receive formal observations and evaluations on an annual or biennial basis. Although some districts are moving toward using varying forms of peer observation or peer evaluation as part of the district's total evaluation process, most observation and evaluation functions are conducted by administrative personnel.

In higher education, part of the yearly review process for non- tenured faculty includes chairperson and peer observations. In some institutions and in some circumstances, observers are assigned, at other institutions, faculty members are responsible for inviting tenured colleagues to observe their teaching and to complete a formal, written assessment of the lesson observed. These observation reports are expected to be included in your professional portfolio, as previously discussed, for the faculty member's yearly review.

Working with Adult Students

It is a brave new world working with adult students-many new enough to adulthood to be testing their wings, others married, and some parents themselves. For the most part, students have chosen their career paths and are actively involved in their educational work. Amazingly though, students are students no matter what age. Just like students in basic education, they continue to need encouragement, advice, and nurturing. However, many of the problems at the elementary and secondary levels, continue to surface with adult students, such as plagiarizing, not attending classes, and believing that if they put forth effort they should automatically receive an "A" for the course. One major difference in higher education is that parental contact is minimal, although not necessarily absent. Problems can still occur with parents who try to substitute their own initiative for that lacking in their son or daughter. The Family Educational Rights and Privacy Act (FERPA) at the university level, is also quite different. Whereas a parent in basic education may inspect and review school records and unilaterally discuss his or her child with school personnel, the roles are reversed for the adult (age 18 or attending college) students. To be in compliance, professors may not discuss a student or the student's progress with parents until and unless the student consents that this may occur. Some look at this as a positive aspect of university teaching, others as a gap in the education process.

Making the Transition: After the Move

Once you have made the decision to make the move to higher education to become a teacher educator and landed that coveted faculty position, there are several points that will need your attention. These points are by no means exhaustive, but will make a difference in adjusting to your new job.

Keeping in Touch with Basic Education: It really is who you know! Whether you have formed a large or small network of friends and colleagues in the public schools, maintain your associations and friendships (Tate, 1993). It is imperative that you keep one foot firmly grounded in "where you came from." Practicing colleagues in the field can give you the perspective and share the expertise that you need to better inform your students. Plus, students benefit from hearing about the day-to-day experiences in the "real" world of basic education. Spending time in the classrooms will continue to keep you grounded with the demands of classroom teaching and building administration. Also, your university responsibilities may include coordinating field experiences for undergraduate and graduate students. Keeping lines of communication open in your former districts lends credibility to your school and university relationships.

Professional Development: In higher education, in many ways you are essentially on your own to develop your professional life. Gone are the days that your district's administration plans and requires you to attend sessions. Your selfdirection capacity will once again come into play in this professional responsibility. You have an obligation to your students and yourself to strengthen your teaching skills, remain current on research and best classroom practice, and other areas of your profession. Teaching is an ever-evolving craft. If you are not growing, you are dying!

Leadership Potential in Higher Education: "But, I am just a teacher," is a lament that carries no weight in higher education. Every member is expected to be a leader. You are limited only by your own limitations. At the risk of sounding clich, ask, "How can I help this department?" NOT "How can this department help me?" Make yourself a valuable employee and a teacher who is respected and appreciated by students and colleagues. Opportunities abound; open your eyes and become a part of all that surrounds you.

Mentoring: If the college or department does not assign a mentor to you, find one! No doubt, you will establish collegial relationships with some experienced faculty members immediately. They can be great assets to you as you learn the ways of higher education and your department. Listen and learn from them. They know the ropes and will help you navigate uncharted waters. As you gain experience in your department, offer to be a mentor for new faculty. Part of the joy of higher education is the opportunity to "give back."

Turf-ism: Recognize turf-ism and effectively deal with it. Entrenchment is not exclusive to basic education. Many teachers and principals choose to stay at their grade levels, in their buildings, and teach the same curricula year after year. Educators place certain claims on courses, programs, or procedures. Turf-ism is a fact of life in higher education, too. As a new employee, never be afraid to speak up to add your voice to the discussion-but know "when to say when." Time and stature will add more weight to your point of view.

As a "newbie," listen, listen, listen. It is essential that new faculty members listen to thosewith experience in teacher education. Your arrival will have been preceded by years of history. It is, therefore, important to determine the lay of the land before becoming a part of any intrigue that exists, if you become involved in these situations at all.

Establishing Goals: As you do (or should do) in basic education, set your own goals. If you do not do so at the university level, your Department Chairperson or Dean may do it for you! Be proactive. Recognize your strengths, but recognize and learn to manage your weaknesses, too. seek help if you need it. You will have many colleagues who will want to invest in your success. Tap their knowledge and expertise.

Temporary or Permanent?

You have an opportunity to teach in higher education, but it is a temporary position. How big of a risk-taker are you? How badly do you want to teach in higher education? Do you have the required credentials to be hired as a permanent faculty member? What is the college's track record on hiring temporaries? Weigh and consider these crucial questions before deciding.

Final Thoughts

As in most decisions in life, there are no easy answers. Most questions spawn more questions-and the answers may also not be good answers at all. Many basic educators fear making the leap; change is usually frightening and nerve-racking. Others, facing a decrease in salary, often a dramatic decrease, may be concerned that, moving to teacher education is not a good choice for that reason alone. Still others may think that moving to higher education will solve all of their existing professional problems. The true answer lies in the heart and mind of each person contemplating the move. No one can make this type of decision for you or anyone else. We can both say without reservation that despite some of the same concerns that you may have, it was the absolute correct decision for us, albeit made separately at different points in time.

There is a decidedly limited amount of information on making the move to teacher education in the professional literature. Therefore, a promising route to follow to learn more about this transition is to connect with someone in higher education. Talk it through. Get to know the university's processes and procedures in advance. Many colleges and universities offer the opportunity for, and actively recruit, teachers and administrators to serve as part-time, adjunct instructors. This is a great way to "get your feet wet" without giving up your teaching or administrative career. This short-term experience could help you to make a positive and rewarding long- term decision.

REFERENCES

Borba, J. A. (2001). From k-12 school administrator to university professor of educational administration: Similarities, differences, risks, and rewards. Education, 122(1), 50-59.

Grant, G. & Murray, C. (1999). Teaching in America. Cambridge, MA: Harvard University Press.

Tate, P.M. (1993). The two worlds of teaching. Journal of Education, 175, 15-29.

SUE A. RIEG, ED.D.

Assistant Professor

Indiana University of Pennsylvania

VALERI R. HELTERBRAN, ED.D.

Assistant Professor

Indiana University of Pennsylvania

Copyright Project Innovation Fall 2005

Source: Education

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