Minnesota State University Moorhead RED: a Repository of Digital Collections Dissertations, Theses, and Projects Graduate Studies Fall 12-19-2019 The Journey of a Teacher: Adjusting to a New and Larger School District Lauren Conroy lauren.edu Follow this and additional works at: https://red.edu/thesis Part of the Educational Leadership Commons, Elementary Education Commons, and the Elementary Education and Teaching Commons Researchers wishing to request an accessible version of this PDF may complete this form. Recommended Citation Conroy, Lauren, "The Journey of a Teacher: Adjusting to a New and Larger School District" (2019). Dissertations, Theses, and Projects.edu/thesis/285 This Project (696 or 796 registration) is brought to you for free and open access by the Graduate Studies at RED: a Repository of Digital Collections. It has been accepted for inclusion in Dissertations, Theses, and Projects by an authorized administrator of RED: a Repository of Digital Collections.
For more information, please contact RED@mnstate. The Journey of a Teacher: Adjusting to a New and Larger School District A Thesis Presented to The Graduate Faculty of Minnesota State University Moorhead By Lauren Conroy In Partial Fulfillment of the Requirements for the Degree of Masters of Science in Curriculum and Instruction August 2019 Moorhead, Minnesota 1 Running Head: JOURNEY OF A TEACHER: ADJUSTING TO A NEW DISTRICT Abstract Becoming an educator comes with many challenges. As an educator you are often faced with high or different expectations from administration and superiors, you work with a variety of student abilities, backgrounds, and socioeconomic statuses. Each day you are faced with situations where you might be challenged to use problem solving skills, or conflict resolution.
You must also adapt to a new building, demanding schedules, meetings students’ unique needs, working with new colleagues, and implement and effective classroom management system. This study analyzes the adjustments that I, as an educator went through as I adapted to a new school district. The study was conducted through the use of an auto- ethnography. The goal of this study was to expose the challenges that newly hired teachers’ experience, and what adjustments and changes they make in the process in order to be successful within their first year of working at their district.
Quantitative Research Methods Proposal Page 2 Running Head: JOURNEY OF A TEACHER: ADJUSTING TO A NEW DISTRICT Acknowledgments Primarily I would like to thank my boyfriend Dustin for supporting me throughout this entire project. His advice, support, and reassurance throughout these courses have helped to really bring this project together. I would also like to thank my family and friends who have helped to provide valuable suggestions and guidance as I worked through various phases of this project. Finally, I would like to thank my dog Shadow.
His unconditional love, and ability to snuggle, has helped me to work my way through completing this project. Quantitative Research Methods Proposal Page 3 Running Head: JOURNEY OF A TEACHER: ADJUSTING TO A NEW DISTRICT TABLE OF CONTENTS CHAPTER 1.…………………6 Statement of the Problem……………………………………………………………………….…6 Purpose of the Study…………………………………………………………………………….…6 Significance of the Study………………………………………………………………………….9 Permission and IRB Approval……………………………………………………………………. LITERATURE REVIEW Introduction……………………………………………………………………………………… 11 Body of the Review …………………………………………………………………………….12 Review ……………………………………………………………………………………………16 Definition of Variables…………………………………………………………………………. METHODS Introduction………………………………………………………………………………………19 Research Question……………………………………………………………………………….19 Methods of Analysis…………………………………………………………………………….20 Ethical Considerations……………………………………………………………………………21 Quantitative Research Methods Proposal Page 4 Running Head: JOURNEY OF A TEACHER: ADJUSTING TO A NEW DISTRICT Limitations……………………………………………………………………………………….22 CHAPTER 4 RESULTS Research Question……………………………………………………………………………….24 Results……………………………………………………………………………………………24 Data Analysis…………………………………………………………………………………….33 Conclusions………………………………………………………………………………………34 CHAPTER 5 IMPLICATIONS FOR PRACTICE Action Plan……………………………………………………………………………………….36 Plan for Sharing………………………………………………………………………………….39 Quantitative Research Methods Proposal Page 5 Running Head: JOURNEY OF A TEACHER: ADJUSTING TO A NEW DISTRICT CHAPTER 1 Introduction For the last four years, I have been a first grade teacher at a very small school district.
Throughout my first several years of teaching I gained great experience and exposure to the education world, and I felt that I was prepared to make the transition to a new classroom. I decided to make the move to a larger city, and aside from the usual stress of moving, I began to consider the stress and adjustments that I might go through as I transitioned into this new teaching position. I decided to spend time recording my thoughts, experiences, and emotions as I transitioned from a smaller school district, to this larger school district. Although these school districts are just 45 miles away from one another, their enrollment numbers, school environment, and faculty size differ greatly.
After several weeks of recording my thoughts, feelings, and reflections, I then spent time analyzing the data in order to find common factors and any other pieces of information that stood out. This helped me to better understand the phenomenology of the process for an educator as I transitioned into a new teaching position. Statement of the Problem Every school year, teachers prepare themselves for a new group of students. But what happens when that teacher is at a new school, with new colleagues, in a different district, and completely different students? How does a teacher adapt as he or she moves into a new school district? There were four areas that I focused on in this study.
I considered how I adapted to the change of community of the district, the facility itself, my new colleagues and finally my students. A writing journal was used in order to record these thoughts. Once I completed the reflection process, I began to analyze the data in order to look for any signs of patterns or common factors. Finally, I worked to see what type of an adjustment this transition is for new teachers as they enter a new school district.
Purpose of the Study Teaching at my former district was my norm; it became the only thing I that I knew. A graduated from college in 2015, and taught first grade at this district for four years. I became friends with not only some of my coworkers, but also some of the families within the district and community. Although I loved Quantitative Research Methods Proposal Page 6 Running Head: JOURNEY OF A TEACHER: ADJUSTING TO A NEW DISTRICT my years of working at this district, I wanted to start a family so I decided to begin applying for jobs that were closer to my boyfriend.
We were thrilled when I got offered a kindergarten position. However, the nerves started to build up as I began to think about meeting new colleagues, working with a new group of students, and familiarizing myself with a new school district. As I transitioned on to this new and bigger school, there were likely to be some adjustments and changes that I would have to make along the way. I conducted this study in order to help myself be reflective throughout this process so that I could ensure that I payed attention to the changes that were happening for me as a professional.
I wanted to conduct this study because I felt it could have a positive impact on new teachers in the future, as I would have a clear understanding of the common patterns, the experiences, as well as the “dos and don’ts” for new teachers. This was important to me because I have always been someone who thrives on helping others and bettering myself. I wanted to ensure that I was continually providing my students with the best possible education they could receive. I felt that this study would help me to remain focused on being reflective, observant, and motivated.
Significance of the Study The current study is an auto-ethnography; I myself was not only the researcher, but also the participant. Therefor this study is of extreme value, as it provided myself, future educators, and districts the opportunity to better understand the adjustments that an individual must go through as they transition into a new teaching position. I observed myself as I encountered and adapted to a different facility and community at my new district. I focused on my ability to adjust to new colleagues, as well as students and the curricular materials that we use each day (eg.
manipulatives, curriculums, desks, chairs, etc. This study will be extremely helpful in the field of education because it can help to better prepare schools, mentors, and new teachers as individuals adjust to the changes of a new teaching position. Schools and mentors will be better prepared as to how they might assist these individuals, while teachers will have more knowledge of various issues or obstacles they might expect as they transition into their new position. Hofer (2017) states that when teachers reflect on practice, and consider their actions and choices, they engage in epistemic cognition which involves one’s conceptions of knowledge and knowing.
Quantitative Research Methods Proposal Page 7 Running Head: JOURNEY OF A TEACHER: ADJUSTING TO A NEW DISTRICT Luttenberg, Meijer, and Oolbekkink-Marchand (2017) share the importance of an educator having an awareness of themselves in order to be successful in self-reflection and observation. Jaeger (2013) goes into great detail in regards to teacher reflection and its high relevance to the educational practice. As teachers become accustomed to being reflective, they are able to actively make choices, and even changes that might be needed in order to meet the needs of their students (2013). Totaro and Wise (2018) recommend orientation programs for new district employees in order to both attract prospective teachers and to retain teachers who have had great experiences from this district.
My new district has similar beliefs, as they have a very strong mentor program. They work to ensure that their new employees are well supported and prepared as they transition into their district. They begin by assigning you a mentor, who you keep in contact with throughout the summer prior to the school year starting. They also have an entire week dedicated to new hires in order to help get them acquainted to the new district, routines, expectations, and procedures.
Finally, the mentor program meets once a month throughout the school year to provide various supports and trainings for new teachers. Subjects I am the primary participant and focus of this study. This study focuses on the emotions, choices, behaviors, feelings, frustrations, challenges, and adjustments that I went through as I transitioned into my new teaching position. Setting This study was conducted in a city in northwest Minnesota.
The city’s population is currently about 13, 592. This town is mostly known for the many lakes it has, and tourists that they attract. This city also provides many opportunities for families to enjoy golfing, racing, shopping, and various attractions. There are currently 441 students enrolled at this K-5 elementary school.
There is very small diversity at this school including 91.4% students being white, 3.1% African American, and. There is currently 40% of our school district enrolled in free or reduced lunch services. There is currently a 15:1 student-teacher ratio. I am one of the four kindergarten teachers at this district this school year.
Quantitative Research Methods Proposal Page 8 Running Head: JOURNEY OF A TEACHER: ADJUSTING TO A NEW DISTRICT Informed Consent Protection of human subjects participating in research will be assured. Confidentiality will be protected through the use of pseudonyms (e., Student 1) without the utilization of any identifying information. The choice to participate or withdraw at any time will be outlined both, verbally and in writing. Permission and IRB Approval.
In order to conduct this study, the researcher received MSUM’s Institutional Review Board (IRB) approval to ensure the ethical conduct of research involving human subjects (Mills & Gay, 2019). Likewise, authorization to conduct this study was approved by the school district where the research project took place (See Appendix J). Theoretical Framework With the assistance of an auto-ethnography approach I was able to put myself at the center of cultural analysis. With the use of descriptive and analytic self-reflection I recorded my experiences as I entered this new teaching experience.
I then analyzed the data in order to categorize common patterns that occurred throughout my data collection process.