class: left, bottom, title-slide # “I Filled a Lot of Gaps” ## How and Why Early Career Teachers Expand Induction Support Systems with Social Media ### K. Bret Staudt Willet ### March 19, 2021 --- class: inverse, center, middle **A DISSERTATION** Submitted to Michigan State University in partial fulfillment of the requirements for the degree of **Educational Psychology and Educational Technology** Doctor of Philosophy --- class: inverse, center, middle **View the slides:** [bretsw.github.io/dissertation-slides](https://bretsw.github.io/dissertation-slides) **Read the text:** [bretsw.github.io/dissertation-text](https://bretsw.github.io/dissertation-text) --- class: inverse, center, middle # Disruptions --- # COVID-19 Response <img src="img/mask.jpg" width="720px" style="display: block; margin: auto;" /> -- Take a moment to think back on the disruptions of the past year: -- - How did you respond? -- - What help did you need to move forward? --- # Gaps <img src="img/puzzle-gap.jpg" width="600px" style="display: block; margin: auto;" /> -- There were gaps in this response for all of us. -- Formal, official help wasn't enough. -- It was likely up to you to figure out how to fill the gaps. --- # Build-Your-Own Support System -- <img src="img/byo-model1.jpg" width="720px" style="display: block; margin: auto;" /> --- # Build-Your-Own Support System <img src="img/byo-model2.jpg" width="720px" style="display: block; margin: auto;" /> --- # Build-Your-Own Support System <img src="img/byo-model3.jpg" width="720px" style="display: block; margin: auto;" /> --- # Build-Your-Own Support System <img src="img/byo-model4.jpg" width="720px" style="display: block; margin: auto;" /> --- # Build-Your-Own Support System <img src="img/byo-model-me0.jpg" width="720px" style="display: block; margin: auto;" /> --- # Build-Your-Own Support System <img src="img/byo-model-me1.jpg" width="720px" style="display: block; margin: auto;" /> --- # Build-Your-Own Support System <img src="img/byo-model-you.jpg" width="720px" style="display: block; margin: auto;" /> --- # Hidden Complexity <img src="img/edu-verse-model2.jpg" width="720px" style="display: block; margin: auto;" /> --- # Tensions <img src="img/tension.jpg" width="720px" style="display: block; margin: auto;" /> The additional possibilities raise additional tensions --- # Ties to My Past Research <img src="img/bretsw-publications.jpg" width="680px" style="display: block; margin: auto;" /> <div class="caption"> <p>View full citations at <a href="http://bretsw.com/cv" target="_blank">bretsw.com/cv</a></p> </div> --- # Purpose of This Dissertation <img src="img/teacher.jpg" width="600px" style="display: block; margin: auto;" /> -- Understand how and why **early career teachers** -- use social media to fill **gaps** during induction -- and what new **tensions** are created --- # Purpose of This Dissertation <img src="img/teacher.jpg" width="600px" style="display: block; margin: auto;" /> Explore **build-your-own support systems** -- that early career teachers construct -- during **induction** - the disrupted transition period from preparation to practice --- class: inverse, center, middle # Framework --- # Professional Learning Networks <img src="img/network.jpg" width="560x" style="display: block; margin: auto;" /> -- PLNs are a particular type of **support system**: -- Meant to improve teaching and learning <p style="font-size:67%">(Krutka et al., 2017; Trust et al., 2016; Trust & Prestridge, 2021)</p> <div class="caption"> <p>View full citations at <a href="https://bretsw.github.io/dissertation-text/references.html" target="_blank">bretsw.com/dissertation-text/references</a></p> </div> --- # Professional Learning Networks <img src="img/network.jpg" width="560px" style="display: block; margin: auto;" /> - **Tools:** knowledge, skills, teaching resources, curricular materials, and encouragement -- - **People:** both individuals and groups -- - **Spaces:** both online and offline --- # Perspectives on PLNs <img src="img/streetlamp.jpg" width="540px" style="display: block; margin: auto;" /> -- **Ecology:** How tools, people, and spaces fit together -- - Helps us to understand **gaps** in the system -- <span style="font-size:67%">(Barron, 2006; Stevenson et al., 2019; Veletsianos et al., 2019)</span> <div class="caption"> <p>View full citations at <a href="https://bretsw.github.io/dissertation-text/references.html" target="_blank">bretsw.com/dissertation-text/references</a></p> </div> --- # Perspectives on PLNs <img src="img/streetlamp.jpg" width="540px" style="display: block; margin: auto;" /> **Agency:** Intentional, purposeful actions - why early career teachers construct the system -- - Helps us to understand **tensions** in the system -- <span style="font-size:67%">(Bandura, 2001; Wray & Richmond, 2018)</span> <div class="caption"> <p>View full citations at <a href="https://bretsw.github.io/dissertation-text/references.html" target="_blank">bretsw.com/dissertation-text/references</a></p> </div> --- class: inverse, center, middle # Review of Literature --- # Induction Literature <img src="img/workshop.jpg" width="480px" style="display: block; margin: auto;" /> -- - **Tools:** Formal programs <span style="font-size:67%">(Ingersoll & Strong, 2011; Kang & Berliner, 2012; Zhukova, 2018)</span> -- - **People and Spaces:** Local, offline relationships <span style="font-size:67%">(Cuddapah & Clayton, 2011; Fantilli & McDougall, 2009; Fresko & Alhija, 2015; Kang & Berliner, 2012; Ronfeldt & McQueen, 2017; Stanulis & Floden, 2009; Thompson et al., 2013)</span> -- **Not taking into account the full scope of possibilities for the support system** <div class="caption"> <p>View full citations at <a href="https://bretsw.github.io/dissertation-text/references.html" target="_blank">bretsw.com/dissertation-text/references</a></p> </div> --- # Social Media Literature <img src="img/social-media.jpg" width="480px" style="display: block; margin: auto;" /> -- - **Tools:** Informal learning opportunities <span style="font-size:67%">(Greenhow & Lewin, 2016; Macià & García, 2016)</span> -- - **People and Spaces:** Global, online connections <span style="font-size:67%">(Beach, 2017; Hur & Brush, 2009; Macià & García, 2016; März & Kelchtermans, 2020; Prestridge, 2017; Trust, 2012; Trust et al., 2016)</span> -- **Not taking into account the particular needs of early career teachers** <div class="caption"> <p>View full citations at <a href="https://bretsw.github.io/dissertation-text/references.html" target="_blank">bretsw.com/dissertation-text/references</a></p> </div> --- class: inverse, center, middle # Research Questions --- # Research Questions <img src="img/question.jpg" width="420px" style="display: block; margin: auto;" /> -- To understand how and why early career teachers' build induction support systems: -- - RQ1. Underlying reasons (**gaps**) -- - RQ2. Tools -- - RQ3. People -- - RQ4. Spaces (social media) --- class: inverse, center, middle # Method --- # Participants <img src="img/teaching.jpg" width="280px" style="display: block; margin: auto;" /> -- I wanted to understand what early career teachers are doing, -- so I talked to them (semi-structured interviews): -- - MSU College of Education Master's degree students (*n* = 9) -- - 0-3 years experience in teaching -- - Teaching in U.S. (geographically dispersed) -- - Distinct backgrounds and experiences: classroom teachers, specialists, itinerants, starting mid-year --- # Participants <img src="img/participants-table.png" width="680px" style="display: block; margin: auto;" /> --- # Data Analysis -- - Transcribed and coded: 5 rounds (288 codes to 160 in 2nd round... to 11) -- - Tested inter-rater reliability: 5 rounds <img src="img/irr-comparison-plot.png" width="720px" style="display: block; margin: auto;" /> -- - Recoded entire dataset: 6th round --- class: inverse, center, middle # Results --- # RQ1. Underlying Reasons (Gaps) <img src="img/RQ1-reasons.png" width="720" style="display: block; margin: auto;" /> - **Change:** new curricula, starting mid-year - **Scarcity of resources:** missing classroom materials, poor physical conditions - **Conflicting teaching beliefs:** > I have one teacher who just wants to use curriculum from 30 years ago. And I'm just like, ‘I can't do it.’ There are just completely irrelevant things. ~ Hallie --- # RQ2. Tools <img src="img/RQ2-tools.png" width="720" style="display: block; margin: auto;" /> - **Planning:** > There are teachers that are willing to help, but because my team doesn't do a lot of the actual same activity, it doesn't really help to share planning resources, always. ~ Hallie - **Enacting practice:** Taylor found YouTube videos to be especially useful for demonstrating activities to her physical education (PE) classes - **Connecting socially:** venting frustrations, hearing outside perspectives and diverse opinions --- # RQ3. People <img src="img/RQ3-people.png" width="720" style="display: block; margin: auto;" /> - **In-school:** mentor teachers, professional learning communities (PLCs), teachers' lounge - **Out-of-school:** district workshops, district-wide Facebook group, friends and family, professional organizations, social media --- # RQ4. Social Media: Spaces <img src="img/RQ4-platforms.png" width="480" style="display: block; margin: auto;" /> --- # RQ4. Social Media: Possibilities <img src="img/social-media-phone.jpg" width="360" style="display: block; margin: auto;" /> - **Planning, in-school:** Google Classroom (LMS) shell - **Planning, out-of-school:** TeachersPayTeachers.com, Pinterest - **Enacting practice, in-school:** none - **Enacting practice, out-of-school:** YouTube - **Connecting socially, in-school:** Facebook - **Connecting socially, out-of-school:** Facebook, Instagram --- # RQ4. Social Media: Engagement <img src="img/RQ4-engagement.png" width="720" style="display: block; margin: auto;" /> ### "**I feel like I filled a lot of gaps.** If I couldn't find something, I'd go to social media to find it." ~ Julie --- # RQ4. Social Media: Engagement <img src="img/RQ4-engagement.png" width="720" style="display: block; margin: auto;" /> - **Browsing:** searching for resources on TeachersPayTeachers.com, watching YouTube videos, scrolling through Pinterest - **Asking:** > I wish there was a way to use social media like, ‘Here's a problem I'm dealing with; can people help me with this problem?’ ~ Julie - **Exchanging:** interaction and dialogue to satisfy mutual interests, characterized by group membership --- # RQ4. Social Media: Boundaries <img src="img/RQ4-boundaries.png" width="720" style="display: block; margin: auto;" /> - **Personal-professional separation:** separation is more important than potential benefits; having a plan for each platform - **Time management:** Simone's goal of not bringing work home > If I don't have time for myself, then I'm doing [my students] a disservice. I have to have that shut-off button. ~ Mike - **Social comparison:** > Sometimes I feel like, it makes me feel like a crappy teacher, because I'm seeing them do all these things. ~ Anne --- # Build-Your-Own Support System <img src="img/byo-model4.jpg" width="720px" style="display: block; margin: auto;" /> --- # Taylor's Support System <img src="img/byo-model-taylor.jpg" width="720" style="display: block; margin: auto;" /> - **Gaps:** Lack of undergraduate teacher preparation - **Tensions:** Personal-professional separation --- # Simone's Support System <img src="img/byo-model-simone.jpg" width="720" style="display: block; margin: auto;" /> - **Gaps:** Professional isolation, lack of resources - **Tensions:** Time management --- # Anne's Support System <img src="img/byo-model-anne.jpg" width="720" style="display: block; margin: auto;" /> - **Gaps:** Missing classroom materials, poor physical conditions - **Tensions:** Social comparison --- class: inverse, center, middle # Discussion --- # Uniformity of Results <img src="img/tools.jpg" width="480" style="display: block; margin: auto;" /> -- - Early career teachers exercised **agency** in filling gaps and navigating tensions -- - Purposeful sense of having a job to do -- - Determination to find the tools, people, and spaces necessary to do that job well -- - As well as intentionality to sometime choose *not* to pursue (boundaries) --- # Variance of Results <img src="img/interconnected.jpg" width="480" style="display: block; margin: auto;" /> -- - Early career teachers experienced induction disruptions differently - different **gaps** related to distinct contextual realities and challenges -- - They developed their support systems accordingly in a way that made sense as a whole and fit their context (**ecology**) -- - They then navigated the different **tensions** that arose --- class: inverse, center, middle # Implications --- # Implications for Early Career Ts <img src="img/puzzle-gap.jpg" width="480" style="display: block; margin: auto;" /> -- ### Passion alone is not enough -- - Build-your-own support systems are necessary -- - Today there are more available tools, people, and spaces to fill the **gaps** -- - Many early career teachers likely navigate increased **tensions** related to *context collapse* and *social comparison* --- # Implications for Ed Leaders <img src="img/tension.jpg" width="480" style="display: block; margin: auto;" /> -- ### Agency is finite -- - Meet early career teachers where they are as they try to fill **gaps**: -- - Expand notions of what "counts" for professional development to include social media: alleviates some **tensions** around time -- - Set up protected spaces for early career teachers and train them to use: alleviates some **tensions** around social comparison --- # Implications for Researchers <img src="img/future-research.jpg" width="540" style="display: block; margin: auto;" /> -- **Gaps:** Seek a greater diversity of perspectives: -- - Try to understand experiences of early career teachers with minoritized identities -- - Or those disrupted by other transitions (e.g., pandemic) --- # Implications for Researchers <img src="img/future-research.jpg" width="540" style="display: block; margin: auto;" /> **Tensions:** Further investigate boundaries, forms of engagement <span style="font-size:67%">(Bozkurt et al., 2020; Prestridge, 2019)</span>, and how these change over time -- - Study broad trends through surveys or data mining of social media activity --- class: inverse, center, middle # Conclusion --- # Conclusion <img src="img/edu-verse.jpg" width="600px" style="display: block; margin: auto;" /> Disruptions are going to keep happening -- creating **gaps** that necessitate build-your-own support systems -- which, in turn, raise new **tensions**. --- # Conclusion <img src="img/edu-verse.jpg" width="600px" style="display: block; margin: auto;" /> My dissertation findings help us better understand **induction** disruptions -- and move a bit closer to **sustaining**, not just retaining, early career teachers. --- class: inverse, center, middle # Thank you! <img src="img/xkcd-thesis-defense.png" width="600px" style="display: block; margin: auto;" /> <div class="caption"> <p><a href="https://m.xkcd.com/1403" target="_blank">XKCD: "Thesis Defense"</a></p> </div> <hr> <svg xmlns="http://www.w3.org/2000/svg" viewBox="0 0 512 512" class="rfa" style="height:0.75em;fill:white;position:relative;"><path d="M502.3 190.8c3.9-3.1 9.7-.2 9.7 4.7V400c0 26.5-21.5 48-48 48H48c-26.5 0-48-21.5-48-48V195.6c0-5 5.7-7.8 9.7-4.7 22.4 17.4 52.1 39.5 154.1 113.6 21.1 15.4 56.7 47.8 92.2 47.6 35.7.3 72-32.8 92.3-47.6 102-74.1 131.6-96.3 154-113.7zM256 320c23.2.4 56.6-29.2 73.4-41.4 132.7-96.3 142.8-104.7 173.4-128.7 5.8-4.5 9.2-11.5 9.2-18.9v-19c0-26.5-21.5-48-48-48H48C21.5 64 0 85.5 0 112v19c0 7.4 3.4 14.3 9.2 18.9 30.6 23.9 40.7 32.4 173.4 128.7 16.8 12.2 50.2 41.8 73.4 41.4z"/></svg> [staudtwi@msu.edu](mailto:staudtwi@msu.edu) | <svg xmlns="http://www.w3.org/2000/svg" viewBox="0 0 512 512" class="rfa" style="height:0.75em;fill:white;position:relative;"><path d="M459.37 151.716c.325 4.548.325 9.097.325 13.645 0 138.72-105.583 298.558-298.558 298.558-59.452 0-114.68-17.219-161.137-47.106 8.447.974 16.568 1.299 25.34 1.299 49.055 0 94.213-16.568 130.274-44.832-46.132-.975-84.792-31.188-98.112-72.772 6.498.974 12.995 1.624 19.818 1.624 9.421 0 18.843-1.3 27.614-3.573-48.081-9.747-84.143-51.98-84.143-102.985v-1.299c13.969 7.797 30.214 12.67 47.431 13.319-28.264-18.843-46.781-51.005-46.781-87.391 0-19.492 5.197-37.36 14.294-52.954 51.655 63.675 129.3 105.258 216.365 109.807-1.624-7.797-2.599-15.918-2.599-24.04 0-57.828 46.782-104.934 104.934-104.934 30.213 0 57.502 12.67 76.67 33.137 23.715-4.548 46.456-13.32 66.599-25.34-7.798 24.366-24.366 44.833-46.132 57.827 21.117-2.273 41.584-8.122 60.426-16.243-14.292 20.791-32.161 39.308-52.628 54.253z"/></svg> [@bretsw](https://twitter.com/bretsw) | <svg xmlns="http://www.w3.org/2000/svg" viewBox="0 0 496 512" class="rfa" style="height:0.75em;fill:white;position:relative;"><path d="M336.5 160C322 70.7 287.8 8 248 8s-74 62.7-88.5 152h177zM152 256c0 22.2 1.2 43.5 3.3 64h185.3c2.1-20.5 3.3-41.8 3.3-64s-1.2-43.5-3.3-64H155.3c-2.1 20.5-3.3 41.8-3.3 64zm324.7-96c-28.6-67.9-86.5-120.4-158-141.6 24.4 33.8 41.2 84.7 50 141.6h108zM177.2 18.4C105.8 39.6 47.8 92.1 19.3 160h108c8.7-56.9 25.5-107.8 49.9-141.6zM487.4 192H372.7c2.1 21 3.3 42.5 3.3 64s-1.2 43-3.3 64h114.6c5.5-20.5 8.6-41.8 8.6-64s-3.1-43.5-8.5-64zM120 256c0-21.5 1.2-43 3.3-64H8.6C3.2 212.5 0 233.8 0 256s3.2 43.5 8.6 64h114.6c-2-21-3.2-42.5-3.2-64zm39.5 96c14.5 89.3 48.7 152 88.5 152s74-62.7 88.5-152h-177zm159.3 141.6c71.4-21.2 129.4-73.7 158-141.6h-108c-8.8 56.9-25.6 107.8-50 141.6zM19.3 352c28.6 67.9 86.5 120.4 158 141.6-24.4-33.8-41.2-84.7-50-141.6h-108z"/></svg> [bretsw.com](http://bretsw.com)