Page 31 - 2022_Jour_89-1

• How are educational decisions made?
• How was the research used? Was it used with fidelity?
• Can schools change society or how does society change schools?
• Which educational programs work and why?
• What does the research say about a certain topic?
Distinguished teachers are leaders and look to solving problems within the
educational system. They find it important to work with community members,
parents, and colleagues to improve the educational experience, but they also enjoy
coaching preservice and beginning teachers. They want to share their knowledge on
what it means to be an effective teacher. They also like to network for professional
development and welcome opportunities for growth. Thus, these teachers need to
• continue to read and learn about teacher knowledge via educational journal
articles;
• complete a second master’s degree, work on a different certification, or work
on a doctoral degree;
• serve on district and building committees; or
• research and write such things as grants and action research articles

How to Use the SATED Tool
For teachers to determine their teacher
stage accurately, they need to reflect on the The new SATED tool can be used
characteristics and on the questions asked for
each stage to determine where they think they by district leaders and teachers
fit. It is important to look at the characteristics alike to help provide meaningful,
that the teacher displays rather than simply the
number of years that he or she has been teaching, developmentally appropriate,
as it has been shown that some teachers who are
in their second and third years of teaching have differentiated PD for teachers
many characteristics of teachers in Stages 2 and
3—while some teachers who have taught for at all levels of teacher-stage
more than 10 years are still in Stage 1 (Szabo, development.
2006). Additionally, a quick rubric already
exists to help teachers determine their stage of
development (Borich & Tombari,1997).
After teachers have determined their teaching stage by examining and reflecting
on the characteristics of each stage, they should be given the SATED tool for their
stage level as well as the stage below it, as there are normally still a few skills that
need to be developed. Teachers need to meet with their district or building PD planner,
principal, or an assigned mentor teacher or coach to discuss their teacher stage and
the PD activities on which they choose to work throughout the coming school year.
This allows the principal or PD administrator to know the skills on which teachers are
working so he or she can promote collaborative work between and among teachers
and knowledge can be shared. Additionally, teachers need to meet with their mentor
or mentor group weekly to examine what is being learned, how it is being applied in
the classroom, and if it is working or if modifications in application need to occur.
Additionally, many of these activities take a least a semester to complete. Because
these activities require a considerable time commitment for completion and critical
reflection, the author recommends only working on two or three activities a year.

Changing Perspectives on Teaching and Learning 29