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Online Teaching Communities from Preservice through Proficiency
Professor Nick MichelliUrban Education Ph.D. Program
CUNY Graduate CenterEducating Educators
Defining the issue
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Transitioning from pre-service preparation to full time work as a classroom teacher presents
significant personal and professional challenges to inexperienced educators. Regardless of
whether one is working in an urban, suburban or rural context or something in between, the sense
of responsibility and feelings of isolation and self-doubt can be overwhelming. New teachers are
often assigned to more challenging classes avoided by experienced teachers with seniority
privileges. Furthermore, the working conditions in schools can lack collegiality and thus seem
hostile to newcomers seeking guidance and support.
The frustration experienced by new teachers is a primary cause of the current teacher
retention crisis. The teacher retention crisis is not, as is often believed, primarily due to high rates
of teacher retirement, increases in student enrollment, or a failure to recruit teachers to work in
those schools categorized as lowest performing. Recent studies suggest that it is our apparent
inability to retain the most credentialed teachers in our lowest performing schools that has
fueled the crisis. According to a November 2008 report of the State Educational Technology
Directors Association (SETDA), teacher turnover in public schools nationwide costs taxpayers
$7.3 billion annually, as 40 to 50 percent of new teachers leave the profession within five years.
New York City public schools alone lose about $115 million each year to teacher turnover
(CPRE, 2007).
Teachers who leave cite serious problems with the instructional, collegial and systemic
conditions of their working environment (Futernick, 2007). Schools serving low-income student
populations are worse at providing new teachers with mentoring and support. It makes sense that
schools with fewer resources in general would also tend to have fewer resources in particular to
support the mentoring needs of new teachers. Schools with more resources also tend to present
less frustrating working conditions that mitigate the threat of attrition to some extent. This
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support gap suffered by new teachers in high poverty schools is linked to lower measures of
job satisfaction in the short term and higher rates of new teacher attrition (Johnson, Kardos,
Kauffman, Liu & Donaldson, 2004).
Comprehensive induction, which refers to an integrated program of high-quality structured
mentoring, common planning time, ongoing professional development, and membership in a
multi-site network, can staunch attrition to half of what it would be otherwise (Ingersoll &
Kralik, 2004). When schools commit to providing high quality comprehensive induction to new
teachers, the investment pays off, literally; for every $1 invested, schools see a payoff of $1.66
over a five year period. (Villar & Strong, 2007). However, only one percent of teachers
nationwide have access to a comprehensive induction program of the scope outlined above
(Smith & Ingersoll, 2004). Furthermore, few states provide fully funded mandated induction
programs, in large part because induction has historically been regarded as a district or school
responsibility (Britton, Raizen, Paine & Huntley, 2005).
The task facing stakeholders, particularly state departments of education, local school
districts, and university teacher education programs, is to develop innovative and paradigm-
bending systems and structures that support new teachers as they make the difficult transition
from the pre-service preparation program into full-time positions as classroom teachers across a
range of different contexts.
Reviewing the literature
The existing structures that define the work that takes place in schools are relics of a
nineteenth century factory model of teaching and learning. These structures are predicated on the
labor needs of an industrial economy, the prevalence of scientific management-inspired
approaches to employee management, and behaviorist learning theory - conditions that no longer
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reflect the context and mission of our educational system. What is more, one third of the current
teacher workforce are members of the Baby Boom generation. The impending retirement of this
generation of teachers will necessitate fundamental changes in how teachers roles are
conceptualized inside schools if schools hope to attract and retain new teachers of the Millennial
generation (Carroll, 2009, p. 46). Coinciding with the demographic shift within the teacher
workforce is a similarly dramatic demographic shift in the student population, already underway
and already challenging previously dominant school practices premised on the notion that
teachers can address the learning needs of all students using the same strategies (Darling-
Hammond & Bransford, 2005).
Schools, Carroll argues, must adapt to their new role as twenty-first century learning
organizations. But new teachers today are entering schools where, by in large, they will work
independently of their colleagues physically as well as mentally, as if in parallel universes and
not just the next classroom over. Although earlier generations of teachers reported finding
independence and freedom in working alone, the majority of teachers today now are looking for
more collaborative work environments. Lorties (1975) landmark sociological study of teachers
reveals that in the past teachers expressed a strong preference for solitary labor performed in the
privacy of their classroom, but teachers today articulate a growing interest in workplace
collegiality, communities of inquiry, and boundary-crossing collaboration. While teachers have
attempted to translate prescriptive pedagogical approaches into more constructive learning
experiences for students, teachers themselves still enjoy precious few opportunities to work
collaboratively and engage in generative thinking and agentive action (Johnson, Berg &
Donaldson, 2005).
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To speak of teaching as clinical practice extends the conversation about the teaching
profession beyond institutions of higher education to a wider policy and practice audience
(Alter & Coggshall, 2009, p. 2). It is a way of characterizing the nature of teachers work in the
classroom by referencing other broad types of work that one might engage in. For example, we
customarily categorize occupations into crafts and professions. Crafts are occupations like
plumbing or woodworking in which the majority of training occurs on the job, through practice.
Professions, such as law or architecture, on the other hand, are occupations that require a
substantial course of study before professional practice begins. But the craft-profession dialectic
fails to account for occupations in medicine, which typically require advance academic
preparation in addition to an ongoing course of study throughout ones career.
The notion of the clinical practice profession adds nuance to the stark craft versus profession
dialectic, and if applied to teaching, can point toward a different, better approach to teacher
preparation. Alter and Coggshall identify four distinguishing characteristics of a critical practice
profession, which they draw from reviewing the literature in teacher and medical education.
These are: centrality of clients, knowledge demands, use of evidence and judgement, and
community standards. In other words, competency in a clinical practice profession necessitates
grounding in a body of academic content knowledge, but the emphasis on judgement and client
agency within clinical practice means that this academic preparation must be supplemented with
practical context-oriented preparation. Therefore, the education of a clinical practice professional
has three basic components: academic grounding; practice-based training; and ongoing learning
(Alter & Coggshall, 2009, p. 3). This third component means that the education of a clinical
practice professional is not conceptually limited to the preparation that occurs before an
individuals professional practice begins. Rather, the education of a clinical practice professional
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is conceptualized as beginning in the preservice period, continuing in the early stages of the
individuals professional practice, and extending throughout much of the professional career.
Online learning communities and online communities of practice for educators are related to
the notion of teaching as a clinical practice profession in two ways. First, both proceed from a
common premise that the responsibility for preparing and developing teachers must be shared
between institutions of higher education and local school districts. Second, both online
communities and conceptions of teaching as clinical practice maintain that teacher learning
should be an ongoing process, and as such must be sustained past the initial induction period and
into subsequent phases of teachers professional development. Historically, institutions of higher
education have handled the preservice component and local districts have focused their efforts of
providing mentoring services to new teachers and offering professional development
opportunities to mid-career educators. Ideally, however, both the institution of higher education
and the local school district would expand the scope their involvement to encompass the
preservice period through the first few years of induction. Online communities represent an
expansion of the role of the university in the induction process insofar as they position teacher
education faculty and more experienced graduates of teacher education programs as on-demand
just-in-time mentors to new teachers.
Dede (2006) argues that online teacher professional development (oTPD) programs represent
a more viable model for delivery of mandated professional development services than the
traditional model of school-based seminars. According to Dede, Ketelhut, Whitehouse, Breit and
McCloskey (2009),
Generally, these programs are available to teachers at their convenience and can provide
just-in-time assistance. In addition, they often give schools access to experts and archival
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resources that fiscal and logistical constraints would otherwise limit. Furthermore, online
professional development programs also are potentially more scalable than those that
depend purely on local resources and face to-face interactions. (p. 9)
Given the current, rather dismal state of in-service professional development, there is reason
to be skeptical of quick-fix solutions. Yet, it is true that schools should be getting more out of
their professional development expenditures. In the 1990s, school districts spent the equivalent
of $200 per pupil on professional development related expenditures for their teachers (Killeen,
Monk, & Plecki, 2002), figures that must be even higher now. Yet teachers still overwhelmingly
report frustration with the professional development they are offered. According to Dede et al.,
professional development programs impose costs in terms of time and resources while not
necessarily improving teaching practice. This is because many teacher professional development
programs consist of fragmented, intellectual superficial seminars (Borko, 2004) and do not
provide the ongoing support that might assist teachers in actually implementing new curricula or
pedagogies (Barnett, 2002). Teachers dread these sessions and may pass them by daydreaming,
doodling or grading, largely because they resent the intrusion of the farce that professional
development has become.
There are many different forms of online teacher professional development and a great deal
of variation in quality among these programs. It will be essential to distinguish among different
models for online teacher professional development to ensure that programs are adopted for the
right reasons, because they help teachers to improve their teaching practice and create gains in
student learning. To the extent that online communities for new teachers promote improvement
in these areas, the model can be leveraged into online teacher professional development
programs (oTPD) for teachers in all stages of their careers. These online supplements and
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alternatives boast the distinct advantages of fitting into teachers packed schedules and offering
access to high quality resources that may not be available locally.
For example, sometimes new teachers hesitate to ask certain questions of their assigned
mentors - questions related to classroom management, for example - for fear that the information
about teachers self-perceived weaknesses may find its way to the employer and be used against
them. An online forum may entail less risk to ones professional reputation than consultation
with a mentor who shares a supervisor with the new teacher. Online communities connect
teachers to additional sources of support outside of what is traditionally provided by their
employer. Former classmates now working as teachers in a different district, experienced
teachers of that subject area in the local schools, paid graduate students interested in community
of practice development, teacher education faculty and arts and sciences faculty can all
contribute in different ways and help new teachers successfully transition from preservice to in-
service teaching.
Online learning communities also liberate teachers from any need to wait for a scheduled
face-to-face meeting with their assigned mentor to address their issues and concerns. Instead,
teachers are empowered to seek out solutions strategies and resources for addressing their
problems at their convenience. Ultimately, it seems likely that the online learning community
will evolve into a space where teachers seek support related to certain domains of their practice
as opposed to other domains where expertise is located at the work site.
There are indications that states have already begun to re-conceptualize professional
development for teachers. A recent report of the State Educational Technology Directors
Association (SETDA) entitled Empowering Teachers: A Professional and
Collaborative Approach (2008), asserts the need to shift the focus from continuing
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education credits and stand alone courses to a comprehensive approach to professional learning
(p. 3). SETDA recommends three methods that states can take advantage of to enhance their
capacity to provide ongoing, relevant and continuous learning opportunities for teachers: online
learning communities, education portals, and mentoring. SETDA characterizes online learning
communities as spaces for teachers to exchange resources, and education portals as one-stop sites
for diverse users like teachers, parents and administrators to access needed resources related to
classroom instruction. Perhaps the ideal online teacher community would find ways of
addressing all three of the aforementioned avenues of effective professional development.
Profile of Tapped In
Teachers Learning in Networked Communities (TLINC) is a demonstration project of
National Commission for Teaching and Americas Future (NCTAF). One of the projects central
goals is to encourage and enable university teacher education programs to participate with local
school districts in the work of supporting and socializing new teachers as they transition from
preservice preparation to full classroom teaching.
TLINC connects preservice teachers and new classroom teachers to university faculty, peers
and colleagues, and accomplished educators in an online learning community using the Tapped
In platform. Facilitating reflective practice and resource sharing, Tapped In aims to accelerate the
development of professional proficiency and improve the retention rates of early career educators
by supplementing the support new teachers already receive in face-to-face mentoring situations.
Tapped In has existed in its current form since 2002 when it was rereleased after an extensive
redesign. Before the redesign, from 1996 to 2002, the community took the form of a MUD
(Multi-User Dungeon), a network-accessible, multi-participant, user-extensible virtual reality
whose user interface is entirely textual (Curtis, 1992). By way of further description,
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A MUD is a software program that accepts connections from multiple users across
some kind of network (e.g., telephone lines or the Internet) and provides to each user
access to a shared database of rooms, exits, and other objects. Each user browses and
manipulates this database from inside one of those rooms, seeing only those objects
that are in the same room and moving from room to room mostly via the exits that
connect them. A MUD, therefore, is a kind of virtual reality, an electronically-represented
place that users can visit. (Curtis, 1992, p. 1)
While the Tapped In development team chose open-source, Java-based solutions... to
implement a redesigned system that would be robust, versatile and scalable (Farooq, Schank,
Harris, Fusco & Schlager, 2007, p. 9), even the new iteration of Tapped In continues to rely
heavily on a spatial metaphor, substituting a college campus for the dungeon. Figure 1 is a
screenshot of the schematic Tapped In uses to represent itself which illustrates this metaphor in
action.
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she may also be a prolific blogger who participates in various online communities and aggregates
her distributed participation using a blog. She would like to extract content from the site, the
record of her participation, using an RSS feed. If this feature is not offered, she may be dissuaded
from spending too much time in this community and may elect instead to focus her participation
in communities whose environments support data transportability.
It will be difficult to sustain a critical mass of users over time if conditions like these are
present. If a given infrastructure fails to support the types of activities users are interested in
engaging in or fails to provide meaningful support within a reasonable frame of time, then users
will abandon the community and find another, more active and better supported, community of
users.
These conditions - of a mismatch between end user applications and the technological
infrastructure of a community computer initiative - are most likely to prevail when community
activities and practices are supplied hierarchically, such as by formal institutions, instead of
developing organically and being maintained by the community (Farooq et al., p. 3). According
to Rheingold (1993), this can create an impression among users that the environment does not
belong to the users but instead to the institution, which tends to depress participation rates.
Underutilization limits the vibrancy of the community and ultimately portends its erasure.
Schlager and Fusco (2004) discuss general principles which they believe should be used to
guide technological design and development of online communities of practice for teacher
professional development. Their three design strategies include: investing in bonding
social capital to maintain feedback loops between community end users and designers;
providingmultiple online gathering places for engagement with a range of community
end users; and reinforcing leadership roles organically from within the community.
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Farooq et al. (2007) adopt a participatory approach to engaging users in the design of a
community computing infrastructure developed through an institutional initiative. They report on
their successful approach to facilitating communicating between end users and developers. They
implement four channels of communication including contact and bug forms, a needed features
group, a task list and a help desk staffed by community volunteers and leaders.
Recommendations
States can take measures to support the development of online communities of practice and
online teacher professional development programs. They can, for instance, provide grants to
researchers studying successful ways of leveraging the networked community to enhance
teaching practice, retain qualified teachers, and promote student achievement. States can also
work in collaboration with teacher education faculty to reexamine the state-mandated preparation
and coursework requirements to include participation in an online community of practice. States
can also provide incentives to individual schools that tend to hire graduates of a particular
teacher education program to deepen their involvement with the institution of higher education
by agreeing to provide a clinical setting for preservice teachers. The additional opportunity for
collaborative discourse across institutional boundaries is another way of strengthening the
relationship between institutions of higher education and local school districts. Finally, states can
allocate resources to support comprehensive induction and continued professional development
activities grounded in practice, including online learning communities and online communities of
practice for teachers.
States, districts and schools can take certain steps to help teachers capitalize on their online
professional development activities, and to translate these experiences into their teaching
practice. They might, for instance, create instructional technology mentor positions that are
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teachers about their professional development needs and interests before deciding upon the shape
and scope of professional learning opportunities they will make available to teachers. They
should then back up their professional development programs with an authentic commitment to
sustainable professional development expressed through their firm support of teachers efforts to
implement changes to their teaching practice in connection to their professional learning.
Institutions of higher education should provide transitional support to graduates of their
teacher education programs. They should supply this support online because these new teachers
work in geographically disparate areas and have many competing claims on their time. But they
should adopt existing platforms aligned to their needs rather than developing infrastructure in-
house, which requires ongoing investment of significant financial and human capital resources.
Just as online communities can fail to take root if they are not grounded in the needs of the
community, they can also fall prey to budget shortfalls. Unless funded initiatives achieve
sustainability, the loss of financial and human capital resources to maintain the infrastructure will
cause the community to wither.
Implementation
Basically, I am suggesting that institutions of higher education should redirect their attention
from the development of in-house platforms (Farooq et al., 2007; Schlager & Fusco, 2004) to the
extension of widely used platforms. But perhaps these robust efforts at making a community
computing infrastructure responsive to the needs and desires of the community are misplaced. To
elaborate, when the development process for Tapped In was beginning, there was a dearth of
viable models of online communities. Thirteen years later, online platforms for social
networking, resource sharing and collaboration continue to proliferate. Despite the significant
investment of time and resources that has already been devoted to Tapped In, it no longer makes
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sense to devote limited financial and human capital resources to the maintenance of the
infrastructure when so many viable alternatives already exist.
One peculiarity of the online teacher communities explored in the existing literature is their
reliance on metaphors for virtual space. Tapped In presents itself as a metaphorical campus, as
depicted in Figure 1. Another example, depicted in Figure 2 is BEST: Beginning and
Establishing Successful Teachers, an online community of practice for common branch teachers.
This project of the Faculty of Education at the University of Wollongong in Australia, relies on
the metaphor of an internet cafe for its backstory (Herrington, Herrington, Kervin & Ferry,
2006).
Figure 2: Homepage of Beginning and Establishing Successful Teachers website
Both of these projects fail to appreciate that users are by now sufficiently familiar with the
premise of virtual environments that it is no longer necessary to liken them to physical spaces.
Prospective teachers entering through the primary traditional pathway of undergraduate study are
members of the Millennial generation. The idea of online spaces is practically mundane to this
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audience. No conceptual leap is required, and so the campus metaphor adds little to their
experience. In fact, the metaphorical overlay may depress participation rates among the
Millennial demographic because it suggests that the community is not attuned to current
practices and thus not likely to address their concerns.
Institutions of higher education that want to expand their role in the induction of new
teachers will extract maximum benefit from their investment by selecting an existing platform
with a vibrant critical mass of existing users and a robust and supportive community. More
specifically, I would recommend: 1) LinkedIn with Huddle; 2) Ning; 3) Learn Central. These
may prove to be equally if not more viable platforms. For example, LinkedIn, when integrated
with a Huddle workspace, offer the same range of functionality as Tapped In.
Figure 3: Group-related functionality on LinkedIn
It offers opportunities for communication with individuals and whole networks through the
LinkedIn interface, as well as opportunities for resource sharing and collaboration similar to the
Group function of Tapped In through the Huddle workspace.
Figure 4: Personal and group workspace environment in Huddle through LinkedIn
LinkedIn is already a popular site for professional social networking. Aesthetically, it is cleaner
and has a more professional feel than Tapped In.
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Claire M. Fontaine May 31, 2009
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