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1.5: Stages of Educator’s Development

  • Page ID
    320904
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    Teacher growth and support should change as the needs, concerns, experience, and preparation levels of teachers change throughout their career. Two prominent theories are Katz’s (1977) 4 Stages of Preschool Teacher Development and Vander Ven’s (1988) 5 Levels of Professionalism.

    Lillian Katz (1977) described four stages of personal and professional growth of a teacher (Caruso & Fawcett, 1999). These are common and predictable stages that educators, both teachers and administrators, go through during their careers. When mentoring someone and providing support, it can be helpful to identify their needs. This process of identifying an individual’s needs can be facilitated by recognizing which stage of teaching they are in according to Katz (1977).

    1. Stage 1- Survival (Year 1): The new teacher usually feels inadequate, unprepared, out of control, and experiences self-doubt and insecurity. In this stage the teacher is struggling to keep their head above water and often feel like they are drowning or have bit off more than they can chew. They are just trying to survive. This can cause some teachers to feel panicked, overwhelmed, and unhappy. Even the slightest criticism may be seen as an attack by some insecure teachers. Also, some teachers will leave the field and change careers during this stage. The turnaround rate for teachers in the first year or two of their careers is quite high. We often refer to this is the ECE “revolving door[1].” Katz suggested that teachers need “direct on-site support and technical assistance.”

    2. Stage 2- Consolidation (Year 2 to 3): The teacher with some experience begins to feel some level of mastery. The teacher consolidates the gains made during the first stage and is able to focus on specific tasks and skills. They understand what is expected of them and has some confidence that they can handle their load and even enjoy it. They are able to pull different ideas and theories together and put them into practice in meaningful ways. The teacher in this stage is far more able to receive constructive feedback and put the advice into practice. Katz suggested that teachers need “on-site assistance, access to specialists, and access to advice from consultants and colleagues.”

    Simple black silhouette of a standing cat. Bunny Trail Footnote 1: Staff turnover in ECE programs is often called a "revolving door" because educators frequently leave and are quickly replaced, only for the cycle to repeat. This term captures the high, continuous rate of staff entering and exiting these programs, much like people walking through a door that never stops spinning.

    3. Stage 3- Renewal (Years 3 to 4): The teacher begins to feel stale, repetitive, and needs innovation and inspiration. The teacher begins to tire and needs renewal. By the fourth to sixth year of teaching, the typical teacher knows their job well and is very competent. If they are not using new and interesting challenges, they may start to feel bored. Often teachers will attend conferences, take workshops, or take courses in order to bring in fresh ideas and add knowledge to their teaching practices. Katz suggested having these teachers join professional agencies and analyze their teaching methods.

    4. Stage 4- Maturity (Years 5 and well beyond): Mature teachers have come to terms with themselves and understand the bigger picture. They feel confident in their ability to teach and are ready to reach out into the community and give from their knowledge. Some teachers enjoy continuing their education, but also giving workshops or teaching ECE information, writing articles. Becoming a mentor/coach is often welcomed at this stage in one’s career (Caruso & Fawcett, 1999).

    A woman exits a revolving door while a man enters, with a car passing by outside in the background.

    Vander Ven’s Five Levels of Professionalism.

    Vander Ven’s (1988), Five Levels of Professionalism, is a developmental model that outlines how professionals evolve over time in terms of competence, identity, and commitment to their field. The model helps to understand how someone grows from a beginner to a highly skilled, reflective practitioner. Notice that she used the term “supervision” in her language.

    Level 1– The Apprentice/Novice Stage

    • Characteristics: New to the field, relies heavily on rules, routines, and supervision
    • Focus: Learning basic tasks and procedures; emulating role models
    • Support Needs: Clear guidance, structure, and modeling from more experienced professionals

    o They can function as nonprofessionals

    o They often have the lowest levels of education

    o They typically have the lowest salaries

    o They usually need the highest level of supervision

    o They often see issues primarily through personal experiences

    Level 2– The Colleague/Initial Stage

    • Characteristics: Gaining confidence and competence in daily tasks; can function independently within familiar settings
    • Focus: Applying knowledge and skills in practice; beginning to understand the "why" behind actions
    • Support Needs: Opportunities to collaborate, receive feedback, and refine practice

    o They have had some training

    o They are seriously considering a career in ECE

    o They need direct supervision

    o They are usually open to direct feedback

    Level 3– The Mentor/Informed Stage

    • Characteristics: Seen as a leader or guide by peers; demonstrates competence and confidence
    • Focus: Supporting others’ development; reflecting on and refining their own practice
    • Support Needs: Engagement in ongoing professional development; recognition of expertise

    o They likely hold a degree in ECE

    o They are more likely to use developmentally appropriate practices (DAP)

    o They have broader perspective

    o They identify with parents and families

    o They have a strong commitment to the field of ECE

    o The are becoming more self-reliant

    Level 4– The Sponsor/Complex

    • Characteristics: Takes responsibility for shaping the culture, ethics, and direction of the profession
    • Focus: Advocating for best practices; mentoring across organizations or sectors
    • Support Needs: Platforms for leadership, policy input, and collaboration across systems

    o They are more likely to take on leadership roles and supervise others

    o They have higher levels of self-direction and autonomy

    o They are guided by their wisdom, age, and expertise

    Level 5– The Professional/Influential Stage

    • Characteristics: Deeply committed to the profession’s values, ongoing learning, and ethical standards
    • Focus: Self-directed, reflective, innovative; contributes to the profession’s evolution
    • Support Needs: Engagement in research, innovation, and thought leadership

    o They take on leadership roles and supervise others

    o They also have higher levels of self-direction and autonomy

    o They are also guided by their wisdom, age, and expertise

    o They are likely to have a significant impact on the field of ECE (Caruso & Fawcett, 1999).


    This page titled 1.5: Stages of Educator’s Development is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by Laura Daly.