Jennifer has been a high school special education teacher of students with high-incidence disabilities for 5 years. She entered the profession because she was passionate about helping students. Early in her career, Jennifer was known as a talented instructor who easily bonded with her students and their parents. However, the stress of her job has gotten out of control. In addition to heavy instructional duties, she has a large caseload. Jennifer teaches two resource classes and four co-taught classes with three different general education teachers, who all have different classroom management styles and expectations for her role as a special educator. Due to the range of responsibilities, Jennifer feels she cannot fulfill the expectations of her position. She often struggles to keep up with the activities in her co-taught classes, as there is no common planning time. As a result, Jennifer spends most evenings and weekends planning and preparing lessons and updating caseload paperwork. She has a scarcity of leisure time and often declines invitations to spend time with family and friends. Despite her efforts, Jennifer feels her performance is subpar and disappointing. During the school day, Jennifer is fatigued and unfocused, a drastic contrast from the bright, enthusiastic educator she was when she entered the profession. Until last year, she never missed a day of work. This school year, however, Jennifer has used all of her available sick leave. She frequently complains of stomachaches and headaches. Jennifer's physician has been unable to determine the source of her symptoms and has suggested these were the result of chronic stress. She has advised Jennifer to learn some ways to manage her stress more effectively and therefore improve her wellness. Eric has been a teacher of students with behavioral and learning disabilities for the past 2 years at an urban middle school with many at-risk youth (e.g., economic disadvantages, high-crime neighborhoods). He chose to work at this particular school after having rewarding experiences as a mentor to adolescent males. He works with a team of content-area teachers who rely on him to co-teach math, language arts, science, and social studies. In addition to instruction and casework, Eric also is the only male teacher on his team. Other teachers rely on him to address many issues specific to adolescent males. Eric generally has excellent rapport with his students, but lately he feels overburdened. He is discouraged by some of his students' chronic behavior problems, struggles outside of school, and repeated academic failures. Eric believes that despite his efforts, he has made little difference in his students' outcomes. Lately, Eric's otherwise fun-loving and easygoing personality has been replaced by one with unpredictable mood swings and extreme irritability. Though a proponent of health and fitness, he has stopped exercising, has high blood pressure, and has less patience with his students as the school year progresses. Nightly, he sleeps less than 5 hours, because in a...
This article describes the school personnel and leadership collaboration (SPLC) model, a shared-responsibility framework for faculty, staff, and administrators. Prior research consistently demonstrates the need for (a) administrative support for teachers and other school personnel and (b) collegial support among staff. The SPLC model represents an amalgamation of this research and, moreover, integrates personnel support for leadership. In the managerial sciences, leader–member exchange (LMX) is a well-known relationship-based leadership approach that focuses on a dyadic or two-way relationship between supervisors and their employees. Though managers are responsible for overseeing operations, personnel contribute ideas, participate in decision-making, and follow through with their responsibilities. LMX is associated with positive work experiences and job performance outcomes. In contrast, schools are often run with a top–down leadership approach that solicits little to no input from staff, leading to low morale, high attrition rates, and negative school climate. Thus, the SPLC model was inspired by LMX and emphasizes practices, such as shared decision-making, staff autonomy, and shared responsibilities. Detailed examples of ways schools may apply the SPLC model to their practices are included.
Student mental health, well-being, engagement, and deep learning is tied to teacher wellness. Georgia State University’s Center for Research on School Safety, School Climate, and Classroom Management in partnership with The Collaboration and Resources for Encouraging and Supporting Transformations in Education project approached student health, wellness, and achievement by promoting change within teachers. Culturally specific professional development workshops were delivered to teachers, administrators, and other school staff. The workshops positively affected participants’ health and wellbeing through activities focused on identifying the body’s stress response and the development of personalized stress management plans to support healthy lifestyles.
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