Inclusive and Supportive Education Congress International Special Education Conference Inclusion: Celebrating Diversity? 1st - 4th August 2005. Glasgow, Scotland

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Powerful Partnerships:   Special Education Teachers as Seconded Faculty

Special Education Team
David Paterson, Lorraine Graham, Deborah Boileau Little, Jeanette Berman,
Ingrid Harrington, & Jonathon Sargeant.
University of New England, Armidale, NSW, Australia.
lgraham@une.edu.au, dboilea4@une.edu,au

Abstract

In response to the current teacher shortage and its accompanying demand on universities to graduate more teachers, some education faculties have explored the viability of filling staff vacancies with experienced personnel from school systems. 2005 represents the fifth year of operation of an innovative program of secondments at the University of New England (UNE), New South Wales, Australia that has been used successfully to team teach core special education units to undergraduate teacher education students.   Few studies have investigated issues related to such secondments from the profession.   Members of the Special Education team at UNE addressed this lack of research in the current study that explores personal and professional issues surrounding this secondment experience.   Three secondees, two who had returned to teaching positions and one who was continuing in a subsequent seconded position, completed an in-depth questionnaire about their experiences before, during and after their secondment.   Overall, the opportunity to contribute to teacher education courses was evaluated positively by the secondees and by the special education faculty.   Specifically, analysis of the questionnaire data indicated that a set of themes related to the concept of self-renewal permeated the responses of these mid-career educators.   This research has emphasized the importance of providing varied professional development opportunities for special and inclusive educators, and underscores the contribution that professional educators can make to teacher education programs in general.

Introduction

The short-term secondment of teachers to university settings is an increasingly common way of addressing staffing shortfalls.   Although secondments have historically been used as fruitful and cost effective ways of providing professional development to staff members in business, industry, health and military sectors, education providers have not routinely organized or expected such opportunities.   The benefits and challenges associated with the secondment of special educators to teach in core units focusing on inclusive education are explored in this paper.   In particular, the viewpoint of seconded teachers is examined in relation to their experiences before, during, and after their secondment to the Special Education team of the University of New England (UNE).

Traditionally, there are three parties involved in facilitating, organizing, and making secondments work.   These are the individual being seconded, the releasing institution or work place, and the receiving institution.   It is important to realize that the purposes of secondment may be viewed differently depending on the perspective of each of these parties.   For example, secondments may be arranged in order to provide information, training and development to another work site or institution eg. Armed Forces personnel deployed to another country.   Alternately, staff can be seconded in order to learn a new skill or to gain particular knowledge from an institution (King, 2003; Black & Martyn, 1999).   Whatever the case, most individuals view secondment as a career development pathway that offers significant professional opportunities and challenges (Tuohy & Lodge 2003).

The use of secondments for professional opportunities and challenges by special educators is the particular focus of this paper.   In general, limited information is available regarding the use and success of secondments within educational systems.   However, reviews of secondments within the Irish Education system (Tuohy & Lodge, 2003) and the Scottish Education system (Gatherer, 1988) have been generally positive.   Other papers that have investigated secondments from an individual perspective have also been drawn upon in conceptualising the current study (e.g. Oplatka, Bargal & Inbar 2001; McEachern & Polley, 1993).   The research described here adds to the literature through an exploration of the secondment experience that is specifically focused on educators who have been seconded to join the Special Education teaching team of a regional Australian university (see Figure 1).

Figure 1: Factors influencing secondments

The context of the secondments

Five full-time academics make up the Special Education team of the School of Education at the University of New England, Australia.   In addition to post-graduate teaching and research, this group of academics is responsible for teaching the special education courses that are a mandatory component of pre-service teacher education in New South Wales.

Two main factors influenced the decision to second colleagues from local primary schools to assist in the teaching of core special education courses in 2001.   The first factor was related to the need for additional staffing in response to increased on-campus student numbers during 2000 and 2001.   The second factor was a recommendation from a UNE Faculty Review that university educators should work more closely with school professionals.   Advertising a seconded position was seen as an effective way to increase local involvement in teacher education with the added benefit of forging ongoing links between the university and schools.

It was clear that in addition to providing the much-needed staffing support for internal teaching, there could be several other benefits associated with a seconded educator joining the Special Education team.   Firstly, it was anticipated that the experience of a year’s work at the university would be professionally rejuvenating and could enhance the teacher’s expertise on return to the classroom.   Further, there was a possibility that the seconded individual may undertake postgraduate studies, which would be facilitated by being on campus on a daily basis.

There was also a further benefit on a broader scale to the University of New England of involving a seconded practising teacher in the process of developing new courses.   The Special Education team had identified the need to design a Masters in Education (Special Education) program during 2001 to replace the existing postgraduate course, Bachelor of Education (Special Education).   The involvement of a seconded teacher in the development of this course was seen as beneficial to the integrity of the design of the Masters program.

It was also predicted that there would be benefits to the Special Education team at UNE in terms of professional collaboration.   Because the Special Education team advocates the process of collaborative teaching as integral to effective education for all children in schools and models collaboration through team teaching of courses and units, the inclusion of a seconded teacher from the school system was seen as a way of strengthening this model of professional collaboration.

Another benefit of including a seconded teacher in the teaching of undergraduate programs at UNE was that this model of staffing would facilitate students’ exposure to current processes and procedures being used in classrooms.   The provision of special education and inclusive education in Australian schools was going through rapid changes at the time the seconded position began, with funding criteria and procedures changing each year as school systems grappled with the increased numbers of children seeking funding for support in regular classes.   Accessing a seconded educator’s more immediate knowledge of these processes meant that our student teachers could be provided with reliable and current information with which to inform their teaching.   Unfortunately, information does not always flow freely between school systems and the university sector.   The involvement of a school educator with recent and relevant classroom experience added extra credibility to the teaching of pre-service units.   Although some members of the Special Education team had recent and ongoing professional roles in schools, this was sometimes not perceived by undergraduate students as being as valuable as that brought by ‘real teachers’.

The program of secondments

In 2001, the Special Education team recruited our first seconded educator, Phillipa (all names are pseudonyms).   Phillipa came to UNE from a special education position with the NSW Department of Education and Training and was a member of the group until the end of 2002. Her teaching experience encompassed working with students with learning difficulties, mild intellectual disabilities in separate and inclusive settings, and students with behaviour difficulties and disabilities in mainstream classes. In 2003, a new seconded colleague joined the Special Education group.   Diana came from an inclusive primary classroom in a local school and remained with the Special Education team for that year.   In 2004, Helene filled the seconded position. She had most recently taught students with mild to moderate intellectual disabilities in a local school. Like Phillipa, Helene had broad experience in special education including management and consultancy roles.

The duties of colleagues seconded to the Special Education team have been similar throughout the last five years.   Most of their teaching has been in the on-campus undergraduate special education courses.   In addition, secondees have contributed to the teaching of off-campus distance education special education courses and to the development and ongoing refinement of a range of special education course offerings.

As the secondment program has been operating within the Special Education team since 2001, it is timely to explore the personal and professional issues related to the program.   Part of this evaluation, in terms of surveying the opinions of the seconded teachers, is the focus of this paper.

Method

Because of the intimate nature of this research into individuals’ experiences with professional secondments, a questionnaire was used to gather information from the three teachers who had joined the Special Education team on secondment since 2001.   This questionnaire was derived from those already administered by Tuohy and Lodge (2003) and McEachern and Polley (1993).   It focuses on issues relevant to the Australian context and probes respondents’ experiences before, during, and after their secondment.   A copy is provided in Appendix 1.

The questions included in the questionnaire were carefully selected.   It was decided that the use of closed questions and attitude scales would be too prescriptive and would not enable the participants to present their views fully (Burns 2000; Neuman, 2003).   Therefore, open questions were chosen in order to gather data reflective of each participant’s experience of the secondment.   Each question was framed in a way that encouraged participants to make personal associations to their own experiences.

The questionnaire was distributed in print form and as an electronic file to each participant.   Respondents were asked to write a response to each question and to return the completed questionnaire to a member of the Special Education team within a week.

Two electronic versions and one handwritten questionnaire were collected from the participants.   These were printed, where necessary, copied and distributed to all members of the Special Education team who read and analysed responses for emerging themes.   Each faculty member’s analysis of the questionnaire responses was then shared and discussed at a group meeting in order to identify general themes that emerged from the data.  

Results and discussion

Analysis of the questionnaire data indicated that a strong set of themes related to the overall concept of ‘self-renewal’ was evident in the responses by these mid-career educators.   The phenomenon of self-renewal in terms of career stages, has been explored by researchers such as Hudson (1991), Oplatka, et al. (2000), and Mezirow, (1990).  

Oplatka, et al. (2000) characterize ‘self-renewal’ as a transitional phase that is marked by a reappraisal of career commitment and a possible modification of one’s life structures.   These researchers have identified five elements of the self-renewal process that are common within the mid-career stage.   These elements, Reframing, Internal reflection, Searching for new opportunities, Enthusiasm, and Updating professional knowledge, can be recalled using the mnemonic, RISE UP.   The RISE UP elements of self-renewal proved useful in categorizing the questionnaire responses gathered from seconded colleagues and consequently became the framework used to make sense of the findings of this study.   It is important to realize, however, that although these elements are presented as discrete categories, in many cases they overlap, intersect and interact.   Representative quotes from the responses of the seconded teachers related to each of the RISE UP elements of self-renewal are presented below.

Reframing existing perspectives.   Oplatka, et al. (2000) defines this element in terms of the reorganization of old plans and ideas and the restructuring of attitudes about self and society.   This is evidenced in the following quotes as sustained growth in personal confidence, an enhanced sense of self-efficacy, and a willingness to reframe and change classroom practice.

Phillipa : My teaching practice has not markedly altered.   I am more confident with the knowledge I possess.   Unfortunately, this is viewed by some people as “arrogance”.   I also developed a love of the precise academic language … when using this clear and concise language with classroom teachers, some interpret it as being “academic jargon”.   I struggle to balance these aspects.

Diana : I had the opportunity to research new teaching resources that I now use in my classroom.   Through time to reflect on my own teaching, I have made changes in my teaching and classroom management … I am doing much more cooperative group work with emphasis on Bloom & six thinking hats.

Helene : I had fascinating conversations about education with not only the Special Ed team, but with lecturers from across the whole school, resulting in new friendships that have lasted beyond the period of secondment … I was still surprised that my opinion was sought, and that I was treated as an equal – I was very conscious of my lack of detailed knowledge in comparison to the specialist lecturers … I grew in confidence with the positive feedback from students and colleagues. … Young adults, particularly when motivated and interested, are a dream audience, and wonderful to teach .

Internal reflection.   Internal reflection, as it relates to ‘self-renewal’, focuses on the evaluation of career choices and current beliefs .

Phillipa : The opportunity to teach the theory that drives the practice offers the opportunity for professional reflection.   This time of reflection can re-affirm values and beliefs regarding children as learners, and subsequently, influences teaching strategies.

Diana : I had time to reflect on my teaching practice in the classroom.   I felt I was doing something that needed change.   I discovered I could contribute valuable knowledge and practice to trainee teachers … I had the opportunity to research new teaching resources that I now use in my classroom.   Through time to reflect on my own teaching, I have made changes in my teaching and classroom management. ... It gives teachers time to assess their own teaching strategies and make changes.   The change from the classroom provides time for teachers to re-charge the battery and get enthusiastic about teaching again with new ideas that can be implemented in their classrooms.

Helene : The actual teaching was very enjoyable – I loved talking about education in depth, making connections for the students between their experiences and what we expected them to learn, hearing their stories.   I found the students’ commitment, creativity and enthusiasm quite inspiring. … Longer days, but more flexible time.   My own office space and computer which made a wonderful working environment.   No minutiae or demands – just the freedom to think, read, reflect, meet (can’t forget the meetings).

Searching for new opportunities and tasks.   This element is operationalized by Oplatka, et al. (2000) as actions that individuals take in searching for new opportunities, tasks, and challenges that move them beyond the known.   The act of applying for secondment itself indicates that each of the successful applicants, as well as those who were unsuccessful, was actively seeking challenges in her professional life.   Although all the secondees reported initially some level of self-doubt regarding their ability to meet the challenges of working with tertiary students, they were very interested in the opportunity to explore theories, practices, and resources.   The secondment was, in a sense, viewed as a ‘safe’ way to be challenged which may lead to the contemplation of further career changes.

Phillipa : Each secondment I have applied for has been through advertisement from the NSW DET.   I was attracted to apply as I already knew and have had working relationships with two of the members of the TRG.   Subsequent applications, have stemmed from very high levels of professional satisfaction gained in the secondee role from working with the students and because of the very positive working relationships developed and demonstrated by the other members of the teaching team.

Diana : I was enthusiastic about teaching in the classroom again.   There were new ideas, theories and teaching practice I wanted to experiment and trial … I may take leave and enter Juvenile Justice [system] if an opportunity arises as I am very interested in this area.

Helene : I met the criteria, the job sounded interesting, I was looking for a move, and I felt I had a broad enough range of experience (both special ed. and regular class inclusion, plus admin. knowledge) to be useful. … I’ve always gone to conferences and tried to keep up with the research, and good academic results in my Masters work encouraged me to think that I wouldn’t be too far out of my depth.

Enthusiasm and replenishing of internal energy.   Oplatka, et al. (2000) describe this element as characterized by individuals who perceive their jobs as very exciting and who feel satisfied with life.   In their responses, the three teachers commented on the satisfaction they gained from their professional work, but also recognised the need to be challenged in some new way.   The teachers wrote enthusiastically about being refreshed, recharged and challenged by their secondment experiences.

Phillipa: I learned that I love working with future educators in the area of students with diverse needs and student behaviour management.   I found that colleagues and students valued my particular professional experience … I found I enjoyed presenting my knowledge to groups of all sizes … I realized the difference between being “happy” to go to work, and “wanting” to go to work.

Diana: The change from the classroom provides time for teachers to re-charge the battery and get enthusiastic about teaching, and working with new ideas that can be implemented in their classrooms … Yes, I was enthusiastic about teaching in the classroom again.   There were new ideas, theories and teaching practice I wanted to experiment with and trial.

Helene : I enjoy the processes around building teacher expertise – finding innovative and motivating ways to encourage teacher development – and my experience across the region has helped me be very clear about the teacher skills and competencies required to make inclusion successful …   Personally, I really enjoyed the stimulation of meeting new, interesting people, both students and lecturers.   While the job was challenging at times, it was very fulfilling and rewarding to be valued in the position … I was very happy in the secondment because I felt stimulated, successful and appreciated. It was one of the best years of my professional life.

Updating professional knowledge.   Professional up-dating is an important element of the concept of ‘self-renewal’ that is shown by individuals’ voluntary involvement in educational activities, either formally organised in-service activities or independent learning through reading, or attending lectures.   It is clear that opportunities for professional development were a feature of the time at UNE for our seconded colleagues. In all cases, these teachers were involved in professional reading and discussion as part of the daily work of an academic.   Because Phillipa and Helene came to the secondment experience with Masters degrees in education, engaging in further formal study was not a high priority for them, nevertheless, Phillipa has subsequently enrolled in a research degree.  

Phillipa : On a professional basis, my knowledge of educational theory and practices increased.   I am able to discuss more confidently with other teaching staff the knowledge I possess.

Diana : The benefit of a seconded position is that it provides professional development in a new environment.   It gives teachers time to assess their own teaching strategies and make changes. … I have also benefited by having the voluntary help of UNE students in my classroom and within our whole school.

Helene : I learned, and consolidated, an enormous amount of information and ideas about inclusion, quality teaching, research methods, Indigenous education, theories of teaching and learning etc. And my computer skills are much more advanced.   I also became much more knowledgeable about universities in general, and teacher education in particular … Supporting students on School Experience … allowed us to visit a variety of schools, including Catholic and secondary schools, talk to Principals and teachers, and see innovative programs … The secondment experience served to organise my knowledge about inclusion – very little of the material in the text/unit was new, but I now have my ideas clearly categorised and structured for easier recall.

Conclusion

The inclusion of seconded colleagues has enabled the Special Education team at UNE to cover the undergraduate teaching responsibilities of the group efficiently and to develop closer working relationships with local education providers.   In return, members of the Special Education team have gained valuable collegial and personal friendships, as well as insights into the many operational issues facing teachers in contemporary classrooms.   Specifically, UNE faculty members are now more aware of the processes and procedures used to meet the needs of all learners and the constraints under which teachers currently work.

As a consequence of the secondment program, the Special Education team has been able to model collaborative practice to undergraduate students even more effectively than before.   Seconded colleagues, as part of teaching teams, have delivered lectures, facilitated small group seminars and participated in the planning of day to day activities related to the education of pre-service teachers.   An important aspect of this collaboration has also been in the form of the development and validation of new and existing special education courses.   Having critical feedback from colleagues with very recent experience in schools and classrooms has sharpened the focus of teaching materials and course options.   In addition, collaboration with seconded colleagues has made teaching about classroom practice more credible.   Undergraduate students have been exposed to many examples of how practice and theory of teaching interact and can inform each other.

In summary, this research has emphasized the importance of providing varied professional development opportunities for special and inclusive educators and underscores the contribution that professional educators can make to teacher education programs in general.   From the perspectives of both UNE team members and our colleague educators, the program of secondments that has been in operation since 2001 represents a powerful partnership.   As Helene described the secondment experience in her questionnaire:

It’s a wonderful, stimulating, exciting experience that everybody should try.   It’s a lot of work, long hours, and sometimes you may feel a long way from your comfort zone – but for an experienced teacher who needs renewal, it’s a perfect opportunity. … I was very happy in the secondment because I felt stimulated, successful and appreciated.   It was one of the best years of my professional life .  

As a postscript, it is worth noting that the success of the process of employing colleagues from school systems has been noted by other groups within the School of Education to such an extent that currently five seconded educators are working in the field of teacher education at the University of New England.

References

Black, D. & Martyn, P. (1999). Reciprocal secondment. Nursing Standard, 13(44), 42.  

Gatherer, W.A. (1988) The secondment of staff between schools and colleges of education. The Scottish Council for Research in Education: Edinburgh.

Hudson, F.M. (1991). The adult years: Mastering self-renewal.   Jossey-Bass: San Francisco.

King, V. (2003). Sharing skills: a case study in staff development. Library Management, 24(4/5), 254.- 266.

McEachern, W. & Polley, D. (1993). Teachers on secondment: their perceptions of the experience.Education, 113(4), 585- 563.

Mezirow, J. (1990). Fostering critical reflection in adulthood.   Jossey-Bass: San Francisco.

Oplatka, I., Bargal, D. & Inbar, D. (2001). The process of self-renewal among women headteachers in mid-career. Journal of Educational Administration, 39(1). 77-82.

Tuohy, D. & Lodge, A. (2003). The Secondment of Teachers:   How secondments impacts on career dynamics in teaching and the costs within the educational system. Clare Education Centre Publication: Ireland.

Appendix 1

Semi-Structured Interview for Seconded Colleagues

Prior to the Secondment

1.Tell me about your teaching career up to the time of the secondment.

2. Were you happy in your teaching position?

3. Where did you see your career going?   Had you any hopes or plans at the time?

4. How did you hear about the seconded position?   What attracted you to apply for it?

5. What was the reaction of your colleagues and school management when you applied for the secondment?  

During the Secondment

6. In the early days of the secondment, what were the biggest difference between being a teacher and your new position?

7. As your role developed, did you discover anything new about yourself?

8. How did your relationship with colleagues develop during the secondment?  

9. What opportunities for personal and professional growth did the secondment offer you?

After the Secondment

10. As your secondment came to an end, were you looking forward to going back to school?   Why or why not?

11. Did you return to your old job at school, or a different job?  

12. How has your teaching practice been influenced by your secondment experience?

13. What was the reaction of your colleagues and school management when you returned from the secondment experience?

14. Have you changed any of your career plans as a result of the secondment?

15.   If a colleague came to you looking for advice about taking a secondment position, what would you tell him or her?

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