An Exploration of the Relationship of School District Restructuring to Educator Plateauing and Resiliency.

This paper presents findings of a study that examined the effect of school restructuring on teacher "plateauing" and teacher resiliency. "Plateauing" occurs when an individual perceives his or her situation as stagnant and devoid of challenge. Data were gathered through: (1) observations of a school district undergoing restructuring under the leadership of a new superintendent; (2) document analysis; (3) a questionnaire administered to all (184) professional district staff; and (4) interviews with 25 survey respondents--15 who reported low levels of plateauing (LPs) and 10 who reported very high levels of plateauing (HPs). Findings indicate that the most resilient educators were also the least plateaued and the most likely to become involved in restructuring efforts. However, they tended to be more interested in their own classroom-related activities and their own professional development than in schoolwide activities. The most challenging group for school leaders were those who perceived themselves to be "high plateauers" (HPs). They exhibited lower levels of resiliency, expressed negative attitudes toward restructuring, reported that they felt stuck, and were unwilling or unable to take risks. Suggestions to deal with HPs include: educate HPs about plateauing; provide counseling to improve HPs' professional self-esteem; focus HPs' energies on changeable situations; and shift HPs laterally into new roles or environments. (LMI) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** u s ocluatutur of CIIIIK4a10111 Oftre 4, I 40,. e.r. ,. Mier, . 844 . 4.4p,o.4. 444 E DUCAT/044a( Al SOURCE S 1441 ORMAT/014 IN. f WYE ft a ReCi 4E1' / 6,44.m4 MI twen 44p. Who Pt1 111 a% f(14.4. 41 1,o4.1 IM ps,. Of 1,90r.ratt, 00 . 94naloyi 4 eM t ' Mow, c.finfieS ',e.g. b. , 4141. mr Ancoo. /Z nPIXOCK14-04 OAP 0 V en . '" 00'0,04n11111ed In. % 41.0. ,, 4fterli CO "01 nILK*S11,,,Ir °MOS. Of P. coo1.n 04 KAKI/ AN EXPLORATION OF TSB RELATIONSHIP OF SCHOOL DISTRICT RESTRUCTURING TO IDUCATOR PLATEAUING AND RESZLINNCY p,ERMISS1GN TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY Mike M. Milstein University of New Mexico . 271414are47,1',4EEDL-,A7:0NALPESC,UPC.ES . r4Fr-w"T.N. IER,EPC This speculative paper is based upon my involvement with restructuring in a Southwest school district where I have also been engaged in field-based research on educator plateauing. In the process I have begun to identify some possible connections between the two--i.e., restructuring efforts and how the district's teachers cope with plateauing. The primary purpose of restructuring is to improve the education of public school students. However, even though it is not intended as such, it is posited that restructuring can have a positive impact on the motivation, challenge, and growth of educators. In turn, it is probable that educators who are more energized and enthusiastic can have a positive impact upon restructuring outcomes. The intent of the paper is to encourage discussion, debate and thoughtful policy development in ways that can capitalize on an understanding of the relationship between restructuring and educator plateauing and resiliency. After key concepts are defined and discussed the potential connections among them will be explored, employing data collected in the school district. Definitions Before exploring the potential relationships of restructuring to plateauing and resiliency, it is important to provide some basic definitions. plateauing occurs when one's