The Reality of Teacher Engagement – And How to Support It
(Part 3)
Written by Dr. Leanna Prater, Senior Professional Learning Manager, US for LEGO® Education
In this blog series, you’ve explored what engagement means and approaches to building student engagement. Students need to be engaged in their learning, and it’s equally important that teachers be engaged in what they are teaching. Increased educator engagement can positively impact student outcomes, staff retention and well-being, and the school community.
There is a joy and purpose that comes from teaching others. Having spent 25 years in public education, it is still special to see the sense of wonderment and excitement when a student grasps a difficult idea or discovers something new about the world around them. While the opportunity to guide a student along a learning journey is rewarding, teaching is often demanding, and these pressures can lead to stress, teacher burnout, and overall disengagement.
A report from LEGO Education found that two thirds of students aren’t engaged, and unfortunately the story is similar for those teaching them. A Gallup poll found that only three in 10 US K-12 employees were engaged at work. This is driven by educators having unclear expectations, feeling like they aren't using their talents and strengths, and facing a decrease in overall concern and support. A Pew Research Poll put a fine point on it: just half of teachers would recommend teaching as a profession.
Engagement is a cycle: when students are more engaged, their teachers are more engaged. And when teachers are more engaged, so are their students. Let’s look at some ways to increase teacher engagement.
What is Teacher Engagement?
Engagement is defined as a student's genuine and self-motivated interest and active participation in the learning process. And for teachers, the definition is fundamentally the same. Teachers should also be genuinely motivated and actively participating in the learning process. Think about when you felt most successful in the classroom or think about a teacher or mentor you admire. Chances are you will describe a teacher who is excited, creative, engaged, and confident in what they are teaching.
Student and teacher engagement are inextricably linked. In the report on classroom engagement, 80% of US teachers said they’d be happier in their job and find it more rewarding if their students were more engaged in learning. Teachers with engaged students are also less likely to consider leaving their profession. When teachers are engaged, it can have a positive impact on student learning and overall classroom culture.
Supporting Teachers with Professional Learning
Administrators play a key role in keeping teacher engagement high while helping reduce teacher frustration and burnout. In the LEGO Education report, teachers reported a need for additional lessons and materials which are flexible to meet a wide range of student needs. Over a third of administrators agreed that lack of access to these types of resources is a barrier when it comes to student engagement. The continued effort to provide access to quality resources and approaches to better meet the instructional challenges teachers face daily can help save teachers’ time and energy.
Having rich learning materials is not enough though. Consider this: 31% of educators say they aren't using resources as effectively as they could be. When teachers are tasked with employing a new tool, strategy, or curriculum, it is important to include dedicated time and resources for teachers to engage in their own learning and receive feedback on their practice to feel confident with classroom implementation. Investing in teacher professional learning is key to setting everyone up for success.
But not all professional learning is created equal. Professional learning needs to be designed in a flexible manner, providing the right support at the right time and in the way that is best suited to a teacher’s own identified professional growth needs. We can take a cue from our students and the need to make the learning relevant and engaging for them. The same should apply for teachers, who are learners too.
Imagine professional learning that is engaging, meaningful, and builds confidence. When professional learning is combined with purposeful play, teachers are often reminded of the joy that comes from learning something new. Just like students who become driven by curiosity around their own ideas, they find themselves in a state of flow working to overcome challenges while engaging in hard fun. Incorporating opportunities to learn through play can help reduce stress, improve well-being, and increase job satisfaction. Learning through play in both the classroom and within professional learning environments can support teacher engagement.
Building Confidence and Community
Teacher efficacy refers to self-confidence in the ability to positively affect student performance. The idea being that as teachers see improvements in student learning, teacher efficacy increases. In fact, teacher efficacy has been shown to be one of the most powerful qualities that contribute to success with students. Other variables like colleagues and working conditions may also have casual effects but are harder to measure. Educational research also looks at how school leadership is responsible for promoting and creating the conditions for collective teacher efficacy. Ultimately, the success of a teacher on student learning is worth considering, and the value of professional learning in it cannot be overlooked.
Providing quality professional learning can also let teachers know they are valued. School leaders can encourage teacher engagement by creating the opportunity for staff to feel empowered by the work they do, building a sense of community and strengthening school culture. Working in the capacity of professional learning communities (PLCs) or lesson study groups can create a feeling of collective agency among teachers, improve collaboration, and provide time for teachers to share their own strengths with their peers. For some teachers, this sense of supporting one another for the greater good of students can bring a renewed sense of purpose. And it never hurts to remember why we got into the profession in the first place.
In part 4 of the blog series, we’ll look at engagement from an administrator’s perspective, including how and what to look for when observing it in classrooms.
About the Author
Dr. Leanna Prater is the Professional Learning Services Manager for LEGO Education in the US. Bringing over 25 years of experience in public education to her role, she helps provide strategic solutioning for professional learning to support educators in bringing hands-on learning to their classrooms. Leanna is a former elementary teacher, district technology specialist, and adjunct professor at Georgetown College. In 2015, she was named Kentucky Outstanding Technology Leader. Leanna holds a Bachelor of Arts in Elementary Education from the University of Charleston, a Master of Arts in Education/Gifted Education from Georgetown College, and a Doctor of Education in Curriculum and Administration with a focus on Instructional Systems Design from the University of Kentucky. As an advocate for STEM and computer science for all, she enjoys supporting classroom teachers and students in robotics and creative computing.