Learning from teachers: applying education principles to camp.

Much of the information for this issue's "Research Notes" comes from education and teaching journals. Teachers and camp staff share many of the same issues, including interactions with young people, parents, and other constituents, and the strategies and techniques of teaching and relating to others.

Professional development

Pierce and Hunsaker offer ideas about changing the look and substance of in-service teacher trainings. Some level of in-service teacher training is provided to all public school teachers. For years administrators have conducted these training sessions and chosen the topics. Although the intent of these sessions is to update teachers' knowledge and skills on pertinent issues, many teachers feel that these sessions are wasted time.

The new approach discussed in this article is based on six principles:

* Professional development that results in improved practice should be generated on a site-by-site basis.

* A culture that is supportive of improved practice and professional growth is needed for a successful professional development program.

* Long-term change takes time.

* Teacher ownership is critical to maintain the reform movement.

* Professional development that does not improve student outcomes is not important.

* Professional development should be designed in such a way that the outcomes are clearly stated and provide direction for improvement.

With these principles in mind, the researchers developed a cyclical model that begins with a common vision, identifies the needs of staff, establishes staff experts who will act an those needs, provides support and materials for use in peer coaching, and uses improved student outcomes as a measuring tool. Peer coaching is a critical element of this type of in-service. It involves assigning all staff to peer coaching teams of three to four people, training in observational and feedback skills, building team cohesiveness, developing an action plan for each team member, establishing a peer observation cycle, providing formative feedback after each observation, and evaluating personal performance against set objectives.

Implications for camp

Teachers and camp staff have much in common. In fact, with part of the camp field's focus on developing young staff members, the precamp and in-service sessions become even more important. Camps can develop effective on-going training processes by basing precamp and in-service training sessions on the principles Pierce and Hunsaker provide.

Part of this new method of on-going training is based on on-site needs assessments. Including training topics staff have told you they need, as well as the topics you deem necessary, is important.

One aspect of camp training might consist of groups of peer coaches, made up of a mix of seasoned and new staff, who help conduct and implement professional development for all staff. In this fashion, staff are learning by doing, as well as conducting some research, responding to stated needs of the staff, and enhancing their people skills.

One other element that seems important in this process is linking staff performance with camper outcomes. This, of course, necessitates an approach to evaluation that is based on camper needs - something most camp programs already put above all else.

Pierce, D. and Hunsaker, T.W. (1997). Professional Development for the Teacher, of the Teacher, and by the Teacher. Education, 117(1), 17-21.

Teacher actions and student learning

Brookfield offers insight into understanding the relationship between teacher behavior and student learning. Teachers often have trouble understanding how they and their teaching affect student learning. Many teachers conduct end-of-course evaluations to gain some insight, but summative evaluations fall short. These types of evaluations, administered after a class or course is over, leave no room for improvement during the course and often lack in pedagogically specific questions.

In response to this concern, Brookfield devised a system for formative evaluation through the use of critical incident questionnaires (CIQs). At the end of each week, the CIQ is distributed and students are asked to respond to five questions: At what moment in class this week did you feel most engaged with what was happening? At what moment in class this week did you feel most distanced from what was happening? What action that anyone (teacher or student) took in class this week did you find most affirming or helpful? What action that anyone (teacher or student) took in class this week did you find most puzzling or confusing? What about the class this week surprised you the most? (This could be something about your own reactions to what went on, something that someone did, or anything else that occurs to you.)

The teacher summarizes the CIQ responses and shares that information with the class along with discussion about any actions.

Advantages of using CIQs or similar systems include: they encourage students to become reflective learners, they build a case for diversity in teaching and learning, they build trust between students and teacher, they suggest possibilities for the teacher's personal development, and student responses alert the teacher to problems before they become disasters.

Implications for camp

While camp is not a formal classroom situation, two different uses of the CIQ approach spring to mind. First, staff can use this method with campers. At the end of each week, campers are asked to respond to the five questions, and counselors use this information for personal growth and development. This method could be very beneficial if the counselors receive the support and assistance required for improvement. In this instance, camp administrators should be aware of the feedback counselors receive so they can assist them in every way possible.

Camp staff could also complete CIQs each week and share the information with camp administrators. In this way, camp directors and supervisory staff are alerted to any potential difficulties, as well as to positive impacts that camp, program, policies, and procedures have on staff's efficiency. As CIQs open new doors of communication, they could be a tremendous learning tool for camp staff at all levels.

Brookfield, S. (1996). Experiential Pedagogy - Grounding Teaching in Students' Learning. Journal of Experiential Education, 19(2), 62-68.

Ethical considerations

Ethics are imbedded in everything we do and are particularly important as they relate to camp. Smith provides ideas about the virtues that those of us in caring professions should adhere to. We are responsible for:

* demonstrating a respect for each person as an individual

* communicating honestly and truthfully

* enhancing the self-esteem of other persons

* helping build fair and compassionate social and cultural systems that promote the common good of all persons.

Smith also offers five principles of professional interaction:

* assist our institution to fulfill its mission

* strive to enhance the personal and intellectual development of other persons

* be compassionate, thorough, and fair in assessing performance of students (campers) and associates

* exercise the authority of one's office in ways that respect persons and avoid the abuse of power

* conduct our professional activities in ways that uphold or surpass the ideals of virtue and competence.

Smith, R. 1997. Essential Ethical Considerations in Teaching. Education, 117(1), 17-21.

Deb Jordan, Re.D., is an associate professor of leisure services at the University of Northern Iowa. Send your letters and one-page summaries of research related to camp to: Research Notes, c/o Dr. Deb Jordan, Leisure Services Division, 203 East Gym, University of Northern Iowa, Cedar Falls, IA 50614-0161. Note: Only research completed within the past two years will be considered for review.