Volume 3 - Issue 1 - DBU Journal for K-12 Educational Research - Page 78

76 group session and individual interview. Strong relationships with administrators and peers as well as work structures that support collaboration with educator colleagues and campus administrators were reported to provide the feeling of Personal Connectedness desired by the Millennial generation. All participants considered Personal Relationships of critical importance in the field of education. Four categories of individuals were identified as key relationships in providing support to Millennial educators. Grade-level team members were mentioned by nine participants, campus-based mentors were mentioned by nine participants, instructional coaches were discussed by 10 participants, and administrators were identified by six of the 12 participants. Participants described several benefits of positive personal relationships in the educational workplace: opportunities for advice about curriculum, behaviors, and parents; having a place to share their own thoughts and have them validated; receiving emotional support; and being known on a personal level. In addition to the desire for Personal Relationships, 92% of participants expressed the importance of Teamwork to their roles as educators. When considering the theme of Teamwork, participants emphasized the ability to design lessons and instructional activities together, test out ideas, and seek advice from colleagues about specific situations. Feedback The theme of Feedback was a second overarching theme that emerged from each individual interview and focus group interview. Participants expressed the importance of Feedback from colleagues that includes Positive Affirmation, Constructive Criticism, and opportunities to Seek Input by asking questions and having ideas validated. Positive Affirmation was identified as important by 11 of the 12 Millennial generation participants and in every focus group. Positive Affirmation was reported to be energizing, encouraging, motivating, and needed frequently. While all positive statements appear to be appreciated, seven individuals highlighted the need for specific positive comments about their work and ideas rather than general praise. Participants also expressed a desire for personal growth through Feedback that focuses on areas for improvement coupled with specific details about how that growth could be accomplished. This need for Constructive Criticism expressed a clear desire for participants to capitalize on the wisdom and experience of their colleagues and to test the information received against their own ideas and processes. Nine individuals specified their desire to grow and improve and recognized that feedback from others could support that growth. Again, a desire for specific details on the improvement needed and steps that could be taken was expressed. Finally, participants repeatedly described a need for opportunities to Seek Input from others. These Millennial educators requested feedback in evaluative situations but also in day to day scenarios. They communicated their need to share their ideas and have those thoughts considered and validated by others with more experience and professional expertise. Implications and Recommendations Educational leadership is critical to solving the dilemma of rising teacher attrition rates as today’s leaders have control and influence over professional learning, development of work structures, and configuration of collaborative teams and groups. Because generations have different needs and beliefs, campus and district leaders should intentionally consider generational differences when planning for professional learning and when considering what structures will be provided to teams for communication, division of tasks, and collaboration. Educational leaders should also ensure that new teachers have colleagues and mentors with whom they can frequently consult and should create focused time for administrators to provide specific positive and constructive criticism to teachers from the Millennial generation. Recommendations for Campus Leaders Study participants indicated a significant need for Millennial generation educators to have strong relationships with co- workers, to have opportunities for collaboration and ongoing conversations, and to receive both positive and constructive feedback from others. In an effort to help educators build relationships and work collaboratively with one another at the campus level, it is recommended that campus leaders do the following: Julie DeLeon, Ed.D.