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renewal. The question that permeates practice during this second stage of development is:
“How can I grow in competence and confidence” (Jalongo & Isenberg, 2000, p. 394). In
the third stage of renewal, which occurs during either the third and fourth years of
teaching, the teacher searches for new, innovative ideas and approaches after tiring of the
status quo. The question that characterizes practice at this stage is: “What will I do to
improve with experience rather than diminish my effectiveness” (Jalongo & Isenberg,
2000, p. 394). Teachers in this third stage could find themselves at a pivotal and
appropriate time to consider an emergent curriculum as it exemplifies teachers who are
interested in new ideas and resources to enhance effectiveness.
It may be that what the teacher has been doing for each annual cohort of
children has been quite adequate for them, but that she herself finds the
recurrent Valentine cards, Easter bunnies, and pumpkin cut-outs
insufficiently interesting. (Katz, 2005, p. 4)
Through observation and discussions with experienced colleagues and access to
resources, Katz (2004) suggests that a teacher will be able to progress forward from the
renewal stage to the fourth and final stage of maturity. A teacher at this stage is ready to
assume a leadership position with an improved sense of self and admiration of
colleagues. Mary was not able to focus on the question that typifies this stage, “What
impact has my life had on the lives of children and families” (Jalongo & Isenberg, 2000,
p. 395). Mary did not have access to resources and had limited exposure to experienced
colleagues, both necessary requirements of stage three. Even with 20 years in the field,
Mary’s practice was fraught with self-doubt and frustration. In many ways, she is similar
to the first stage teacher with concerns focused on surviving daily challenges with
children.