Issue link: http://educator.cta.org/i/649572
The Facts Millennials: • Were born between 1981 and 1997 and are the largest and the most college-educated genera- tion in American history. • Will make up 75 percent of the workforce within the next decade. • Were the first generation raised by "helicopter parents" who hovered incessantly and worried about their children's self-esteem. • Were described by their teachers as being in constant need of pos- itive reinforcement and attention. They were the first generation to receive trophies for participation. • Are the most rapidly growing class of millionaires and billion- aires. However, many live at home with parents and expect they will never achieve the same standard of living they were raised in. • Tend to be politically independent and may not affiliate with either Democratic or Repub- lican parties. They are strong supporters of Bernie Sanders for president. • Thrive on collaboration. It comes naturally: They spent their pre- school to college years working in small groups. • Were the first generation to grow up with social media networks and enjoy sharing their lives within larger communities. Many prefer texting to talking. • Find integrating Common Core with technology-infused instruc- tion to be a relatively easy shi. • Don't necessarily see teaching — or the field of education — as a long-term commitment. They see careers in education as being among many options open to them. Juan Álvarez 34, math teacher, Gilbert High School, Anaheim Secondary Teachers Association It may sound funny, but older millennials are seeing the tail end of their generation joining the teaching ranks and stepping into new roles, muses Juan Álvarez, a site rep and exec- utive board member of his association. "Now it's the older millennials who are becoming the bridge between the veteran teachers and the newest teachers," says Álvarez, who graduated from CTA's Ethnic Minority Early Identification and Develop- ment (EMEID) program to learn the ropes of leadership. "We're the ones helping older teachers understand the brand-new teachers — and telling the younger teachers not to judge the older teachers." As more newbies are hired, Álvarez envi- sions seasoned millennials assuming more of a statesman role and serving as mentors to millennial babies. Millennials on both ends of the age spec- trum instinctively know how to implement technology seamlessly and creatively with curriculum, says Álvarez. As a result, millenni- als sometimes see professional development as a "step backwards" from what they've been doing all along, without their elders being aware of it. "Millennials are always looking ahead to the next thing, while veteran teachers might be worried about trying something new. An administrator might ask me if I've tried a new online strategy yet that we talked about during professional development. But for me, that strategy is oen so last year." CTA SHOULD BE USING MILLENNIALS… to educate students in credential programs about the importance of unions. If I had known in college how awesome union involvement can be, I would have gotten involved sooner. SCHOOLS COULD ENGAGE MILLENNIALS… by having different levels of professional devel- opment. In technology workshops, millennials wade through information faster. Sometimes it feels like we are being held back. MILLENNIALS ARE CONSTANTLY THINKING ABOUT… how they can improve their commu- nity and how they can make a difference. 19 March 2016