Over the years, I have heard several teachers jokingly share how sorry they felt for their first-year students. “I know those kids didn’t learn a thing! I had no idea what I was doing!” they exclaimed. I can relate except I had a paraprofessional who taught me everything I needed to know about keeping data, documentation and important aspects of a teacher’s job. Without Cookie Renfrow, I would have been lost my first year of teaching. Unfortunately, not every first-year teacher has a Cookie Renfrow to be their rear-guard.
Those statements made me think two things. First, my son would NEVER be in a class with a first-year teacher. Next, what can we do to make sure rookie teachers DO know what they need to know so they can effectively teach their students?
A faltering first-year teacher is at risk of not meeting his/her students’ needs, may be contributing to students falling behind or failing, is at risk of becoming overwhelmed with the responsibilities of teaching and may be at greater risk of leaving the profession prematurely. It would be great if we could take first-year teacher mentorship from the periodic peer check-ins, to a much higher level in quality and quantity.
Perhaps there could be a team of teachers who could rotate walking the rookie through the gradebook the first few times he/she is entering grades. Typically, school districts do offer Special Education training to teachers but it is often relatively brief, swift and sorely lacking in detail.
Maybe Special Education experts could not only help new teachers complete ARD paperwork, but throughout the school year, accompany them to ARDs, also teach them how to read ARD paperwork, interpret test results, modify assignments and accommodate students. Many veteran teachers and administrators don’t understand the workings of Special Education. Rookies could use the extra help. It would be great if a cadre of strong teachers could observe and assist new teachers all year, helping them with teaching ideas and strategies, lesson planning, finding supplemental materials and other information they need.
I encourage all school administrators to create teams of mentors who can walk rookie teachers through their first-year teaching so they don’t feel like they don’t know what they are doing. Perhaps the added support could reduce the high teacher attrition rate in America.
The typical mentor-mentee relationship is nice, but an immersion team for new teachers could ensure rookies have a great first year and their students may just learn something.
Email comments to: FM-TeachersLounge@gmail.com
Follow me on Twitter @DrTeresaSanders
Check out my blog at www.teresaEsanders.com
- Log in or Subscribe to post comments.