a novice.
It is official...I survived my first semester of secondary school teaching! *clinking glasses to toast will apple cider* The job I obtained in November of last year has been a mixture of deep learning, reflecting and rewards. I am thankful for the experience and for the support my colleagues provide. Too many times, I have heard "the first year is the hardest." It eases the mind to know that feeling as if I am failing as an educator is "normal". Lol. There are many things to learn post-graduation as a new contracted high school teacher. (Obviously things a different between districts, states, and regions.) Here are a few things to consider:
(Image obtained from: http://www.niu.edu/PubAffairs/RELEASES/2005/july/newteachers.shtml)
1. In addition to fulfilling an assigned "duty" during prep periods, teachers attend weekly professional learning community (PLC) meetings. From what I can gather, no matter if you are a rookie or novice teacher, you must attend the small group meeting lead by a principal/administrator to work towards all teachers leading their students towards achieving the school's mission. Having the faculty and administrators on the same page is essential to the school culture and student achievement.
2. All new teachers attend Induction meetings, usually once a month after school to share insight, acquire helpful resources, discuss the latest successful techniques in education, and reflect on the first year of teaching. The program is a collaborative effort between the novice, the mentor educator, a master teacher (most likely the head of the department for your content area), your school principal, and the district director of curriculum. Having the opportunity to express similar feelings in a conference setting is a valuable support system for new teachers. I am grateful for the program.
3. The school secretary needs to genuinely believe you appreciate him or her. Holiday greeting cards and a small token of thanks go a long way. (Also, if you can remember the person's birthday they will remember to deliver news, documents, and supplies in a timely manner.)
4. Take the opportunity to work with all learners after and outside of normal school hours. For instance, this year I am teaching English for upperclassmen in the Saturday Academy. For four a week students attend school on Saturday. When I see these students in the hallway we greet one another. The students on my roster are curious about how I know students they know I do not teach throughout the regular school week.
Use one lunch period a week to visit with students in the cafeteria. It helps the students connect with you when they see you outside of the classroom.
5. Collaborate with parents in as many positive ways as possible. Many of my students' guardians do not attend the parent-teacher event the school hosts during the first semester. (I met one parent. I was made aware that a few could not make it because they work in the evenings; at the least they took the effort to inform me.) I gave out a Welcome letter in the middle of the semester, because of when I got hired. My second semester syllabus is printed and ready to be distributed to students for their guardians to read and sign. Parents who use email receive weekly updates from me. When a student has a good week, I call home on Friday afternoon to give a "positive report" with two or three examples of why the student had a good week. If you have to call a parent with disappointing/disturbing news, make the last call a good report to end your day with a happy interaction.
6. Keystone testing is done twice a year: once in the first semester for make-ups for those who did not pass sections; during second semester all freshmen, sophomores, and juniors take the new standardized test printed for that year.
(Larger schools may test more times during the academic year.)
7. Exercise! Walk, run, bike, box, swim; find your healthy outlet. If I was not working out at least twice a week I would not be able to successful navigate through the daily announcements, assemblies, drills, and activities that affect one's teaching and planning schedule. Releasing in a positive manner is useful for modeling to your students ways to avoid, deescalate, and resolve conflict. Thank you Zumba!! (For those of you who share my love for Zumba, visit the Zumba Fitness link for local classes.)
I will share more when I have the time. As many of you know, being a teacher leaves no dull moments and reduces one's leisure time. I am not complaining.
I am joyful that I am employed, especially in an academic setting where I am challenged every day. I never thought I would be teaching learners in special education classes. I love the work I do.
I am off to grade the students' finals.
(Image obtained from: http://www.niu.edu/PubAffairs/RELEASES/2005/july/newteachers.shtml)
1. In addition to fulfilling an assigned "duty" during prep periods, teachers attend weekly professional learning community (PLC) meetings. From what I can gather, no matter if you are a rookie or novice teacher, you must attend the small group meeting lead by a principal/administrator to work towards all teachers leading their students towards achieving the school's mission. Having the faculty and administrators on the same page is essential to the school culture and student achievement.
2. All new teachers attend Induction meetings, usually once a month after school to share insight, acquire helpful resources, discuss the latest successful techniques in education, and reflect on the first year of teaching. The program is a collaborative effort between the novice, the mentor educator, a master teacher (most likely the head of the department for your content area), your school principal, and the district director of curriculum. Having the opportunity to express similar feelings in a conference setting is a valuable support system for new teachers. I am grateful for the program.
3. The school secretary needs to genuinely believe you appreciate him or her. Holiday greeting cards and a small token of thanks go a long way. (Also, if you can remember the person's birthday they will remember to deliver news, documents, and supplies in a timely manner.)
4. Take the opportunity to work with all learners after and outside of normal school hours. For instance, this year I am teaching English for upperclassmen in the Saturday Academy. For four a week students attend school on Saturday. When I see these students in the hallway we greet one another. The students on my roster are curious about how I know students they know I do not teach throughout the regular school week.
Use one lunch period a week to visit with students in the cafeteria. It helps the students connect with you when they see you outside of the classroom.
5. Collaborate with parents in as many positive ways as possible. Many of my students' guardians do not attend the parent-teacher event the school hosts during the first semester. (I met one parent. I was made aware that a few could not make it because they work in the evenings; at the least they took the effort to inform me.) I gave out a Welcome letter in the middle of the semester, because of when I got hired. My second semester syllabus is printed and ready to be distributed to students for their guardians to read and sign. Parents who use email receive weekly updates from me. When a student has a good week, I call home on Friday afternoon to give a "positive report" with two or three examples of why the student had a good week. If you have to call a parent with disappointing/disturbing news, make the last call a good report to end your day with a happy interaction.
6. Keystone testing is done twice a year: once in the first semester for make-ups for those who did not pass sections; during second semester all freshmen, sophomores, and juniors take the new standardized test printed for that year.
(Larger schools may test more times during the academic year.)
7. Exercise! Walk, run, bike, box, swim; find your healthy outlet. If I was not working out at least twice a week I would not be able to successful navigate through the daily announcements, assemblies, drills, and activities that affect one's teaching and planning schedule. Releasing in a positive manner is useful for modeling to your students ways to avoid, deescalate, and resolve conflict. Thank you Zumba!! (For those of you who share my love for Zumba, visit the Zumba Fitness link for local classes.)
I will share more when I have the time. As many of you know, being a teacher leaves no dull moments and reduces one's leisure time. I am not complaining.
I am joyful that I am employed, especially in an academic setting where I am challenged every day. I never thought I would be teaching learners in special education classes. I love the work I do.
I am off to grade the students' finals.
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