Like many issues we’ve discussed, there isn’t one clear cut answer… funding or teacher preparation. I think both must be taken into account. However, the teacher preparation portion hits close to home for me, so that is what I would like to focus on. I think the student teaching and early mentoring programs need total revamping and should be more closely related.
I came out of my undergraduate program completely prepared to work in any special education setting. I had the confidence that my coursework taught me best practices, my natural skills would have the opportunity to flourish, and my lifetime of experience would allow me to work with any group of students in special education. I had taught bedsides in a Children’s Hospital to cancer patients, in a program for students with severe behavior problems that needed to be at a separate facility, and with kids who had cognitive delay. I took my first job as a teacher at a separate school with a class of 6 students with autism and a handful of other issues. I left within 3 months of beginning the job.
Since that point I have learned this is not an “exception to the rule” situation, I have heard many similar stories from other new teachers. The “Did you Know” video said almost half of new teachers leave after their first five years... that’s 50%!!! I wasn’t there for the class discussion this week, but Adelle’s PowerPoint mentioned lengthening the teacher preparation time. For me it wasn’t more class work I needed. The problem wasn’t lack of preparation, it was assistance in the real setting.
What if we could make a better connection between the student teaching and first year... In special education especially, the broadness of the possible teaching areas is immense. You have the different settings (suburban/urban) and types of schools that other teachers deal with choosing between. But then add on the fact that you can teacher kindergarten up to 12th grade. You could be assisting with the students with learning disabilities in a room or be at a separate facility for kids with emotional disturbance in your own classroom. The range is so broad and so different. Why not have a student teaching like atmosphere in the fall at your first job? You get hired in and work with another teacher in the room. They help you with those first few months that are so important for the teacher and the student. They help develop methods for IEP goals, grade keeping, behavior management, and counseling specific to your setting. Then after a few months you have the independence in that same setting they helped you create and they still check on you some. Maybe this could be a good way for teachers leaving the profession, discussed in the New York Times article (Report Invisions Teacher Shortage) to give back. Some may wish to spend their final year in the field as a mentor.
I think an answer is that we need to find some solution, be it this or another method. The field of education is loosing too many energetic and devoted young teachers that they shouldn’t be loosing. I hope Strickland does keep this need for mentoring and assistance for young teachers a priority, or the field is going to miss out on great talent!
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I hope Strickland does keep this need for mentoring and assistance for young teachers a priority, or the field is going to miss out on great talent! -I agree! I think doing an internship type of thing would be a great solution. Those first few years of teaching are crucial. It really makes or breaks you!
ReplyDeleteI just can't believe that there is no support system for new teachers. Even as a new graduate as a new nurse, we were partnered with a mentor. This mentor was responsible for acclamaiting the new nurse to the policiese, procedures, protocols, and getting involved with the care of patients while having hands on experience as a R.N.n. for that shift. I would think policy makers and those who manage funding, distribution of those funds, would realize that by encouraging veteran teachers to act as mentors, encouraging attendance at seminars, workshops and continuing ed. courses, that are reimbursed,partially or fully, would promote retention and encourage teachers old and new to stay abreast of new teaching modes/techniques, thereby promoting creativity among the teachers and in turn promote interest and excitement among the students... bottom line promoting learning!
ReplyDeleteAs the NCTAF presentation stated, "In every profession teamwork is the path to high performance. But most teachers are alone." I think there are a lot of retired, experienced teachers who would be willing to work with incoming teachers and coach them through the first year of teaching. It was also stated that the majority of teachers want more teaming and collaboration; so, why is this not provided more often? There are so many things to "learn" through the experience of teaching, that it would be good to have a strong mentor relationship.
ReplyDeleteTeaming and collaboration is good but I do not think that can also serve as a mentor experience. Teaming is good for you know how your students act in other classes, what is being taught in other classes, and you can even do collaborative projects between subject areas. Also, collaboration is good in coming up with lessons and if done effectively it can be helpful to a first year but it can also be intimidating. If you are working collaboratively with an intimidating teacher you may just do what the other teacher says and never get to use your new ideas. I think aside from these outlets it would still be good to have a mentor who is not another teacher in the building so you can go to for guidance or help. Sometimes you may not want to ask another teacher in the building because you do not want to look you do not know what to do at your job. You need to feel like you can go to this person for help and not be judged. This is why I like the mentoring programs along with collaboration and teaming
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