We Owe it to Our Teachers

We owe it to our teachers. Towards the end of a career spanning five decades, I have been keenly aware, viewed from a variety of perspectives and through a variety of lenses, that we in education do not do enough to nurture and develop our new educators.

The decades have not dimmed memories of my own experience as a new teacher, and most vividly, the naiveté I possessed as a brand new, 22 year old educator. Although contradictory, I remember those first days as a total blur of activity and meetings for which nothing had prepared me. In one setting I learned to drive a school bus; I met with large group of individuals who were as clueless as I was, and I met with numerous district personnel whose names and titles I immediately forgot. I even met with my union representatives on topics about which I had absolutely no interest. I was a professional and I still have no interest.

Through the years I have observed human resource specialists’ and school administrators’ efforts to address the needs of new hires; of course I came across a publication that introduced me to the newest buzzword in HR, “onboarding,” the term now used to describe the introduction and orientation of new employees (“Onboarding New Hires” by Glassdoor, Inc.). The article offers excellent ideas and checklists for acclimating new employees to their new workplaces, but it focuses on employees entering the private sector workforce. It was a starting point for educational leaders. I believe there is almost no limit to the time and effort expend preparing our new teachers for the highly technical, physically demanding, and stressful environment that awaits them. Our universities have prepared them as grade level and subject matter specialists; student teaching has provided a glimpse into the world they are about to enter; just like young soldiers going into battle, nothing has prepared them for that day when the opening volley is fired. It sounds frightening, but for a young educator, with a multitude of thoughts and responsibilities, in addition to thirty students he or she faces, the experience is frightening and that person is counting on his or her leaders to support him and to be there to provide whatever he needs.

As experienced educators there are no secret strategies or techniques we can provide. The answers are not difficult but they must be well planned, purposeful, and ongoing. How do we answer the needs of every young teacher placed in our care?

• We must remember that we hired them for their skills and talents they bring to our school.

• We must also remember that we hired them with weaknesses that we must help strengthen or help them learn to manage before we give up on them.

• We must capture them and provide support from the moment the human resources department turns them loose.

• If they are coming to us from another state, we should be prepared to help them adjust to their new city.

• Do they need help finding a place to live?

• Do they need help with moving in?

• Can they use a “Welcome” supply of groceries or household products?

• Do they suffer from homesickness?

• Do they suffer from loneliness?

• Do they know what sights and activities their new city has to offer?

• Traditional holidays such as Thanksgiving and Easter can be emotional times if our new teachers are away from home and family for the first time. Can they be included in a colleague’s or a leader’s plans?

• Do they need help finding doctors, churches, and learning the layout of their new city?

• Has each new teacher been given a quality mentor?

• Carefully create expectations and responsibilities for both teachers.

• Insist on face-to-face meetings: Daily for the first 2-3 weeks. Weekly for the next 6-10 weeks. Monthly for the remainder of the year, but a minimum of weekly at the start of a new semester.

• Too often, our mentors start with the best intentions; however, choose carefully; very often, the new teacher will meet a host of new challenges after the winter holidays.

• Does the teacher have a mentor who understands expectations for success?

• Have we provided the most effective mentors?

• If we have not reached out to the new teacher, the naysayers and complainers will. Misery loves company

• Are there supplies they need?

• What is their expected arrival and departure time?

• Are teachers ever required to sign in and out?

• Where is the faculty dining area?

• Do they have access to spirit wear?

• What ongoing professional development do they need or are they interested in attending?

• What is the campus critical incident plan?

• They need time to process.

• Provide a “formal” welcome at the first staff meeting.

• Ensure they are included in all professional communication.

• We need them!

• Even when there is no teacher shortage, professional, exceptional educators for whom teaching is a passion are not plentiful.

• They come out of colleges and universities with fresh ideas and new skills.

• Are they encouraged to contribute their ideas?

• We need their enthusiasm and idealism.

• We cannot take for granted that they are fully prepared. We often assume they know the simplest tasks. Their macro skills are much stronger than their micro skills.

• They should know why we hired them. What talent or trait did they exhibit that convinced us they were the right fit for our campus? If the fit is not perfect, they probably were not a good hire.

• Teach them the school leader’s vision and nonnegotiable beliefs.

• Hand deliver the first paycheck even if the teacher uses direct deposit.

• Provide the most skilled mentors.

We need our new teachers, and, as colleagues and educational leaders, it is our professional responsibility to help them succeed.