Tips to Ensure a Wonderful Start to Your Career
Most graduate teachers feel super excited but somewhat unsure about applying for their first, real teaching position. Then, upon hearing the good news that they have been successfully appointed, emotions are usually heightened. Feeling you might be flying solo as a new graduate teacher can be daunting. To best get on with teaching while enjoying your new journey, here are five helpful ways to transition smoothly from studying to being a paid teacher.
Mentors:
It’s highly likely that your new school
has already set up a mentoring system and has already paired you with another helpful, ‘knowing’ colleague. Your mentor will be ready for lots of questions, yes, even silly ones! Set up a regular coffee time and get to know your mentor. Your relationship with them should be feel supportive and trusting.
I speak from years of teaching experience when I say that I am always learning
on the job. The same is true for many occupations and it is usually healthy. However, if your scenario is one where you don’t have a mentor and you’re regularly feeling challenged (but not in a good way), feeling stressed or isolated, then it’s a good idea to see your team leader. Remember, you aren’t expected to know it all.
If you feel you can’t approach your mentor and you are worrying about what it is you need to ask, then see a member
in your school leadership team or staff welfare representative. Your school wants to help and it is in everyone’s interest to be part of a happy and supported staff.
Time Management and Priorities:
Even though you might feel confident, able and ready to get on with teaching your class, keep in mind that many teachers feel that time management is often an issue for them, regardless of experience. Think twice about volunteering for extra duties at the start of the year, especially if you are unsure of the time commitment. Yes, it’s great to show initiative and to help out but remember, the other staff won’t expect you to volunteer. They remember being in your position as a new graduate. As a way to being organised and feeling in control, keep your class’ needs in mind first.
“The timely planning of differentiated learning should be your first mission.”
Your priorities should be teaching, learning and duty of care, along with your own self-care and professional development.
School Policies:
Ask your mentor to talk to you
about school operations and policies. School policies exist for good reason.
Legal guidelines, documentation and transparency issues aside, keep in
mind that your school’s core business is education and duty of care for students. It’s a good idea to familiarise yourself with your school’s policies on Student and Staff Wellbeing, Teaching and Learning, Special Needs, Discipline, Mandatory Reporting, Occupational Health and Safety, Anaphylaxis, Individual Learning Plans, Classroom Helper Programs, Homework, Social Media, Mobile Phones, Yard
Duty, First Aid, Confidentiality, Parent- Teacher Communication, Emergency Management, Custody Orders, to name a few!
Keep in mind, that your head will be at saturation point with new information and you won’t be expected to remember it all. If you’re not sure about anything to do with school expectations and policies, it makes sense to prepare by responding with safety and making reasonable decisions. If you see an issue brewing, talk to leadership. Your team won’t be able to read your mind, or know if you have an important question. It is up to you to seek out answers.
Your Friends and Family:
Do you need another perspective on an issue from someone outside your school? To sort out your thinking, it can be helpful to seek advice from a trusted friend or significant other, from outside your school setting. Remember that confidentiality issues may prevent you from naming others or being able to speak about certain subjects. Whether it be dealing with people around you or about how you’re feeling, another trusted person’s TLC might just be what you need.
Special Needs:
Who are the special needs students in your school? If you haven’t already been briefed, ask your team leader
for information. Access a class photo
so you can recognise students but be careful about labelling them. If a special needs student is in your class, you will need to talk to parents, care givers and past teachers to prepare. Asking what works for particular children as they learn is crucial to avoiding anxiety and supporting the student.
You will be in contact with every student at school so remember that duty of care is first. Undesirable student behaviours can be triggered out in yard duty, inside the classroom or away on excursions. An easier way to avoid triggers or to handle various scenarios is to ask other teachers and assistants who have worked with the student. Parents will be on board to help you deal with their child. When dealing with special needs, it is good practise to regularly document and clearly date all your communications with families and outside support agencies.
University courses vary in preparing their graduates and I hope that most of what I have discussed is not new to you. The fast-paced nature of each graduate teacher’s journey will be personal and different. We know that school contexts differ and most teaching roles are dynamic, in that the degree to which each consideration discussed here applies, will depend on each graduate’s needs. It’s hard to believe that it has been 30 years since I began teaching. I am fortunate to still be learning and evolving as a professional and in my own personal life. Enjoy your new, professional journey, knowing that you are educating, helping and supporting many people as you learn and grow.