7. & 8. Why beginning teachers leave and what we can do about it

We lost a good one… when beginning teachers leave

This we believe (NMSA, 2010).

·      7. Leaders are committed to and knowledgeable about this age group, educational research, and best practices. Committed Leaders

·      8. Leaders demonstrate courage and collaboration. Courageous & Collaborative Leaders

This we believe (NMSA, 2010) identifies sixteen characteristics that exist in exemplary middle schools. This blog addresses the seventh and eighth characteristics and is part of the section that addresses leadership and organization.

A reality that faces elective teachers, as well as academic teachers, is that children come to our classes loving or hating the courses we teach. I think it may be harder for elective teachers. Children are often on an elective wheel, and thus are only in a class for six or nine weeks. In the first year, elective teachers serve every child in a school, leaving little time to develop relationships and present content, much less time to build relationships with colleagues. The first year is the hardest… just learning their names is a challenge!

This week, I found out a teacher decided not to stay in teaching. She was a lateral entry teacher, in her first year. In one semester, she worked with sixth, seventh, and eighth graders, over four hundred students, put on a concert for the community, and for the school. She and the band director collaborated allowing over two hundred of our students to perform. A small ensemble of nine girls, who wanted to sing more, worked with her each week and performed on stage with the large group of over one hundred students.

Beginning teachers may not realize the hours and hours it takes to prepare lessons, and grade papers, and communicate with parents and children. The hours of preparation can overwhelm most of us. This teacher’s life includes a child of her own, and parents who need her. (I don’t see how people with young children and families do it.) Our music teacher found it difficult to balance lesson planning, taking care of a child and her parents, and taking care of her self. In the course of the semester, when disgruntled children were added to the mix, her own perseverance was shaken. She said, “I don’t want to hate music or dislike children.” She shared that there were a lot of students who loved what they were doing; but those who were unhappy made teaching a challenge.

As veteran teachers, as college educators, as second and third year teachers, and as administrators and district personnel, we must do a better job working together to help beginning teachers, especially those who are in isolated positions.

I am so sad that she is leaving. She is a gifted musician. She has the abilities to develop an amazing program. We should have supported her better. I should have supported her more. Our courage, our commitment, and our collaboration needs to be more intentional in supporting beginning teachers.

Advice

1)   If you are teaching an elective class, you must make friends with other teachers. If possible find other elective teachers in the district who will help. A mentor in another field is all well and good, but a teacher in your discipline has specific strategies and tools for creating a successful environment.

2)   When possible, use common team rules and ask teachers for help, especially team leaders. Many schools specify common rules and rewards (PBIS – Positive Behavior Intervention System); these structures are so helpful to elective teachers who sometimes must learn four or five different sets of team rules and procedures to provide consistency for children.

3)   When you get a few years of teaching under your belt, make it a point to support new teachers; reach out to them; give them your tricks and strategies. Listen to them; encourage them. Know that, as teachers, we have to develop our own strategies and routines that work for us; but it is our responsibility to share whatever we have with one another. Having someone to share ideas gives both parties a reason to celebrate and a soul to support.

4)   Colleges of education must find ways to support beginning teachers in their partner districts. One of our partner districts has one person responsible for all six middle schools. Another district has one person for the entire district.  There are few district level administrators to support beginning teachers; we must help. The more support beginning teachers receive, from as many angles as possible… the school, the district, partner universities, and specifically professors in the fields, the more likely beginning teachers will be successful and stay in teaching.

5)   It is everyone’s responsibility. If a beginning teacher feels isolated, feels alone, shame on all of us. Teaching is hard.