Speakout Columns
New(er) teachers: Don’t hesitate to take the lead
Nov 2, 2006 2:33 PM
Newer teachers, as novices in their schools, are often reluctant to take the initiative but it is their energy, optimism and fresh perspective that the schools desperately need.
The more ownership teachers take in the education process, the more rewarding teaching becomes. As new teachers, we often feel isolated and overwhelmed. In too many schools, teachers do not plan together and administrators do little to foster a cooperative school culture. But the more new teachers reach out to colleagues and address student, classroom and school needs, the more they — and their colleagues — will hone their strengths and capabilities. In the process, they will become valued members of their school communities.
Experienced teachers are often the best resource on behavior modification techniques, lesson planning and curriculum mandates. While new teachers may not be openly welcomed, they should not be afraid to try to change a school culture of alienation by reaching out to others. New teachers want and need support that is rarely provided by the school administration. So, in order to develop a positive work experience, a valuable option is for them to forge relationships among the staff.
I began working with colleagues towards the end of my first year of teaching. Together we have fostered a sense of community by supporting one another emotionally and professionally. Our fundraising and planning efforts promoted a collaborative school culture. I turn to my colleagues when I need new ideas for classroom management or want to approach the curriculum from a new angle. We all counsel one another about all these things and we all benefit greatly.
Once newer teachers have a handle on classroom management and teaching the curriculum, they will have more time and energy to become stakeholders in the educational process and policy. Teachers need to think critically about what best benefits their students, schools and themselves as professionals. They should also ask to attend professional development meetings throughout their region in order to learn about region-wide initiatives, implementation of new curriculum mandates and district policies.
My region, Region 1, places a heavy emphasis on professional development. Having attended many meetings, I can attest to the value of learning about regional changes, being able to network with staff from other schools and informing my colleagues about new initiatives. One workshop I attended on standardized testing rubrics, for example, led me to alter my test-preparation strategies. Often, teachers teach the curriculum without understanding the purpose of the instruction or the desired outcomes. Thanks to the workshop, I understood what my students needed to
Jodie Newbery is a 4th-grade teacher at PS 33 in the Bronx. Now in her third year of teaching, she has also taught kindergarten, 2nd and 3rd grades. She is Technology Team Leader for a Hewlett-Packard Grant, a MetLife Fellow and a recent Teaching Fellow graduate.
