Magazine article Times Educational Supplement

Leadership - Keep Up Your Support for New Teachers: Resources

Magazine article Times Educational Supplement

Leadership - Keep Up Your Support for New Teachers: Resources

Article excerpt

After the first year is over, they do not suddenly stop needing encouragement and advice.

Gaining a qualification in teaching is a structured process, comprising an element of carrot but also a lot of stick. Prospective teachers are driven towards targets and pushed, helped and cajoled into performing during training and in their first year.

In the second year of teaching, when all the qualifications have been achieved, there is an incremental step up in pressure, responsibility and workload. The extra planning and preparation time of the first year disappears, colleagues' expectations are higher and the safety net of regular meetings with a mentor and other trainees or newly qualified teachers is generally gone. An important task for teachers in a leadership role, then, is to find time both personally and professionally to provide support for teachers who are in their second year of teaching.

Good practice at a basic level is to maintain regular contact -in the staffroom and in the teacher's classroom. Dropping by for a chat at the end of a busy day or after a class that is known to be difficult can reveal feelings that would otherwise be hidden or could develop overnight into a bigger problem. Just listening to these issues is not enough; you should also give advice. We have all had hard days but new teachers can take these experiences as a reflection on their abilities. They often require reassurance and tips on how to move forwards.

Monitoring the teacher to ensure that they are progressing is also important. There is nothing better for this than "learning walks" - informal class observations. These have a questionable reputation, but when used positively they can provide an otherwise isolated new teacher with regular praise and development.

Obviously, a senior teacher entering will always change the balance of a room but a quick look at an exercise book or the board is a good indication of the success of the lesson. Equally, listening to the interactions and, in particular, the progression of questioning styles being used is a useful indication of the continuing development of the teacher. The variety of approaches they employ to manage behaviour is also important.

The key to learning walks is knowing how to give feedback. It should start with a polite "thank you" as you leave. Feedback should also be fast: a same-day conversation focusing on a good balance of what went well and what could have been improved is essential. …

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