{"id":46464,"date":"2019-01-03T12:28:00","date_gmt":"2019-01-03T20:28:00","guid":{"rendered":"http:\/\/world.edu\/?p=46464"},"modified":"2019-01-03T12:28:00","modified_gmt":"2019-01-03T20:28:00","slug":"six-ways-to-support-new-teachers-to-stay-in-the-profession","status":"publish","type":"post","link":"https:\/\/world.edu\/six-ways-to-support-new-teachers-to-stay-in-the-profession\/","title":{"rendered":"Six ways to support new teachers to stay in the profession"},"content":{"rendered":"

\"\"
\nTeaching is hard. Staying in the teaching profession can sometimes be even harder. There\u2019s a\u00a0lack of national data<\/a>\u00a0about attrition, but the Queensland College of Teachers estimates anywhere between\u00a08-50%<\/a>\u00a0of new teachers leave the profession within the first five years.<\/p>\n

High workloads, perceived lack of support, work-life balance and the absence of recognition appear to\u00a0impact<\/a>\u00a0new teachers\u2019 decisions to stay. Some new teachers also report a lack of job security.<\/p>\n

Other early-career professionals, such as doctors, are provided with structured support as they transition into their careers. The\u00a0Australian Institute of Teaching and School Leadership<\/a>\u00a0(AITSL) confirms new teachers need similar support.<\/p>\n

Some support initiatives have emerged from employment systems, with the funding attached to each new teacher allocated to a school. Even though there are pockets of success, a\u00a0report<\/a>\u00a0found support for new teachers was not equally available to all of them. Here are six ways schools can support new teachers so they can transition successfully into the profession and stay there.<\/p>\n

1. Schools and universities should work together<\/strong><\/h4>\n

School-university partnerships can be very useful. These partnerships can lead to\u00a0positive outcomes for all<\/a>. University staff working in collaboration with school staff can provide informed professional learning designed to build the capacity of mentor teachers to\u00a0better support new teachers<\/a>.<\/p>\n

It\u2019s in everyone\u2019s best interest to have high quality teachers. University teacher educators can work with school staff as critical friends that can guide and support the implementation of effective mentoring and induction processes. Technology can be used for these connections to overcome the tyranny of distance and time constraints.<\/p>\n

2. A planned orientation<\/strong><\/h4>\n

When new teachers first arrive in schools, they likely have completed up to four professional experience placements in schools during their university program. But all schools are different, so a planned orientation is\u00a0most helpful<\/a>\u00a0in introducing new teachers to their new workplace. These practices should also be considered for new casual teachers or those employed on long term contracts.<\/p>\n

Outlining the size of the school, the number of staff and their roles in the school, the timetable and an overview of the school philosophy can help new teachers feel more comfortable.<\/p>\n

As part of any orientation, new teachers need to have access to the school intranet systems before teaching starts so they can access important information about the students in their classes. Information about students is essential in the planning of suitable and supportive lessons. A working knowledge of school resources will also support these new teachers to develop appropriate teaching programs.<\/p>\n

Morning tea gatherings and welcome events can ensure newcomers are introduced to staff and the wider school community. A sense of belonging can be maximised through these initiatives and help new teachers develop collegial relationships. The goal is that beginning teachers feel they are\u00a0connected to and valued<\/a>\u00a0in their new school.<\/p>\n

3. Allocation of an effective mentor teacher<\/strong><\/h4>\n

The selection of a\u00a0mentor teacher<\/a>\u00a0needs to be given careful consideration. While a teacher may be effective in the classroom, it\u2019s important they have the enthusiasm, personal attributes and practices to offer the support and guidance required to be an effective mentor.<\/p>\n

Mentor teachers need to be prepared to dedicate time to develop a professional relationship with their mentee (the new teacher). This happens through professional conversations, active listening, confidentiality, trust, modelling lessons, providing feedback, unpacking the requirements for teaching and sharing the mentor\u2019s professional knowledge of teaching.<\/p>\n

Teachers who are selected to be mentors should also be supported. To better support new teachers professional learning should be offered to mentors to strengthen their professional knowledge. Such professional learning is available through programs such as the\u00a0Mentoring for Effective Teaching program<\/a>\u00a0and the\u00a0Mentoring Beginning Teacher program<\/a>.<\/p>\n

As with all professional learning, there needs to be ongoing support and follow-up conversations. University partnerships can help by providing ongoing support for mentors as they guide the development of their mentee.<\/p>\n

4. Creating a school community of mentors<\/strong><\/h4>\n

Supporting new teachers should be a shared responsibility. Developing a community of mentors within the school culture\u00a0ensures the sustainability<\/a>\u00a0of future mentoring support.<\/p>\n

While the mentor may be the first point of call for a new teacher, school leaders and teachers with specific expertise should have the opportunity to participate. School leaders can share their knowledge of key policies and procedures while teachers with particular expertise can share their practices. Through the sharing of mentoring responsibilities new teachers\u00a0can benefit<\/a>\u00a0from support from the whole school.<\/p>\n

In-school professional learning<\/a>\u00a0for new teachers can also be helpful. Schools have reported innovative ideas such as\u00a0Visiting Other Teachers<\/a>\u00a0programs where experienced teachers share and model their expertise during the new teacher\u2019s non-contact time.<\/p>\n

5. Ongoing strategic induction program<\/strong><\/h4>\n

Induction<\/a>\u00a0is often confused with orientation. For new teachers, an induction program is a\u00a0sustained professional learning program<\/a>\u00a0that helps them make the transition to the profession.<\/p>\n

Induction can be provided by the mentor teacher but it\u2019s better if a community of mentors are involved to share responsibilities and provide a diversity of expertise. The\u00a0literature<\/a>\u00a0has advocated for some time that new teacher induction be sustained for between one to three years, but most education systems advocate for two years.
\n

\"\"

New teachers and their mentors may need time outside school hours to catch up. from www.shutterstock.com<\/p><\/div><\/p>\n

The induction is strategic in supporting the beginning teacher because it aligns to the activities in the school calendar. For example, in first term regular meetings may involve topics such as key school policies related to recording attendance, child protection, planning and classroom management. Term two may consist of topics such as writing student reports and parent-teacher interviews.<\/p>\n

6. Evaluation of the induction and mentoring program<\/strong><\/h4>\n

At the start of any induction and mentoring program,\u00a0clear objectives<\/a>\u00a0must be established. Allocation of funds need to be responsive and adjusted as the developing needs of new teachers are addressed.<\/p>\n

For example, as the new teacher transitions to the school, more support is required. So, the allocation of funds needs to correspond. The mentor teacher and the new teacher may need time outside of school hours to share planning or participate in collegial observations to share practices for teaching.<\/p>\n

By the beginning of the second year, less funding may be required as the new teacher understands the school context, the requirements and becomes more independent. The induction program and funding should then be modified to adjust to the new teacher\u2019s development.<\/p>\n

At the conclusion of each year, induction and mentoring programs can be evaluated against the objectives, with feedback from the mentors, the critical friends and the new teachers. Through reflection and evaluation, future planning can be informed and modified to better support future new teacher induction programs.<\/p>\n

Author Bios:<\/strong> Dr Suzanne Hudson is School Director, Professional Experience, Alexandra Lasczik is an Associate Professor, Arts & Education and Sarah James is a PhD researcher, assessor all at Southern Cross University<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

Teaching is hard. Staying in the teaching profession can sometimes be even harder. There\u2019s a\u00a0lack of national data\u00a0about attrition, but the Queensland College of Teachers estimates anywhere between\u00a08-50%\u00a0of new teachers leave the profession within the first five years. High workloads, perceived lack of support, work-life balance and the absence of recognition appear to\u00a0impact\u00a0new teachers\u2019 decisions […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":46465,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[15645],"tags":[22684],"coauthors":[11733],"class_list":["post-46464","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-education","tag-teacher-retention"],"acf":[],"yoast_head":"\nSix ways to support new teachers to stay in the profession - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/six-ways-to-support-new-teachers-to-stay-in-the-profession\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"Six ways to support new teachers to stay in the profession - World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:description\" content=\"Teaching is hard. Staying in the teaching profession can sometimes be even harder. There\u2019s a\u00a0lack of national data\u00a0about attrition, but the Queensland College of Teachers estimates anywhere between\u00a08-50%\u00a0of new teachers leave the profession within the first five years. 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