about second year teaching . . .

One of my students asked me to participate in an assignment from another faculty member. The task was to ask more than one teacher what it takes to be a second year teacher. Love this question. For a couple of reasons - at this stage in their careers, students are learning so much theory and focusing on the immediate. During their practicum/Field Experience, they experience so very acutely the process of instructing the students. The first few years in the classroom are a proving ground, and that happens outside the classroom too. So, what does it take to be a second year teacher?

In my opinion, there are two parts to this question, so I will address them both. Of course, I want feedback and to hear your thoughts! 1) What professional educator qualities should you possess to be successful in the classroom, and 2) What professional qualities should you demonstrate in your first year to be hire-able for a subsequent year.

1)     When I think of the jump between the first year of teaching and the second year, I remember the incredible shift in focus from the overall non-teaching things;  learning policies, classroom management techniques, how to do everything from field trip forms to report cards, year plans and assessment referrals, and where basic resources were, to the specifics; to focusing on improving my classroom and teaching practice. The second year in a school is more centered on the classroom and coming into your own as a teacher. You have the confidence of being through each step once, a growing network and resources and hopefully, a sharper vision of your philosophy. Every year after that first year is spent tweaking, improving, learning and implementing best practices that address the curricular outcomes, the school board’s vision of student learning and your students’ learning in your classroom. These are three professional attitudes that I think a teacher entering the profession, especially after that first year, should be nurturing: passion, collaboration and professional development. If you carry with you the passion that you have for children, learning, teaching, encouraging and supporting youth as they develop skills for success in adulthood, the challenging aspects of the occupation will be bearable, and even useful in your own maturation. Collaboration – with peers, mentors, and parents - creates learning environments for us as teachers that should transfer to really interesting and diverse learning opportunities for students. Creating a network for ourselves helps us keep balance in our lives; we aren’t teaching in a bubble, isolated from other great minds and ideas – our workload should be more manageable if we have peers who can support and share in ideas, knowledge and resources. And finally, a professional development focus that is an area of interest, that supports your employer’s vision for education and that is meaningful to the students within your sphere of influence. If you work for a school whose focus is on reading, become an educator adept in reading skills, techniques, modalities, publishers and special interest literature. If your board focuses on 21^st century learning, understand what that means so that you can advocate proper understanding of the defining attributes of a 21^st century learner; then become an ‘expert’ at something that contributes to that philosophy - how do you use social media as an education tool? (this is how our youth communicate, gather and share data and develop knowledge independently. It is imperative that we meet them there in order to be a credible resource for them) what does it mean to be globally minded? How does that happen in your classroom? How can you actually connect globally? Perhaps your area of interest is assessment, so ensure that you are actively gathering resources and implementing your learning into your classroom and school. Professional Development is ongoing, and the key to really effective teachers. Your second year of teaching is often when you will begin to discover that interest or area of passion and begin to develop it.

2)     Now, to be offered a position as a second year teacher, there are expectations that a first year teacher must meet and exceed in order to leave an impression on an administrator. There is a proving period, and teachers new to any board are required to demonstrate the level of commitment that the administrator can expect from them. If we revisit the adage ‘it takes a community to raise a child’, a school is a vital component of that community and requires our best effort to keep it a positive, safe, engaging place of learning. I think it is important for teachers to remember that we are exemplars – students look to see if we are helping out even if we haven’t been asked to, if we are trying to enhance our school’s standing or just showing up for our paycheck, and if we are engaged in learning, sharing, encouraging, supporting and trailblazing. Students absolutely have a sense of our purpose for being in the classroom, and they do react accordingly. If you are enthusiastic, thoughtful and excited and translate that to your learning situations, the majority of the students will be, too. Many administrators are actively involved in the nurturing and development of their staff. They are looking for team members who are professional, coachable, reflective, collaborative, engaged in promoting the values of the school, and who are supportive of the staff team and student body. They engage in observation and follow up conversation that require thoughtful reflection regarding practice, attitudes, discipline, teaching for purpose, student needs and professional development, among others. Being proactive in your reflections, questions to pursue, and goal setting demonstrates an eager attitude that will leave a positive impression. Teaching is an incredibly taxing vocation if we forget to balance ourselves, which is why collaboration and community are so important for our well being.


What did I miss?