Field Notes: The Best Teachers Are Teachers

Nicole Simpson

My first years teaching were the equivalent to being "up a creek without a paddle." I had a mentor teacher whom I shadowed once or twice during my certification program, but that was the gist of my mentee experience. There was no mentoring program in my district at the time.

Exhausted by January of my first school year, I wanted to look for another job in a completely different field.

I've noticed a great emphasis placed on developing first-year teachers just enough to persuade them to hang in there for a second year. Once they've completed year one, they're often pushed out of the nest to soar or plummet on their own. In education, we strive to create an environment conducive to student learning. Very seldom do we consider establishing a working environment that sustains teachers. So, how can administrators continue to support teachers after their first year? Consider these three ideas:

1. Mentoring Beyond Year One: Why assume that after one year of careful watch, teachers no longer need individual guidance? This is where midcareer teachers come in. No one can tell us more about what a second-year teacher needs more than one who recently crossed over that threshold. Offer a listening ear and build a plan based on the recommendations of midcareer teachers. They understand the needs of beginning teachers, as well as what new teachers should prepare for as they continue their career. Coaching is not just a verbal act. Beginning teachers should be able to see and hear their colleagues demonstrate good teaching practices, instead of watching teaching videos from an unknown teacher in a faraway school. Provide opportunities for master teachers to model their skills in the classroom rather than only discussing them. We all tend to find peer-to-peer coaching much less threatening than coaching from an authority figure. Allow midcareer teachers to continue their mentoring relationship with novice teachers into year two or three. Beginning teachers should not feel as though their support system has been lifted after one year. A new year can bring new challenges, and who better than a veteran teacher to show rookies how to maneuver around those bumps in the road?
2. Support the Mentor: Although they may be masters at their craft, let's not forget to encourage those teachers who are in it for the long haul. In between data meetings, PLCs, and parent conferences, we have to allow midcareer teachers time to lean on one another. Creating a support group among veteran teachers will send a message that schools need and value their expertise. In return, this will allow them to build pride in their schools and foster a sense of ownership in their development.
3. Prescribed Development vs. Generalized Plan: How many times have you been required to attend a professional development session that had very little to do with your specific subject area or field? Ask your midcareer teachers, "What area do you feel you need growth in?" or "How can I best support you?" Teachers take ownership in their learning when they receive opportunities to seek growth on identified needs. We show more interest in what interests us!

Remember, the best teachers are teachers. Midcareer educators should play a role in developing and motivating our novice teachers. The challenge is to make these veteran teachers feel purposeful without significantly adding to their load. Provide a bridge for teachers to come together and have their needs heard, and this activity won't be "just another assignment."

Nicole Simpson is a curriculum developer in the Children’s Learning Institute at the University of Texas Health Science Center at Houston. She has also served as a K–8 dyslexia specialist, first grade teacher, and adjunct instructor for Lone Star College.

ASCD Express, Vol. 11, No. 18. Copyright 2016 by ASCD. All rights reserved. Visit www.ascd.org/ascdexpress.