Despite increased emphasis on parental involvement in education, teacher training programs often fall short in this crucial area. Student teachers, while eager to learn about effective parent-teacher collaboration, often face institutional barriers that hinder meaningful interactions with families. It is critical for parents to be involved in student success and for schools to advocate for comprehensive training in this area for new teachers. If not at the university level, schools themselves should equip educators with the knowledge and skills to effectively engage parents in their prospective communities.
According to ASCD, research consistently demonstrates the positive impact of parent involvement on student learning outcomes. Studies indicate that students with involved parents tend to achieve higher grades, exhibit better behavior, and have higher graduation rates. Additionally, parent involvement fosters a supportive learning environment and strengthens the school-community connection. ASCD recommends incorporating the following elements into teacher preparation programs:
Develop a clear understanding of parent involvement: New teachers should gain a comprehensive understanding of the various forms of parent involvement, their benefits, and the challenges they may encounter.
Explore strategies for effective parent-teacher communication. Teachers should be equipped with strategies for building strong relationships with parents, including effective communication techniques, cultural sensitivity, and conflict resolution skills.
Practice parent involvement strategies in real-world settings: Student teachers should have opportunities to apply parent involvement strategies in real classroom settings, under the guidance of experienced mentors.
Reflect on and refine parent involvement practices. Teachers should engage in reflective practice to identify areas for improvement in their parent involvement strategies.
Despite the acknowledged importance of parental involvement in student achievement, teacher preparation programs often fall short in equipping pre-service teachers with the necessary skills to effectively engage parents. This deficiency can be attributed to the theoretical approach often adopted in parent-teacher conferencing training, which focuses on abstract concepts rather than practical applications. Therefore, it is important to advocate for comprehensive parent involvement training in teacher preparation programs, empowering new educators with the knowledge and skills to foster strong partnerships with parents, ultimately contributing to improved student outcomes and a strengthened school-community connection.
Baum, A., & Swick, K. (2008). Dispositions toward families and family involvement: supporting pre-service teacher development. Early Childhood Education Journal, 35(6)
Dotger, B. H., Harris, S., Maher, M., & Hansel, A. (2011). Exploring the emotional geographies of parent-teacher candidate interactions: An emerging signature pedagogy. Teacher Educator, 46(3), 208–230
Teachers are consistently facing an uphill battle in managing their classrooms; many times they feel overwhelmed with classroom management, paperwork, and work after teaching hours. To overcome this challenge, many have honed their time management skills and developed efficient planning strategies. Utilizing technology tools and streamlining tasks have significantly reduced the burden of paperwork, allowing me to maintain a healthy work-life balance.
Here are some specific ways that teachers can use technology to streamline their tasks and free up more time for teaching and interacting with students:
Use online calendars and to-do lists: Teachers can use online tools like Google Calendar or Todoist to create and manage their daily, weekly, and monthly schedules.
Develop a centralized location for your teacher team to store and share lesson plans, assignments, handouts, and other course materials.
Create shared spaces for your teams. Google Slides, or Prezi, allows teachers to create engaging and visually appealing presentations to enhance their lessons for the year.
Embrace video conferencing tools: Zoom, Google Meet, or Microsoft Teams allow teachers to conduct virtual meetings with parents, colleagues, or experts, especially useful for parent-teacher conferences or professional development workshops.
Work with your team to create a mixed opportunity for digital assignments and paper, streamlining the grading process and providing students with immediate feedback.
Use Google Forms, making it easier to assess student understanding, track progress, and collect information from parents, students, or colleagues, streamlining the process of gathering feedback, conducting surveys, or managing permission slips.
How can teachers manage their time?
Teaching demands exceptional time-management skills. To create an engaging and well-rounded curriculum, teachers work to prioritize tasks and design a structured schedule. Seeking support from colleagues and utilizing educational resources have also been instrumental in optimizing my time management strategies. I have allocated a portion of my prep time to work on lessons and work hard not to take home papers and other tasks. I also hide during my prep so I can focus; my hiding space is in the library, and no one looks for me there!
Do you feel pressure from your school administrators?
The teaching profession has become stressful, and teachers often feel pressured to continually excel while adopting new skills such as social-emotional learning and trauma-informed practices. Although I have learned to manage this pressure by establishing open communication with school administrators, I’ve also learned how to say no to extra tasks and activities that will overfill my plate. I actively seek out professional development opportunities to enhance my skills and stay abreast of educational innovations. Focusing on personal growth while staying true to my teaching philosophy helps me navigate the expectations placed upon me.
Are your teachers just tired? Is there burnout at your school?
Teaching can be demanding, and burnout is a common challenge. To prevent burnout, I prioritize self-care and set boundaries. I always take time for personal interests outside of teaching, which is crucial for rejuvenation. I am often planning small weekend trips at least 1x per month. I also seek support from colleagues and mentors, as they provide valuable guidance and understanding during these challenging times.
As an educator, I have learned to tackle the challenges of teaching head-on. By embracing technology, improving communication, managing time effectively, and prioritizing personal well-being, I can provide the best education for my students. While these challenges are real, they can be overcome through continuous growth, adaptation, and a passion for making a positive impact on the lives of our learners.
Does your school consider family involvement when inviting them to campus? We know that everyone must be included and engaged for impactful results! Research on reading and writing and how families are involved has shown that what parents do can affect how well their children perform in school. Weinstein (1998) found that literacy programs are more effective when both parents and children are involved.
How people communicate and use language, reflects their culture and beliefs and should be embraced by the classroom to celebrate diversity.
It creates a more inclusive and welcoming learning environment. When students see their culture and language reflected in the classroom, they feel more valued and respected. This can lead to increased engagement, motivation, and academic achievement.
It helps students develop a deeper understanding of their own culture and identity. When students are encouraged to share their culture and language with their classmates, they learn more about themselves and where they come from. This can help them to develop a stronger sense of self-identity and belonging.
It helps students to develop a more global perspective. By learning about the cultures and languages of their classmates, students develop a better understanding of the world around them. This can help them to become more tolerant and accepting of others, and to develop the skills they need to succeed in a globalized society.
When children move to a new country and become fluent, they help their parents with their reading and writing skills. The main goal of a family engagement program is to build strong and effective partnerships with families that can help children and families thrive. The main goal of family engagement is to help children succeed in school by increasing parental involvement. Family engagement supports families and their children in learning and development through various activities, such as parent-teacher conferences, workshops, events, and volunteer opportunities.
Harper and his fellows conducted research in 2010. This research examined how parents of two groups, those who speak English as their primary language (EL1) and those learning English (ELL), communicate and get involved in their kids’ reading and math learning. They studied 42 kids in kindergarten, along with their parents and teachers.
The results showed that EL1 parents talked with teachers more often than ELL parents. However, when teachers rated how much parents were involved in education, there was no difference between the language groups. For both EL1 and ELL parents, how they thought their kids were doing in reading didn’t predict how well they scored. It was concluded that parents’ accurate knowledge of their children’s mathematics abilities might result from their contribution at home and, particularly for ELL parents, their superior understanding of and emphasis on mathematics learning. (Harper et al.,2010)
How Can Family Engagement Impact the Classroom?
Teachers have a unique chance to involve families in classrooms, encouraging parents to participate in literacy lessons and discussions. The main aim of family literacy programs is to improve reading skills (Weinstein, 1998). It is achieved through various reading activities, such as reading aloud to students and asking them questions. Of course, students can reciprocate by reading to parents, creating two-way teaching where generations learn from each other. For instance, students can bring different family generations to the classroom to discuss family history and beliefs and compare them with the community.
How can teachers increase their knowledge of diverse cultures?
Teachers can gather cultural information from books and magazines, like pictures of their country of origin. Older family members describe and explain these stories with their children, enhancing literacy while sharing knowledge. Projects like creating books and developing presentations around family culture and stories connect culture and classrooms to communities. Parents and kids engage in improving literacy, even though language learning isn’t the primary goal.
What may be a threat to starting a family engagement program?
Starting a family engagement program can be a heavy lift, but it is important to remember that the benefits far outweigh the risks. Here are some of the biggest threats to starting a family engagement program:
Time and resource commitment: Family engagement programs require a significant investment of time and resources, both financially and human. It is important to have a realistic understanding of the resources available before starting a program.
Lack of buy-in from families: If families do not see the value in a family engagement program, they are less likely to participate. It is important to get input from families early on in the planning process and ensure the program is relevant to their needs and interests.
Lack of buy-in from staff: Staff members need to be on board with a family engagement program in order for it to be successful. It is important to provide training and support for staff members so that they feel comfortable working with families.
Lack of coordination: Family engagement programs often involve multiple departments and individuals. It is important to have a clear plan for coordination and communication so that everyone is on the same page.
Lack of evaluation: It is important to evaluate the effectiveness of a family engagement program on a regular basis. This will help to identify areas for improvement and ensure that the program is meeting its goals.
Children should know about the benefits of the two-way learning program that’s part of this approach. The family project can progress smoothly when the teacher explains these advantages to parents and students. In conclusion, the success rate increases when the family is involved and literacy programs work well. Parents can gain several advantages through these programs, including language and reading skills. Students also realize the importance of learning together. It’s a two-way learning approach. Engagement of the whole family makes these programs super effective.
How can K12 schools engage families, well here are some great ideas!
References
Weinstein, G. (1998). Family and intergenerational literacy in multilingual communities. ERIC Q&A. Washington, DC: National Center for ESL Literacy Education.
Harper, Sarah & Pelletier, Janette. (2010). Parent participation in early childhood: A assessment of English verbal communication learners and English first language families. International Journal of Untimely Years Education. 18. 123-141. 10.1080/09669760.2010.496162.
Students desire parental involvement in their education, which typically correlates with elevated academic accomplishments. Although parents frequently engage during elementary school, their participation often slows down during high school. An analysis of 748 urban students across grades explored their attitudes toward family involvement in education. This diverse sample included 449 African-American students, 129 Hispanic students, and 121 White students. The study differentiated between high- and low-achieving students in math and English (or reading for elementary levels). Ethnic disparities in students’ perceptions of family involvement were also examined.
What were the results of the study?
Across all grades, students sought parental aid with schoolwork and displayed positive views about utilizing parents as educational resources. Notably, elementary students displayed more requests and favorable attitudes than secondary students. High- and low-achievers alike expressed interest in parental engagement. Yet, at the elementary level, high-achieving Hispanic math students exhibited more positive attitudes than their lower-achieving counterparts. Generally, African American and Hispanic students exhibited more tremendous enthusiasm for parental involvement than White students.
In this research, Houtenville and others discuss how parents’ involvement affects students’ performance. Researchers used information from the National Education Longitudinal Study (NELS) to determine parents’ contribution to their student’s education. A formula was created to analyze the parent’s efforts. They also looked at what factors influence how much effort parents make, like details about the child, the parents, the home, and the school. It concludes that if a parent is involved actively, it significantly and positively impacts a child (Houtenville et al.,2008).
How can educators work to implement parent contributions in the classroom?
Educators should engage parents proactively to boost their involvement and establish a cooperative relationship in their children’s schooling. Often, parents are unaware of their influence on their children’s learning experience, irrespective of their educational background. Teachers have the potential to guide parents in taking on roles as advocates for education and mentors. Some practical ways include:
The James Irvine Foundation
Create a welcoming and inclusive environment. Parents should feel welcome and valued in the classroom. Teachers can do this by inviting parents to visit the classroom, participate in class activities, and share their expertise and experiences with the students.
Communicate regularly with parents. Teachers can keep parents informed about what their children are learning in class, their progress, and any areas where they may need additional support. This can be done through weekly short newsletters, email updates, or individual conferences.
Provide opportunities for parents to volunteer in the classroom. Parents can volunteer to help with a variety of tasks, such as grading papers, preparing materials, or chaperoning field trips. Volunteering is a great way for parents to get involved in their child’s education and to build relationships with the teacher and other students.
Develop partnerships with parents. Educators and parents can work together to create a plan for supporting the child’s learning at home and in school. This may involve setting specific goals, developing strategies for addressing challenges and communicating regularly about the child’s progress.
One approach is to use electronic media such as phones, emails, and social media to get parental engagement. Using smartphones as a communication medium, they might feel more confident interacting with the school and staying connected (Branzburg et al., 2001). Communication is one way but families can do so much more, here are some ways families can become more involved in school:
Invite parents to share their cultural heritage with the class. This could involve sharing stories, music, food, or other traditions from their culture.
Have parents volunteer to help with class projects. For example, parents could help students build a model, research a topic, or create a presentation.
Ask parents to complete surveys or questionnaires to provide feedback on the curriculum and instruction. This feedback can help educators to improve their teaching and to better meet the needs of all students.
Create a parent-teacher association (PTA) or other parent-teacher organization. This can provide a forum for parents and teachers to communicate, collaborate, and support student learning.
How can you develop protective measures and avoid possible risks?
One of the main issues regarding communication can be a language barrier. If parents have trouble talking in English, they might feel unsure about talking to teachers. They may be reluctant to communicate with teachers. If the teacher doesn’t know their language, a helper from the community could help at school, or someone from the school might change a letter or paper for parents into the language they know.
Hire bilingual and multilingual staff. This includes teachers, administrators, counselors, and other support staff. Having bilingual and multilingual staff on staff will help to ensure that all students and families have access to communication and support in their primary language.
Provide translation and interpretation services. This includes translating school documents and communications into multiple languages and providing interpreters for parent-teacher conferences, school events, and other meetings.
Offer bilingual education programs. This gives students the opportunity to learn in their primary language while also acquiring English.
Provide professional development for staff on how to work with English language learners (ELLs). This training should cover topics such as ELL pedagogy, language assessment, and classroom management strategies.
Create a welcoming and inclusive school climate. This includes promoting cultural diversity and understanding and creating a safe and supportive environment for all students, regardless of their language background.
Conclusion
In conclusion, problems can be solved, and good results can be obtained by collaborating and understanding parents. Various goals can be achieved by appreciating their involvement and working with them. With the involvement and help of parents, we can find better solutions to the problems and make a better and brighter future.
During parent-teacher conferences; make sure you smile when you see parents, greet them, and learn their names. One thing schools struggle with is communication. Try to Communicate Often and in Various Forms, parents love to know they are included.
References
Branzburg, J. (2001). Talking to parents online. Technology and Learning, 21(9), 54.
Houtenville, Andrew & Conway, Karen. (2008). Parental Effort, School Resources, and Student Achievement. Journal of Human Resources. 43. 437-453. 10.3368/jhr.43.2.437.
National Center for Education Evaluation and Regional Assistance (NCEE). (2019). Helping English learners succeed: A toolkit for principals and other school leaders. Washington, DC: U.S. Department of Education, Institute of Education Sciences.
Olsen, L. (2018). Language barriers in K-12 schools: Challenges and solutions. In Handbook of language and education (pp. 193-209). Springer.
Thomas, W. P., & Collier, V. P. (1997). School effectiveness for language minority students. National Clearinghouse for English Language Acquisition (NCELA).
U.S. Department of Education. (2022). English learners in U.S. public schools: 2018–19. Washington, DC: Author.
Upon leaving college or university classrooms, new teachers often encounter a diverse range of teaching styles that may be unfamiliar to them. This transition can be confusing, as educational programs in higher institutions frequently establish specific teaching methods considered to be the “right” way to teach. These approaches can significantly differ from what new teachers face in teaching environments.
Was your higher education experience similar to your actual classroom?
Black and Davern (1998) outlined instances where newly appointed teachers found themselves in perplexing classroom scenarios, which ended up being so distracting that they overlooked the innovative aspects of those particular classes. The article illustrated a communication breakdown that arises from these new teachers neglecting to ask experienced colleagues questions. These questions could have provided insight into the underlying rationale behind the seemingly chaotic situations they were witnessing and experiencing for the first time. For instance, contemporary classrooms often incorporate problem-based teaching or discovery learning techniques. Also, one must ask themselves: How long has it been since their professor set foot in a classroom?
What was your experience in college working through chaotic situations?
Students might be actively collaborating in teams, and the noise level could be high. It might appear unproductive chaos to an inexperienced teacher, but it represents a meticulously managed and organized teaching and learning environment. for a seasoned educator. Different instructional approaches are evident in these classrooms, including cooperative grouping, advanced teamwork abilities, collaborative learning, self-regulation skills development, self-paced learning, and competitive methods. While students actively participate, not all appear thoroughly engrossed; most genuinely engaged. It’s important to note that having students sitting quietly at their desks doesn’t necessarily guarantee that they all stay focused and on track. University supervisors analyzed the scenarios used in the research to demonstrate how new teachers could misconstrue effective learning and teaching strategies.
Classroom Implementation
New teachers can focus on the particulars of a class activity, lesson, or strategy by carefully considering its overall nature. It’s important not to let your first impressions dictate your understanding of how your classroom should run. Engage students by compiling inquiries, analyzing them, and preparing for dialogue with the classroom. Evaluating teaching methods is a learned skill that should be approached with an open mind. Ask non-judgmental questions to understand why specific strategies were chosen. Exposure to new perspectives helps new teachers learn and integrate them into their teaching practices. It is important to differentiate between the techniques to adopt the ones that can be used and model the ones that could be used in the classroom.
Effective Observation Strategies for New Teachers
Listen attentively, observe closely, and identify how the teacher is conveying genuine interest and a willingness to discuss matters openly and constructively.
Demonstrate respect and empathy for the challenges educators face.
Investigate the groundwork required before observation and the resources needed for successful classroom experiences.
Understand the teacher’s viewpoint on class needs to validate classroom dynamics and analyze the strengths and weaknesses of employed strategies.
Communicate teaching methods and principles to experienced teachers. Develop ways to address sensitive topics, acknowledging inevitable differences among staff members.
Foster independent thinking and diplomatically raise disparities in practices and philosophies. Cultivate analytical and reflective skills for identifying, exploring, and expressing ideas.
Are there discrepancies in learning styles?
In 2004, the Learning and Skills Research Center in the United Kingdom initiated a study to analyze established models and tools related to learning styles systematically. The commissioned report by Coffield and colleagues pointed out discrepancies in these models and tools, advising educators to be cautious about their application. Additionally, the authors proposed a recommended research plan for further exploration in this field.
Evaluating Teaching Methods with an Open Mind: A Key Skill for New Teachers
Experienced teachers may welcome you as a colleague, but they may not be eager to answer your questions. New teachers should not take this personally. All interactions should be positive and valuable, but this is not always the case in any profession. Teachers have different levels of competence, and not every interaction will lead to mutual understanding. Additionally, teachers are not consistently “good” or “bad.” They have both good and bad days, and their lessons can be both successful and ineffective. Similarly, student classes can have off days when nothing seems to go right. Events, weather, and other factors can affect lessons or observations on any given day.
How Diverse Teaching Styles Improve Education
In the complex world of education, educators learn valuable knowledge from diverse teaching styles. They can implement different strategies, such as learning from the hidden knowledge of experienced teachers and understanding classroom methodology. This deeper understanding improves teaching methods and contributes significantly to the growth and change of education.
References
Black, A., & Davern, L. 1998. When a pre-service teacher meets the classroom Team (managing conflicts of teacher strategies). Educational Leadership, 55(5), 52–55.
Coffield F, Moseley D, Hall E, Ecclestone K. Knowledge styles and pedagogy in post-16 learning. A systematic and critical review. 2014. London: Learning and Skills Research Centre. http://www.lsda.org.uk/files/PDF/1543.pdf.
New Teachers exhibit varying levels of perception, engagement, and resolution regarding the typical conflicts and tensions in the teaching and classroom environment. According to Beach and Pearson’s research (1998), some new teachers avoid or downplay conflicts and tensions by conforming to the established system or authority figure in their workplace. On the other hand, some teachers feel overwhelmed by these conflicts and tensions, finding them too difficult to handle. This overwhelming experience can lead to a sense of losing control, resignation, and a feeling of futility, causing them to desire an escape from the system.
Conflicts and tensions in education can be grouped into four categories:
Curriculum and Instruction: Conflicts in curriculum and instruction often arise due to discrepancies between the planned curriculum and its actual implementation within the classroom. These conflicts encompass deviations from the intended curriculum, disagreements regarding material relevance, and clashes between personal beliefs and mandated teaching methods.
Interpersonal Relationships: Conflicts arise when teachers, students, and administrators interact. These conflicts encompass issues like isolation, challenges in forming connections, and disagreements stemming from different communication styles or interpersonal dynamics.
Self-Concept or Role: Conflicts arise from personal self-perception and professional identity struggles. These conflicts encompass the pursuit of acceptance among peers, students, or superiors, adaptability to the teacher role, and the establishment of one’s own identity as an educator.
Contextual and Institutional: Conflicts are influenced by the broader context and institutional expectations. It involves adapting to the institution’s culture, policies, and practices. Conflicts may arise when instructional approaches clash with norms, directives, or a lack of support and resources.
An under-reported aspect that is not commonly discussed among leadership qualities is the ability to handle conflict (Guttman, 2004).
Quotes about New Teachers: Ei360
A review of 16 studies by Beach and Pearson (1998) focused on programs that foster reflection among new teachers. In the initial stages of student teaching experiences, the primary focus tends to be on conflicts and tensions associated with developing fundamental teaching techniques. However, as student teaching progresses and new teachers transition into their first year of teaching, they shift their focus away from self-centered approaches to teaching, learning, and relationships, emphasizing their students and their responses to their teaching. Although there is a need for both practices, new teachers must solidify their classroom methods and particular routines. We know and understand that new teachers work through conflict in various ways, research (Beach & Pearson, 1998) identified three coping strategies for conflicts and tensions:
Avoidance/denial: Initially, new teachers view conflicts positively and assume they will fade over time, avoiding dealing with them.
Immediate solutions: New teachers resort to temporary fixes, putting conflicts aside until they become unavoidable.
Incorporation: New teachers recognize conflicts as part of growth, making positive changes to avoid conflicts and developing clear plans. They create informal support systems with colleagues and administrators.
New Teachers Are Introduced to the Classroom: A Sink or Swim Model
Many new teachers struggle to navigate their early teaching years without structured support such as mentors or state-wide induction programs. In the absence of such support, it becomes essential for these teachers to seek connections with experienced colleagues who can provide valuable assistance. This is one reason why we started, teachers need help while they are working. Educational Innovation 360 believes that professional development should be included on day 1 in the classroom. By establishing relationships with seasoned educators, new teachers can benefit from networking opportunities, receive teaching observations, and obtain evidence-based feedback on their practices.
Observations from experienced colleagues can offer valuable insights and serve as growth opportunities for new teachers. Unlike formal evaluations conducted by administrators, these observations can be conducted in a more relaxed setting without the added stress. It allows teachers to focus on their development without feeling overwhelmed or judged.
How To Ensure Preventive Measures and Potential Hazards
Good teaching is an ongoing and thrilling journey, and teachers must understand that they will never have all the answers or perfect their craft completely. It is a common misconception to believe that teachers will have everything figured out one day. However, this is far from the truth.
However, induction programs like Educational Innovation 360 exist to support new teachers during their first two years. These programs aim to limit the number of preparations, classroom changes, and involvement in multiple committees and coaching assignments.
Unfortunately, new teachers often find themselves in challenging situations where they are expected to learn through trial and error. They are often assigned tasks and responsibilities that more experienced teachers would not be given. Providing specific advice for such situations is difficult because each teaching environment is unique.
Experienced Teachers get More Challenging Situations
Ironically, the least experienced teachers are often given the most challenging assignments. However, these difficulties can be mitigated with good planning and effective communication with all stakeholders. Collaborating with colleagues, seeking guidance from mentors, and building relationships with students and their families can provide valuable support for new teachers.
References
Beach, R., & Pearson, D. (1998). Changes in preservice teachers’ perceptions of conflict and tension. Teaching and Teacher Education, 14(3), 337–351.
Guttman, H. M. (2004). The leader’s role in managing conflict. Leader to Leader, 2004(31), 48– 53.
Teacher burnout is a well-known and widespread issue that has attracted significant attention from the media and the research community. In Europe, many teachers, ranging from 60% to 70%, frequently experience high-stress levels and around 30% display signs of burnout. In the Netherlands, mental health problems affect 36% of teachers to the extent that they cannot work. Compared to professionals in other fields, teachers face a higher risk of burnout and report experiencing more symptoms associated with it. So, what is your school doing about it?
What does high burnout do to teachers?
The hypothesis presented in the USZO study (1998) suggested that individuals experiencing high levels of burnout would perceive a decrease in a teacher’s perceived superiority, particularly in positive behaviors. However, despite their declining sense of competence, teachers often maintain a negative sense of superiority, believing they are not as affected as others. This decreased competence in positive behaviors directly affects teachers and their classrooms. On the other hand, burned-out teachers may develop an inflated sense of competence in negative behaviors, which could boost their self-esteem and prevent a decline in performance. Is this happening at your school site?
What are the signs of teacher burnout?
Burnout consists of emotional exhaustion, depersonalization, and a diminished sense of personal accomplishment. These factors harm student achievement, as students are wise enough to recognize the signs of a teacher’s burnout. The school environment also plays a crucial role, as schools with rigid academic goals are more likely to contribute to burnout. At the same time, those who prioritize flexibility, collaboration, and support are effective in reducing burnout symptoms.
Can new teachers experience burnout too? What does this look like in a new school setting?
New teachers should be aware of burnout and its symptoms. They should assess the professional environment and avoid forming relationships with unsupportive or negative teachers due to potential burnout. It’s important to prioritize professional enthusiasm and seek out like-minded colleagues to prevent burnout. In the current educational landscape, teachers have less control over curriculum choices but can focus on how it is taught. In today’s diverse classrooms, determining effective teaching methods is crucial. New teachers should not compromise their enthusiasm to fit in and should be mindful of the symptoms of burnout. Developing a communal orientation, caring for and being concerned about students, can help mitigate burnout. Teachers need to address the challenge of investing more care than they receive in an equitable student-teacher relationship.
A new teacher’s professional responsibility is vital for their growth and effectiveness. Here are key ideas to cultivate this:
Student Learning Commitment: Prioritize students’ academic and personal growth in an inclusive environment. Engage in lifelong learning through workshops, research, and collaboration.
Reflective Practice: Regularly evaluate teaching methods, classroom management, and assessments for improvement.
Collaboration and Teamwork: Share ideas, resources, and best practices with colleagues for student success. Maintain open and respectful communication with students, parents, and colleagues.
Advocacy for Students: Champion equitable education, support students facing challenges, and remove barriers.
Self-Care: Prioritize physical and mental well-being to maintain professional responsibility. Participate in extracurricular events such as sports and clubs with students.
By embracing these ideas, new teachers can develop a strong sense of professional responsibility, positively impacting students’ lives and putting a firm foundation for their teaching careers.
Can new teachers make it worse by working harder?
Teachers experience burnout symptoms, so maintaining a professional perspective is important. Rudow (1999) cautioned against the notion that teachers experiencing burnout should not attempt to alleviate the situation by increasing their workload. Working harder can worsen frustration, so working smarter and more efficiently is better. Strategies to reduce mundane tasks and emphasize creative and fulfilling aspects of teaching should be pursued. In conclusion, choosing mentors carefully is an effective strategy for avoiding burnout. Having mentors who can provide guidance, support, and encouragement can significantly contribute to preventing burnout.
Do your new teachers need help?
By carefully selecting mentors who possess these qualities, you can cultivate a supportive and nurturing environment that helps prevent burnout. Remember, the right mentors are knowledgeable and experienced, but they also prioritize your well-being and understand the significance of keeping a healthy work-life balance.
Do you struggle with compassion fatigue?
References
Rudow, B. (1999). Stress and burnout in the teaching profession: European studies, issues, and research perspectives. In R. Vandenberghe & A. M. Huberman (Eds.), Understanding and preventing teacher burnout: A sourcebook of international research and practice (pp. 38–58). New York: Cambridge University Press.
Uitvoeringsinstelling Sociale Zekerheid voor Overheid en Onderwijs (USZO) [Benefits Agency for the Public Service and Education Sector] (1998). Statistiek arbeidsongeschiktheid, Onderwijs [Statistics incapacity for work, education]. The Netherlands: Author.
Addressing new teachers’ challenges during the initial teaching period involves physical and social isolation. A study by Smith and Ingersol (2004) delved into how mentoring and induction programs affect the ability of novice teachers to stay in the profession. According to the study, the probability of new teachers changing schools or departing from the teaching profession during their early years appears to decrease when they are assigned mentors from their subject area and actively participate in collective induction activities like collaborative planning alongside their fellow educators.
The inference drawn is that mentoring and induction programs can potentially impact the retention of new teachers as they furnish these educators with both support and avenues for professional development. Mentoring and induction programs can have a notable capacity for enhancing the experiences of new teachers and increasing their prospects of staying within the teaching profession. This recognition accompanies an understanding of the necessity to address these emerging educators’ challenges.
Is the classroom a revolving door?
The challenge of high turnover rates among novice educators underscores the significance of induction programs in bolstering teacher retention. The research conducted by Smith and Ingersoll in 2004 revealed that the collective turnover rate among new teachers stood at 29%, with 15% changing schools after the first year and 14% leaving the teaching profession entirely.
The study found that beginning teachers at private schools were less likely to change schools but twice as likely to leave teaching altogether at the end of their first year. When addressing this issue, many states implemented mentoring programs for new teachers. The researchers identified several key elements of effective induction programs that contribute to higher teacher retention.
These elements include mentorship programs, collaboration and planning time with other teachers, seminars designed for new teachers, and regular communication with administration or department chairs. The study emphasized the importance of having mentors in the same field and expected planning time with teachers from the same discipline.
What are some new teacher challenges?
Novice teachers can navigate challenges and foster professional development by forging connections with mentors and establishing regular meetings.
Ecenaz Alemdag & Mukaddes Erdem (2017) Designing an e-mentoring program for beginner teachers in Turkey and investigating online interactions and program outcomes. In this collaborative research, an e-mentoring program was designed for novice teachers and explored online connections between mentors and mentees, contributor satisfaction, and the apparent benefits of the program for mentees and mentors.
Information derived from the California BTSA (Beginning Teacher Support and Assessment) Induction Program underscores the benefits of ongoing collaboration and self-reflection between mentors and newly appointed educators. Providing essential support and encouragement aids new teachers in attaining insights and a more profound comprehension of the intricacies and context of teaching complexity.
Are there any preventive measures and potential hazards for teacher-mentor relationships?
The success of the new teacher-mentor relationship is based on the careful selection, thorough training, and ready availability of mentors. These mentors should be adept at practicing reflective dialogue and genuinely listening to the concerns expressed by new teachers. What proves counterproductive for new teachers is a mentor who merely offers immediate fixes for problems. At times, experienced educators are more inclined to provide solutions rooted in their personal experiences rather than asking guiding questions that facilitate the process of problem-solving. Such an approach does little to bolster new teachers’ confidence in devising their resolution strategies.
Are your mentors trained, and do they truly listen?
The presence of a mentor who genuinely listens and remains accessible holds immense significance. Novice teachers should exercise caution when affiliating with senior educators who exhibit negativity. Typically, this refers to individuals who have spent an extended period in the profession, are counting down to retirement, and have adhered to the same teaching methods for decades. Such individuals often eschew professional growth opportunities, regard students as burdens, and actively seek someone willing to listen to their grievances.
Well, do your mentors love what they do?
Selecting mentors with care and ensuring their comprehensive training and accessibility is vital. These mentors should actively engage in listening and collaborating with new teachers. Novice educators should aim to align themselves with mentors who embody positivity and an enduring commitment to continuous professional development rather than engaging with pessimistic, experienced colleagues. The accessibility of mentors holds immense significance. New teachers must experience uncomplicated and consistent access to their mentors. This availability guarantees that mentors can provide timely guidance and support whenever necessary.
References
Ecenaz Alemdag & Mukaddes Erdem (2017) Designing an e-mentoring program for apprentice teachers in Turkey and investigating online interactions and program outcomes, Mentoring & coaching: Partnership in Learning, 25:2, 123-150, DOI: 10.1080/13611267.2017.1327394
Smith, T. M., & Ingersoll, R. M. (2004). What are the effects of induction and mentoring on beginning teacher turnover? American Educational Research Journal, 41(3), 681–714.
There are several levels of stress and burnout experienced by teachers. Factors contributing to teacher stress include time constraints, large class sizes, excessive paperwork, managing disruptive students, financial limitations, and inadequate educational resources. This issue is important for educators and the general population because of the widespread shortage of mathematics, science, and special education teachers. The stress and burnout experienced by teachers can lead to both physical and emotional exhaustion.
Are new teachers happy at their jobs?
All of the many demands for teachers can lead to reduced job satisfaction, strained relationships between teachers and students, and a decrease in their effectiveness in meeting students’ needs. Liston et al. (2006) studied emotional factors affecting first-year teachers. They explored support sources and provided suggestions for schools, districts, and education programs to assist new teachers. Intrator (2006) conducted a study on challenges novice teachers face, emphasizing the importance of maintaining their health and well-being amidst early teaching stress. This study likely discusses strategies for young teachers to maintain their health while navigating professional challenges.
How can innovative deployment strategies enhance learning experiences?
Eight ways to reduce teacher burnout
The transition from theoretical knowledge to actual classroom practice can be overwhelming for new teachers, as they face a substantial workload and an unfamiliar curriculum. Their lack of established approaches to routine tasks adds to the complexity and can become overwhelming. As time passes, many new teachers become disillusioned when they realize that their expectations do not match the realities of teaching. Despite these challenges, there are moments of success when teachers form strong relationships with their students, which can counterbalance the negative aspects and reinforce their impact.
Things are so demanding for new teachers; what should they do to minimize the frustration?
The demands on teachers constantly increase, underscoring the importance of self-care to prevent burnout. New teachers must seek mentorship and support, prioritize tasks effectively, and use grading software. Additionally, establishing clear rules and procedures for classroom behavior can enhance the learning environment. Taking care of one’s physical and mental health through a well-balanced diet, sufficient sleep, and regular exercise is vital. Teachers require strategies to maintain enthusiasm and resilience, as their energy and skills are crucial for effective teaching.
What are the preventive measures to take against potential hazards in a learning environment?
Stress and burnout in the teaching profession typically stem from an ongoing process rather than a single event. Various environmental factors constantly jeopardize a teacher’s well-being. Additionally, stress can be intensified by the unrealistic expectations teachers impose on themselves. It is unreasonable for novice teachers to anticipate performing at the same level as experienced educators. Hence, teachers must achieve success by sharing their concerns with others. One effective approach is to seek guidance from mentors who can provide an avenue for expression while leveraging opportunities to identify strengths and receive support when challenges arise. Mentors can also recount their struggles and frustrations as new teachers and offer solutions based on their experiences overcoming obstacles. The initial years of teaching serve as a critical period for developing both personal and professional growth for beginners.
How can we address the difficulties encountered by new teachers?
Well, by acknowledging the difficulties encountered by new teachers and offering them the necessary assistance, a supportive and sustainable environment can be established. It fosters their professional development and overall well-being. Comprehensive support for new teachers often includes the implementation of mentorship programs. Such programs aim to pair fresh educators with experienced mentors who offer valuable guidance, feedback, and emotional support throughout their teaching journey.
How can professional development help?
Professional development opportunities are another crucial component of comprehensive support. Educators can acquire the necessary skills and resources to thrive as new teachers by providing ongoing training and growth avenues. In conclusion, prioritizing comprehensive support for new teachers is crucial in reducing stress and preventing burnout. By implementing mentorship programs, offering professional development opportunities, fostering a positive school culture, and addressing systemic issues, we, can enhance teacher retention rates and guarantee a high-quality education for all students. Investing in the well-being and success of new educators is an investment in the future of education.
References
Intrator, S. M. (2006). Beginning teachers and the emotional drama of the classroom. Journal of Teacher Education, 57(3), 232–239.
Liston, D., Whitcomb, J., & Borko, H. (2006). Too little or too much: Teacher preparation and the first years of teaching. Journal of Teacher Education, 57(4), 351–358.
Welcome to a transformative journey where technology and education converge to shape the future of learning. In the age of Educational Innovation 360, we’re witnessing a profound shift in the way K–12 leaders approach education, redefining its boundaries and expanding its horizons. The world envisioned is one where learning knows no bounds—a realm where students can access knowledge 24/7, bridging geographical disparities and nurturing equity. Educational Innovation 360 stands at the forefront, leading this revolution by empowering educators with data-driven insights for personalized learning experiences. It’s not just about embracing technology; it’s about harnessing its power to engage students through interactive designs and aligning visionary goals across the educational landscape. Join us in celebrating the visionary principals who are revolutionizing education with technology, and let’s continue this dialogue on the incredible transformation it brings to our students’ futures. Now, let’s talk about how Educational Innovation 360 supports K-12 leaders on their journey to implement technology and embrace the future of education:
🌐 Improving Access to Learning with Always-On Resources: Imagine a world where learning is not confined to the walls of a classroom or the hours of a school day. Thanks to technology and platforms, one-to-one vision is becoming a reality. Always-on resources, accessible 24/7, are revolutionizing education. Students can now engage with their learning materials whenever they choose. Whether it’s reviewing a lesson at midnight or studying on a lazy Sunday afternoon, technology is breaking down the barriers of time and space.
🌍 Increasing Equity Through Remote Access: Educational Innovation 360, in collaboration with visionary principals, bridges the gaps that once existed between different educational systems. Schools and districts, once isolated due to geographical or resource constraints, can now tap into a world of educational content and expertise. Remote access to learning resources not only enhances equity but also creates connections among educators who share similar needs and challenges. It’s a global village of learning, and platforms like Educational Innovation 360 are the bridges.
📊 Personalization Through Data with Educational Innovation 360: Data capture and analysis systems are changing the game, and leading the way. This platform provides educators with a real-time, accurate picture of learning needs. This data-driven approach allows for the personalization of learning experiences, tailoring education to each student’s unique requirements. Moreover, these systems automate much of the administrative work, freeing up valuable time and resources that can be better spent on teaching and learning.
🎮 Engagement Through Technology-Enhanced Learning Designs: Educational Innovation 360 incorporates technology-enhanced learning designs that are reshaping the way students engage with educational content. Research-based models, backed by the latest advancements in technology, are making learning more interactive and captivating. We work with district principals and leaders to develop gamified lessons to virtual reality experiences, that are proven to boost student engagement and, consequently, learning outcomes.
🎯 Coherence in Vision and Goals with Educational Innovation 360: On a macro level, we help incorporate technology into a system of professional learning by aligning goals across individual, team, and system levels. This alignment ensures coherence in the learning process. When all stakeholders are moving in the same direction, guided by a shared vision, the impact of technology on education becomes profound. We all know, the promise of technology in education can only be fulfilled when it is intentionally integrated into a comprehensive professional learning system. Technology is not a magic bullet; it’s a tool that, when used strategically, can bring about incredible transformation.
So, let’s celebrate our visionary principals who are embracing technology as a powerful ally in shaping the future of education! Let’s also continue this conversation about how technology, together with platforms like Educational Innovation 360, is revolutionizing education. Together, we can build a brighter, tech-savvy future for our students!
Educational Innovation 360 
