New Teachers and MSTA’s Building Educational
Success Together (BEST)
The goal of MSTA’s BEST—Building Educational Success Together—is to assist in creating schools that function as professional learning communities. Research shows that providing a spirit of connectedness—one of the key needs of new teachers—helps to support and retain new professionals.
MSTA’s BEST initiative provides administrators,
teachers and support professionals the data and skills to build a learning
community that is pro-student, pro-educator, and pro-school.
Going beyond the typical orientation to school polices, procedures
and the “let-me-know-if-you-need-anything” approach, new
teachers in BEST schools work with their colleagues to develop systematic
ways of looking at student work and then devise strategies and interventions
to fit student needs. At a BEST school, teachers focus and reflect on
data to make strong decisions and coach each other based on student outcomes.
At a BEST school, teachers focus and reflect on data to make strong decisions
and coach each other based on student outcomes.
"Ideally, new teachers are included in creating a vision of the school
that is adaptable and ongoing," said Jan Erskine, MSTA BEST facilitator
and school reform specialist. "They have a personal mentor. There
are opportunities for developing communications skills which form
the foundation for team-building and collaboration." Undertaking
projects such as BEST’s Action Research and Study Groups builds
a network of tangible support and continuous learning.
A BEST school would consider the new teacher’s needs when building
schedules and assignments, including how to integrate new teachers within
teams and departments. The recognition that new teachers will be on a
steep learning curve weighs into the decisions about how new teachers
will become an integrated part of the school as a whole.
Case study:
New teacher Paul Bockius
New teacher Paul Bockius experienced the typical first year teaching experience at Bohemia Manor MS in Cecil County. He "floated" with all of his supplies on a cart. He taught every grade level. He had five preps. He had no advanced level classes and not many average ones either. He arrived early and stayed late. He worked weekends. He had no other life.
He was often forgotten by his colleagues because he didn’t
belong to any team. He had only three days of induction – two for
an introduction to the county, their regulations and support systems,
the third to visit
his school and the community. He had no mentor. He made friends with
two other new teachers (neither one is returning).
At the end of the year his colleagues said they didn’t know how
he survived and that they couldn’t have done it with all their
experience. Yet no one celebrated his survival with him. He’s keenly
aware that the salary and pension are better in Pennsylvania where
he comes from and where he got his teaching degree.
He got support, encouragement and help from the principal and assistant principal. He felt he could turn to other teachers in the school if he needed assistance or advice. His evaluation process gave him helpful feedback. He watched the AP and other teachers model lessons for him. And he was determined.
The principal and faculty learned from Paul. This year, the teachers made the schedules for their departments and teams. They divided the workload more equitably. Paul will teach only 6th grade and have only three preps.
Bohemia Manor MS in Cecil County has been involved in the MSTA BEST initiative since the winter of 2004. Although it takes time to make significant changes, they are developing the characteristics described above. In the spring of 2005, Bohemia Manor was the only middle school in the county to make AYP.
