I think the model of teacher stress depicted in the 2013 American Psychological Association's video accurately represents the experience of most teachers in North America today and likely of those teaching in similarly structured education systems in nations around the world. Though the current cyclical nature of the structure of the job (teaching the same or similar courses on repetitive schedules to different groups of people) inherently adds to the anticipatory stress, I suspect teacher stress increases in systems that do not have strong collaborative cultures in place.
For me, I was lucky. I landed in a school where community culture was strong. The staff I was joining, were (and felt) supported by a principal who understood and valued the power of personal mentorship and close community connections. It was by design that each of the 14 new-to-the-school teachers hired to Delta Secondary School in 1989, had an assigned mentor who would touch base with them on a daily basis. More stunningly in contrast to today’s standards, we met our mentors at a large luncheon event in August, at a local hotel, paid for by our principal, where over a third of the teaching staff along with some support staff, came out to welcome us. Right from the very beginning, we were encouraged to think of ourselves as part of a team. It was abundantly clear that we were expected to be more than the leaders of our own classrooms, more than just a member of a department, we got the message loud and clear that we were expected to think of ourselves as more than just a teacher in a school - we were to consider ourselves to be part of the greater community of Ladner.
For me, I was lucky. I landed in a school where community culture was strong. The staff I was joining, were (and felt) supported by a principal who understood and valued the power of personal mentorship and close community connections. It was by design that each of the 14 new-to-the-school teachers hired to Delta Secondary School in 1989, had an assigned mentor who would touch base with them on a daily basis. More stunningly in contrast to today’s standards, we met our mentors at a large luncheon event in August, at a local hotel, paid for by our principal, where over a third of the teaching staff along with some support staff, came out to welcome us. Right from the very beginning, we were encouraged to think of ourselves as part of a team. It was abundantly clear that we were expected to be more than the leaders of our own classrooms, more than just a member of a department, we got the message loud and clear that we were expected to think of ourselves as more than just a teacher in a school - we were to consider ourselves to be part of the greater community of Ladner.
Retrieved from Tampa Bay Times
Once the school year began, I was surrounded by many colleagues who despite their years of teaching experience, would get together on a weekly basis to discuss the art and science of teaching. These discussions would often happen in the staff room at lunch, more often in the bar on Friday afternoons! Many teachers aside from my mentor, reached out to me, encouraged me, checked in on me and invited me to join them. They would even set up team teaching opportunities for anyone, experienced or otherwise, who was interested. My colleagues quickly became more to me than the people I worked with, they felt like my family! Though there was a close family feel, these people were consummate professionals. Many took post graduate pathways while employed and a significant number would spend time over the summer holidays at institutes of some kind or another and encouraged others to do so as well. We all felt a sense of obligation become better and challenged ourselves, and others, to reflect and constantly improve. To put it simply, I was nurtured toward being as masterful as possible.
I realize now that my experience entering the profession of teaching was likely an anomaly compared to the experience of most, both back then and today, but that only impresses upon me more how important it is to replicate that experience for others. Not only did I land in a school with an extremely strong collaborative culture, I entered the profession at a time when the first job I accepted was likely the job I would continue to hold until I decided otherwise. Aside from the mentorship and team teaching experiences I received from my colleagues, I had an abundance of large group, Pro-D opportunities where a significant number of teachers, from many schools in the district, participated in long term training with the likes of cooperative learning guru Spencer Kagan or educational change expert Michael Fullan.
In contrast, Education graduates today can likely look forward to years of substitute teaching or working in limited contracts outside their areas of interest or expertise. As a former teacher mentor (a district program that was cut in 2009) I met with over a hundred new teachers, many of whom professed being lonely and overwhelmed with nobody they felt they could turn to for help. From the word on the street, they considered themselves lucky if they were able to settle into a school, in their area of interest, by their 7th year of entering the profession. Forget large scale Pro-D (thanks to the continual cuts by the Liberal government over the last 14 years), let alone in-school mentors or district support personnel, todays teachers are often left to their own devices. I propose that the lack of job certainty and the relative inattention being placed on helping new teachers transition well into full time work not only adds to the stress already inherent in the job of teaching, but makes the initiation experience even more isolating than it needs to be, perhaps even creating long-lasting, unhealthy habits of disassociation.
So where to now? I am in the process of “selling a learning framework” to the educational powers at be in my district that would enable me to create more access points for students to participate in blended learning environments. But over the last decade, I have become more strongly compelled to create structures that not only positively impact student learning, but change the culture of teaching itself! Even though I have already begun to understand how emerging technologies can help me in my mission to create more personalized learning for my students, I am still at a loss about how these emerging technologies will allow me to contribute to the learning and growth of those new to teaching. My head is swimming and swirling, attempting to critically analyze how to sort a system that some may say is mired in stress, stagnation and resistance. Technology I sense, will play a big part, but I am not so sure that emerging technologies will work to improve teaching and teacher satisfaction if not held in a strong collaborative and community connected culture.
I am interested in hearing about how do you see emerging technologies positively impacting your ability to become better at your job but more importantly, how you see emerging technologies facilitating the creation of more collaboration within the teaching profession?
I realize now that my experience entering the profession of teaching was likely an anomaly compared to the experience of most, both back then and today, but that only impresses upon me more how important it is to replicate that experience for others. Not only did I land in a school with an extremely strong collaborative culture, I entered the profession at a time when the first job I accepted was likely the job I would continue to hold until I decided otherwise. Aside from the mentorship and team teaching experiences I received from my colleagues, I had an abundance of large group, Pro-D opportunities where a significant number of teachers, from many schools in the district, participated in long term training with the likes of cooperative learning guru Spencer Kagan or educational change expert Michael Fullan.
In contrast, Education graduates today can likely look forward to years of substitute teaching or working in limited contracts outside their areas of interest or expertise. As a former teacher mentor (a district program that was cut in 2009) I met with over a hundred new teachers, many of whom professed being lonely and overwhelmed with nobody they felt they could turn to for help. From the word on the street, they considered themselves lucky if they were able to settle into a school, in their area of interest, by their 7th year of entering the profession. Forget large scale Pro-D (thanks to the continual cuts by the Liberal government over the last 14 years), let alone in-school mentors or district support personnel, todays teachers are often left to their own devices. I propose that the lack of job certainty and the relative inattention being placed on helping new teachers transition well into full time work not only adds to the stress already inherent in the job of teaching, but makes the initiation experience even more isolating than it needs to be, perhaps even creating long-lasting, unhealthy habits of disassociation.
So where to now? I am in the process of “selling a learning framework” to the educational powers at be in my district that would enable me to create more access points for students to participate in blended learning environments. But over the last decade, I have become more strongly compelled to create structures that not only positively impact student learning, but change the culture of teaching itself! Even though I have already begun to understand how emerging technologies can help me in my mission to create more personalized learning for my students, I am still at a loss about how these emerging technologies will allow me to contribute to the learning and growth of those new to teaching. My head is swimming and swirling, attempting to critically analyze how to sort a system that some may say is mired in stress, stagnation and resistance. Technology I sense, will play a big part, but I am not so sure that emerging technologies will work to improve teaching and teacher satisfaction if not held in a strong collaborative and community connected culture.
I am interested in hearing about how do you see emerging technologies positively impacting your ability to become better at your job but more importantly, how you see emerging technologies facilitating the creation of more collaboration within the teaching profession?