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I recently had an experience that hit home the concern of new teachers leaving the profession.
I spoke with a new teacher who had only graduated at the end of last year. Let’s call her Lisa. By all accounts she was a capable new teacher, knew her content well, delivered engaging lessons to her students, was willing to learn herself, and important, passionate about wanting to teach and motivate students to science.
And, last year, I was excited to hear that a local well known school with a strong reputation was considering her employment.
When I met her again last week, I discovered she had left the profession. She was burnt out.
What happened?
The school placement fell through and instead got employment at another school. This school has its challenges especially where it is socio-economically, and I am sure there are dedicated teachers there.
However, Lisa’s experiences were far from supportive. She arrived discovering that each teacher was working on their own unit of work, there was no collaboration in producing programs across each year. More alarmingly, when Lisa asked to see the programs, she was told that there was no sharing, she had to do it all on her own.
When she had classroom management issues (we will all have them) she got no support from her immediate supervisors. She was left to fend for herself.
To me the attitude she was facing was akin to a parent telling a toddler , “get your own food, I’m busy and I font's care”.
Thus it isn't that surprising she started getting panic attacks, and eventually left.
This resonated with me, as I had a very similar experience in my early career.
I don't think this isolated.
Recently , I heard a similar story from a more experienced teacher who was also placed in another school, who got no support from her faculty, especially with dealing with student issues, from the faculty head no less.
Studies seem to suggest the attrition rates for new teachers can be as high as 25% in the first 5 years and a Commonwealth Study from 2014 found 5.7% teachers leave in any given year - see the link below for further details.
I appreciate the fact that teachers leave for a variety of reasons, misplaced expectations, changes in circumstances, other professional opportunities, but high on the reasons provided in studies is a lack of support.
Being based in NSW, Australia, I refer to the the Department of Education and Training (DET) and DET do have policies in place to support new teachers. But I am concerned that possibly these polices aren't always enacted on.
Add to the fact that many new teachers, especially in government schools, are placed in schools that have a high turnover rate - schools in disadvantaged areas, schools that are remote, or both. Yet, these are the places that need experienced teachers to effective teach in challenging circumstances.
I acknowledge I am no expert in understanding the complexities of the reasons behind the teacher attrition, but as a science educator I am especially cognisant of the need of effective science communicators to advance a passion for science and grow a scientific literacy in our community. And when we see good science educators leave because they get no support, we all lose.
Please add to the conversation - experiences, thoughts, ideas
I spoke with a new teacher who had only graduated at the end of last year. Let’s call her Lisa. By all accounts she was a capable new teacher, knew her content well, delivered engaging lessons to her students, was willing to learn herself, and important, passionate about wanting to teach and motivate students to science.
And, last year, I was excited to hear that a local well known school with a strong reputation was considering her employment.
When I met her again last week, I discovered she had left the profession. She was burnt out.
What happened?
The school placement fell through and instead got employment at another school. This school has its challenges especially where it is socio-economically, and I am sure there are dedicated teachers there.
However, Lisa’s experiences were far from supportive. She arrived discovering that each teacher was working on their own unit of work, there was no collaboration in producing programs across each year. More alarmingly, when Lisa asked to see the programs, she was told that there was no sharing, she had to do it all on her own.
When she had classroom management issues (we will all have them) she got no support from her immediate supervisors. She was left to fend for herself.
To me the attitude she was facing was akin to a parent telling a toddler , “get your own food, I’m busy and I font's care”.
Thus it isn't that surprising she started getting panic attacks, and eventually left.
This resonated with me, as I had a very similar experience in my early career.
I don't think this isolated.
Recently , I heard a similar story from a more experienced teacher who was also placed in another school, who got no support from her faculty, especially with dealing with student issues, from the faculty head no less.
Studies seem to suggest the attrition rates for new teachers can be as high as 25% in the first 5 years and a Commonwealth Study from 2014 found 5.7% teachers leave in any given year - see the link below for further details.
I appreciate the fact that teachers leave for a variety of reasons, misplaced expectations, changes in circumstances, other professional opportunities, but high on the reasons provided in studies is a lack of support.
Being based in NSW, Australia, I refer to the the Department of Education and Training (DET) and DET do have policies in place to support new teachers. But I am concerned that possibly these polices aren't always enacted on.
Add to the fact that many new teachers, especially in government schools, are placed in schools that have a high turnover rate - schools in disadvantaged areas, schools that are remote, or both. Yet, these are the places that need experienced teachers to effective teach in challenging circumstances.
I acknowledge I am no expert in understanding the complexities of the reasons behind the teacher attrition, but as a science educator I am especially cognisant of the need of effective science communicators to advance a passion for science and grow a scientific literacy in our community. And when we see good science educators leave because they get no support, we all lose.
Please add to the conversation - experiences, thoughts, ideas
- AITSL, 2016 - “What do we know about early career teacher attrition rates in Australia?” online ttps://www.aitsl.edu.au/docs/default-source/research-evidence/spotlight/spotlight---attrition.pdf?sfvrsn=40d1ed3c_0
- DET - “Beginning Teachers Support” https://policies.education.nsw.gov.au/policy-library/policies/beginning-teachers-support-funding-policy
The Institute of Physics is doing a lot of great work to support Physics teachers. I taught physics for 18 years. I will retweet this link and IoP links.
I think this is a massive issue for education at the moment as good teachers are leaving the profession early and the solution from authorities seems to be to train more teachers.
Keep up the good work Paul your channel is helping those isolated physics nerds out there keep up their passion for the job (me included).
@PhysicsNews | @ChatPhysics
https://iop.org/keep-teaching-trial-frequently-asked-questions Keep Every Early-career Physics (KEEP) teacher teaching #KEEP #physics #education
kid: *screams for no reason repeatedly*
me: "Ok, whats your name!"
kid: 'Dick Dickson
classroom: *Laughs*'
kid: "Look at this r*tard!"
I started getting panic attacks. I told my agent that under no circumbstances am I going to work in a school anymore.... I wnated to buiult a family... now I started hating kids.... kids do not behave anymore... they have 0 respect towards adults,,, the system coddled them into becoming completely uncooperative...