Yesterday, The Conversation published a fairly vanilla article about supporting new teachers to stay in the profession. Apparently, we need more and better mentoring and meta-mentoring, and better collaboration between schools and universities. The authors also suggest giving advance access to information about individual students so that new teachers can get onto the manic differentiation hamster-wheel before they even set foot in the joint.
I don’t think this would work. New teachers need help with workload. They need to be handed fully developed lesson plans that they may adapt accordingly. Most importantly of all, they need support with behaviour management, an issue that The Conversation piece does not address at all, unless perhaps this is supposed to happen through mentoring.
And this is an odd omission. The second paragraph reads:
“High workloads, perceived lack of support, work-life balance and the absence of recognition appear to impact new teachers’ decisions to…
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