If not candy, stickers, or a notepad, then what? What SEE really needs

Candy is nice. How about a package of stickers? Maybe a notepad? All of these “gifts” may be well received by an early career educator, but is that what they really need? Follow along for ideas that go beyond candy and goodies.

Technology

The past two years have demonstrated worldwide how difficult the teaching profession can be to all educators, but particularly to those with the least amount of experience. Assumptions were made that our digital natives (those who grew up in the digital age) would be adept at virtual teaching. Yes, these mostly younger educators understood more about technology, but they were not prepared to teach using technology. It was a tremendous learning curve for all educators. A chapter can recognize this need and use the strengths of their members to collaborate together. A teacher experienced in how to teach a particular content can be paired with an early-career educator who understands technology. Even with most learning occurring in-person, there is still a need for expertise in using technology to enhance and build upon content learning.

Grant-in-Aid

Budgets never cover all that is needed in a classroom. Nor do they cover the payment for professional development. How about a field trip to expose students to experiences outside the classroom? Providing Grants-in-aid that are specifically targeted to early-career educators give them a boost not only in monetary value, but in the message that says “you have important needs”. Simplify the process for application to make it easy and quick to apply. Advertise and accept non-member applicants to attract new members to DKG.

Volunteer

Schools are beginning to open up again to visitors. Early-career teachers say that volunteers can provide assistance in many ways. Some of those include: working with individuals or small groups of students, tutoring before or after-school, grading assignments, prepping materials, and the list goes on. Check to see what is available in your area and give of your time to lighten the load.

Go to the Source

The best source for information for what early-career educators really need is to initiate a conversation with these educators. Each community and location differ and the resources are varied. The list below is not inclusive, but offers insights that were gathered from several sources, including early-career educators as well as veterans who have reflected on what would have been important to them.

- Collaborate in grade levels, departments, or specialty areas. Experience counts but so do new and fresh ideas. Be open to actively listening to each member of the group from the experienced veteran to the often silent new teacher. Plan together and offer resources that can be shared by all.

- Develop timelines of what comes next – not only academically, but school and district responsibilities

- Provide training in how to maximize the use of para-educators or volunteers. As great as it is to have the extra body, it’s not always clear how to use those helping hands.

- Mentors – sometimes the school assigns a mentor, but an early career educator needs mentors for many other reasons. Just having someone to confide in without judgment or expectations is very important to new teachers. This mentor is one who the early-career educator will need to select for themselves. Chapter members can certainly fill this role if that connection is made.

- Early-career educators need to observe other educators as they teach. These observations offer the model from which inexperienced teachers can gain valuable knowledge. Equally important would be to debrief and discuss those observations. Many questions may arise and can be addressed through shared observations.

- Establish rituals – maybe it’s someone who checks in once a week, maybe it’s a funny card or something silly to pass around. One school had a painted rock that would end up all over the building.

- Acknowledge that the responsibilities of a new teacher are overwhelming. Emotions run the gamut of excitement, frustration, exhaustion, joy, bewilderment, and hopelessness. That can even occur in one day!

- The pandemic did not allow for staff to meet others beyond their duties. Now that schools are open again, new teachers need to establish relationships with others outside of their assigned role. They need to belong and contribute to the overall mission and goals of their educational assignment. They also need to have social times where they form friendships with other like-minded individuals.

- Employee Assistance Programs (EAP) can serve as a resource to all employees, not just early-career educators. These programs should be promoted for the wide range of services they provide, both personal and professional. Free and confidential, these programs offer another avenue for assistance that are often underutilized. Eliminate the stigma associated with seeking help and guidance.

- Local gyms or businesses can offer free or low cost classes and memberships to enhance minds and bodies. A spin class or lap swimming does wonders in releasing the tensions of the day. In fact, so would a quick yoga class offered in the gym after school once a week.

Each of these suggestions are much more work than passing out candy, stickers or notepads. The challenges of SEE require attention, time and effort. That effort will pay off when the needs of early-career educators are acknowledged and focused upon. Act now.