Secrets for Secondary School Teachers (3 page)

You will probably have a few thousand questions to address with your assigned school guide. Rather than overwhelming the person with the sheer number of inquiries, select the most critical ones, and save the rest to ask others later.

Here is a sampling of the most critical questions that one teacher asked her assigned mentor during the first few minutes of the first day:

•   “Where’s the bathroom?”

•   “What textbook will I be using?”

•   “What’s my schedule?”

•   “When’s lunch?”

•   “Does that metal detector really work?”

It is a good idea to avoid bombarding one person with all your questions and instead spread them around; that way you have an excuse to meet more people. Also, consider the timing of your questions. While most people are only too happy to help, be respectful of when and how often you approach them. Office staff, in particular, are often swamped at the beginning of each semester.

R
ULES AND
R
EGULATIONS

The principal or secretary is likely to give you a map of the school, as well as the official
Teacher’s Handbook
that tells you about the policies, rules, and professional responsibilities of your job. In it you will find the district and school mission statements; organizational charts; duties for teachers; guidelines for teaching about controversial issues; selection of supplementary materials; use of technology; child abuse reporting procedures; and policies related to grading and attendance, student discipline and safe schools, and other issues. Usually you will have an opportunity to go through the handbook during one of the new-teacher orientation sessions. Read the manual carefully when you get the chance, as it will include much useful information.

The handbook may contain the publicly espoused values, but does not necessarily describe how the school operates. To find out the “underground” version of the school culture, you will need to be aware of the interactions of quite a number of students and staff over time. This is how you will find out what is really expected of you.

You will want to discover answers to the following key questions:

•   Who has power and control in the school?

•   Who and what influences the principal the most?

•   How do decisions get made?

•   What are the major conflicts that erupt most consistently?

•   What coalitions have formed among staff members, and on what basis do these groups maintain their membership?

These are just a few questions to consider. More will be suggested later.

M
EETING
Y
OUR
D
EPARTMENT

Most secondary schools are organized by department. If you are the single teacher in an area such as music, you may be grouped with other disciplines. If you haven’t met the department chair, it will be important for you to do so as soon as possible. While the authority of department chairs varies from place to place, they all tend to serve as liaison between the administration and the department staff. In some districts, the chairs are responsible for scheduling and budgets; in other districts, this remains the domain of the administration. Your department head most likely will provide you with teacher resource materials and curriculum guides and inform you how to obtain texts for your students, supplementary materials, and supplies for the classroom. Some schools will have the department chair serve as mentors to new teachers; others will not make a formal assignment.

In some districts, the faculty members in each department do all their planning together. They write lesson plans and develop unit and/or quarterly assessments as a group. They meet regularly to review objectives and discuss student progress. You will find much-needed support readily available if this is your situation. If not, you will need to find a mentor in your subject area, preferably someone who has taught your assigned classes before, and who is willing to share his or her expertise and resources with you. If such support is not available in your school, you will be able to network at district-level meetings and professional conferences.

Y
OUR
C
LASSROOM

Once you have been escorted to your assigned classroom and left to your own devices, allow yourself sufficient time to revel in the feelings that you are experiencing. This classroom is
your
room: the place where you will be working your magic. There are bulletin boards to dress up, furniture to rearrange according to your liking, supplies to order and put away. Mostly, though, you just want to get a feel for the space. Begin to personalize it, make it yours, at least to the point where it starts to feel a little familiar.

Sometimes you will be assigned a room or rooms that other teachers use. In that case, you will need to negotiate space with the other teacher(s). Nevertheless, you will be responsible for that room when your classes are scheduled to meet there, and your students will associate that room with you! The next chapter will discuss organizing your room(s) in depth.

C
USTODIANS

Another important person to get to know is the custodian. In the afternoon or evening, your room will be serviced. While a thorough cleaning may take place once a week or less often, wastebaskets will be emptied and a general straightening
of the room will likely take place daily. Custodians will appreciate your keeping the room neat and having students clean up the areas where they work. Custodians may also perform minor repairs, help with moving furniture, and take away large boxes after you unpack. They can also provide you with cleaning supplies—paper towels for unexpected spills and all-purpose cleaners for desk tops. Make sure you communicate clearly the status of your chalk- or whiteboards. Clearly marking “Do not erase” on sections you want to keep posted will avoid problems.

B
UILDING
O
RIENTATION

Once you have gotten settled, there are a number of other important places that you will want to locate from your room. These include

•   Principal’s office

•   Deans’ office

•   Counselors’ office

•   Attendance office

•   Registrar’s office

•   Health office

•   Custodians’ office

•   Teachers’ lounge

•   Library/Media Center

•   Main gymnasium

•   Cafeteria

•   School banker

•   Graphic arts and copy room

•   Restroom facilities

S
AFETY
C
ONCERNS

As part of your school orientation, you will also need to familiarize yourself with safety procedures in the event of some
emergency: fire for certain, and depending on your location, hurricanes, floods, tornadoes, earthquakes, or volcanic eruptions. (According to a posted sign in a New Zealand school, in the event of such an eruption, you should close all windows and doors.) Schools today also provide for shelter-in-place protection. Your school district may have a system that uses color codes for the following situations that we have seen: (1) evacuation to the athletic field, (2) securing the perimeter with activities continuing, (3) remaining in classrooms with doors locked, and (4) all clear. You may want to note pages in your school handbook with bookmarks or Post-its for quick reference.

Check your handbook for your responsibilities as a teacher. You will probably discover that your responsibility for the students in your care continues should an emergency extend beyond the school day. If you have an elderly parent or young children of your own for whom you care, you will want to have contingency plans in place for them.

In learning your way around the school, make sure to find out where the fire alarm nearest your room is located, where to direct students in the event of fire and fire drills, and where the designated shelters and supplies are for other disasters. Fire drills are usually a surprise, so be prepared. Most schools provide teachers with a small first-aid kit for minor emergencies in the classroom.

S
CHOOL
T
RADITIONS

Every school has its own unique culture and customs, some of them established by the administration, such as dress codes, others emerging from student or staff input, such as school mascots and school colors. Homecoming celebrations, school dances, and other events often have many rituals associated with them. These traditions are as much a part of the school experience as anything to do with the physical building, and you would be well-advised to familiarize yourself with these customs.

I (Ellen) recall beginning a new job in a high school that had more than its share of school spirit. Typical of schools in small Southern towns, much of the conversation during my first day was about upcoming football games that the Razorbacks would be playing. I listened intently to the discussion, trying to pick out clues as to what was going on, but I was lost. I had no idea what a Razorback even was. People were aghast at my ignorance and then dutifully explained that it was a kind of hedgehog, a creature with which I had had no direct experience.

The reactions of my colleagues got my attention so that I knew I had to devote considerable time and focus not only to learning the history of the Razorbacks but to other school traditions. In similar fashion, you will want to research how your school got its name, prominent people who went to the school, and landmark incidents in its history.

L
UNCH
O
PTIONS

Part of your initial orientation should include exploring options for lunch. There is tremendous diversity in how teachers choose to spend their break time. Some prefer solitude to relax or go for a walk. Some use the time to work out or exercise. Others catch up on grading exams while they nibble a sandwich. For beginning teachers, we are unequivocal in our advice: You
must
use this time constructively to make important contacts, network with other staff members, and integrate yourself into the school culture—as well as eat! Too often, teachers lose energy because they do not take time to nourish themselves and replenish their reserves during the day.

In your first weeks on the job, you will want to experiment with different lunch venues: the school cafeteria, the teachers’ lounge, and if there is an open campus, join different groups as they go out for a quick meal. It is not the food that is the issue, but rather the opportunity to meet as many other staff members as you can. In most schools, this is where many important decisions are made. Because the subject is so important, we will discuss it in greater detail in a later chapter.

M
EETING
O
THERS

Learning your way around the school most often involves meeting other teachers and staff members. This is where you find out what has worked before and what has usually been unsuccessful, and it is the way to get many of your seemingly endless questions answered. It is also where you will find the support you need to deal with the inevitable challenges you will face.

When you talk to others, remind them of your name. Frequently, there are many new faces around (especially after the students report to school), so it is very helpful if you mention your name
and
what you teach to facilitate the “getting to know you” process.

One secret to help learn the names of the staff people is to get a copy of the previous year’s yearbook and study it intently. Some hairstyles may have changed and some pictures will be outdated, but the annual can be an excellent reference. In fact, there is none better to help you get a handle on the official goings-on of the school, the performances of the athletic teams, the activities of the fine arts departments, and the school traditions that are maintained.

I
NDUCTION
P
ROGRAMS

Many of you will also be participating in a voluntary or mandated formal induction program. In order to provide new teachers with needed support, many districts and some states have after-school or school-day release programs (or a combination of the two). These are intended to orient new teachers to their jobs and responsibilities, as well as provide professional development opportunities. These programs vary in length (from regular monthly meetings to quarterly meetings), style (subject area meetings to conference format), and content (such as subject area, classroom management, assessment, and/or strategies for diverse learners). Some programs
focus more on identifying areas of weakness for teachers (with the help of an administrator or an assessment test) to strengthen. You may even receive some university credit for participation. Some induction programs establish a formal mentor for each new teacher, while others leave that up to individual school administrations.

One of the nice advantages of these programs is that they will also provide you with the opportunity to get together with other new teachers to share your experiences. You will be able to talk about your successes, as well as commiserate about your frustrations. Most of all, you will realize that you are not alone in what you are going through.

T
AKE A
B
REATH