Principal Matters!

We brought a group of excellent school leaders and current practitioners together at Brasstown Valley. We asked them practical questions that can be of support to school leaders everywhere, and here’s one of our “How To” offerings, this one on New Teacher Support. Our guests in this video are Colleen Jones, Principal of Central Middle School in Carroll County (GA), and Robbie Hooker, the Superintendent of Schools in Athens-Clarke Co. (GA)

Video Highlights

1. Investing in New Teachers:
   Robbie Hooker emphasizes the importance of investing time and resources into new teachers. “As our business community today invests in their employees, we should allow our new teachers to go visit other classrooms, to sit with their mentor or teachers and give quality time with them,” he says.
2. Challenges with Traditional Induction Programs:
   Colleen Jones points out the common pitfalls in teacher induction programs, noting that they often result in “information overload.” She suggests rethinking the approach to provide more digestible, ongoing support throughout the year rather than cramming everything into a few days.
3. Ongoing Professional Development:
   The idea of extending professional development over time is discussed, with Colleen Jones sharing, “Every time we have one of those PD days, we do peer observations… I remember as a new teacher that was where I learned the most.”
4. Mentorship and Reflective Practices:
   Robbie Hooker highlights the role of mentorship, comparing it to coaching in sports. “The principal as the head coach, the offensive coordinator as their mentor… and to work with them, spend time with them listening,” he says. The importance of debriefing after observations is also emphasized, using questions like, “What did you see that affirmed you? What did you see that calls you to action?”
5. Long-Term Support Beyond the First Year:
   The conversation extends beyond the first year of teaching, recognizing that new teachers need support for at least three years. “They’re not just new for one year. They’re new for almost three years,” Colleen Jones explains. She suggests a model akin to medical residency programs, where new teachers continue to receive structured support.
6. Finding Resources and Being Creative:
   Addressing the potential challenge of funding and resources, Colleen Jones notes, “One thing the pandemic has taught us is that we can do a lot more… We can be creative and find ways to cover to give those people that sacred space.”

Conclusion:
This episode sheds light on the vital need for sustained support for new teachers. By rethinking induction programs, embracing ongoing professional development, and fostering strong mentorship relationships, we can ensure that new educators not only survive but thrive in their early years of teaching.