The Revolving Door - A Lesson in Educational Leadership

Feb 12, 2011
Patti Buchanan

In light of the many reforms in education today, and the needs of new teachers, it is necessary to also change our ideas of leadership in our schools.

“It is much better to train new teachers and risk losing them than not to train them and risk keeping them.” (Wong, 2002.)

The Revolving Door

The above statement by Wong published in Educational Leadership Magazine offers a choice for administrators which is simple in my mind – do you invest the necessary resources in providing a quality induction system and on giving support for new teachers, knowing that they may leave, or do you continue to rest on the old sink or swim mentality.

It seems clear to me that not only is the investment worthwhile but necessary. Drawing on personal experience, I think back to not my early years, but those of a number of colleagues, however briefly encountered.

The Story

Picture if you will the first day of school. Brand new Secondary III students in crisp new uniforms wait impatiently outside the door of their first class of the year; Secondary III Français. The teachers name on their schedule is “Teacher K,” meaning that the school had not yet hired at least 11 teachers when making the student schedules. The bell rings and still no “Teacher K.”

Amid the chaos, I see a fresh young face frantically trying to make her way through the crowd – a look looming on panic as she tries to fumble with the lock. This apparently is “Teacher K” and I guessed correctly, finding that she had been hired that morning.

All seems fine as they enter and the hallways are clear and quiet. As expected, there is a bit of a din coming through our adjoining walls. As the class progresses, the din rises to a cacophony which is now disruptive to me and my students. I leave my class and knock on her door – no response – I knock harder – again no response. Using my key I open the door and quickly see that she has lost control. I try to be casual and friendly and ask the new teacher if I can be of any assistance. “No, no I’m fine. But thanks anyhow.” I go back to my class and try to ignore my new neighbour.

As the days pass, there is no change and I continue to gently offer guidance, which is again refused. It is obvious however that “Teacher K” is floundering. She is disheveled and the dark circles under her eyes are tell-tale of sleepless nights. After two weeks “Teacher K” suddenly disappears and “Teacher L” arrives. The scenario repeats itself.

I am sorry to say that this classroom housed five different teachers that one year; my sympathies to the students who had to endure such a lack of continuity.

New Teachers Need Support

The root of the problem in this situation, I believe, was lack of preparation and support for these new teachers. Had there been an appropriate induction system in place, first of all the new teachers would have been aware that it is not only OK, but expected, that they would need help. Had a mentor been in place from the beginning, it is most likely that the revolving door would not have occurred. I agree with the statement published by The Ontario College of Teachers in 2005 that “What new teachers want most is constructive feedback and advice from an experienced mentor and support from principals, vice-principals and colleagues.” Had this administration made “Teacher K” aware that they had a mentor available, I do not believe she would have turned down my offer of assistance.

I feel that the gravest effect of this situation was placed upon the students. How could they receive the education they deserved when there was no continuity in the class. Had the new teacher had a proper induction they would have had someone to help them help their students succeed; and is this not our purpose?

Mentoring – A Simple Solution

I do acknowledge that the Administration in this instance did not have the time to prepare the new teacher in advance. However they could have provided her with a framework for what would be put in place, and implemented it in the first week. For example – had the administrator accompanied “Teacher K” to the first class, a completely different tone would have been set. At that time, the administrator could have spoken to me and introduced the teacher asking me to be even ambassador for the day, and I would have happily agreed. After that, a more systematic induction could have been put into place to provide “Teacher K” with the needed foundations.

In conclusion, it seems obvious that with an induction system you are more likely to retain teachers, and proper mentoring increases the likelihood that these teachers will possess the skill to ensure quality student learning . Perhaps Wong states it best, “Teachers stay where they feel successful, supported and part of a team.”