Issue link: http://educator.cta.org/i/859531
CHANDR A McP E T E RS Reading specialist and mentor at George W. Bush Elementary School Stockton Teachers Association Don 't be afraid to ask for help. Reach out to others, including your grade-level team members and veteran teachers on campus. Don't worry about being perceived as lacking knowledge, skills or background. You are at the beginning of your professional journey, and it's OK not to have all the answers. Take advantage of professional develop‑ ment (PD) opportunities. Be strategic so that your PD is specific to your credential and the needs of your students. As part of your PD, visit other teachers who are willing to let you observe. Develop a classroom management system. Set clear expectations. Model the behavior you expect in the classroom. Rather than calling these behaviors "rules," refer to them as class- room "norms" so students think of courtesy, staying in their seats, etc. as normal behavior. Be a team player, but don 't volunteer for everything. Agree to commitments you can handle, but don't overextend yourself. Say as graciously as possible, "I'd love to, but with my schedule I don't think I will be able to honor that commitment," if it is too much to handle. Collaborate with administrators about the evaluation process. During the pre-observation meeting that takes place before you are officially observed in class, ask your administrator what standards they would like to see taught during the lesson and what skills they expect to see in your teaching. Discuss your strategies and les- son plans. An administrator 's expectations may differ from what you think they are. e probationary period also differs from temporary sta- tus and being hired as a long-term substitute, both of which lack job protections. Over the years, school management organizations have supported efforts in the state Legislature to increase the probationary period, a move CTA opposes. (See page 54 for details of the latest bills.) CTA President Eric Heins says extending the probationary period is the wrong solution to support good teaching and learning. "As a state, we should be supporting teacher quality and attracting and retaining the best and brightest teachers for California students." He notes that 46 other states provide some due process rights to teachers on day 1, and this leg- islation "will aggravate the teacher shortage in California and will make it harder for new teachers to speak out for students." Legislation has been introduced to ext end th e t each er probation period in California. CTA opposes ext ending th e probation p eriod , because it would make it more diffi- cult to recruit and retain teachers. It would also keep teachers at a lower salar y scale for longer and delay their eligibility for due process. At som e school s probationar y teachers are supported, mentored a n d a p p re c i a t e d ; a t o t h e r si t e s support is lacking, and they can be assigned the most difficult students and cl asses as th e "n e w p erson" despite their lack of expertise, say CTA members. "Being a probationary teacher is challenging and at times overwhelming," observes Chandra McPeters, Johnson's mentor, who was active with the district's BTSA (Beginning Teacher Support and Assessment) program for many years. "New teachers must not only learn to navi- gate the district's policies and procedures, but also master curriculum, establish classroom management strategies, stay organized and manage their time wisely. Some are taking classes and have family commitments." In the following pages, McPeters and others share strat- egies to help new teachers pass probation and surpass expectations. eir stellar advice may even help permanent employees shine brighter. "As a state, we should be supporting teacher quality and attracting and retaining the best and brightest teachers for California students." — CTA PRESIDENT ERIC HEINS 29 A U G U S T / S E P T E M B E R 2 017