Leading Successful Novice Teachers

Chapter Objectives

• 1.

  Analyze and synthesize the role of both teachers and leaders as a means of better understanding the perspectives of each.

• 2.

  Critically evaluate the case study in order to better recognize the importance of communication, while using information presented in the chapter to support proposed solutions to the case study.

Culture Of Success

Understanding the expertise and strengths of school faculty (e.g., teachers, administrative assistants, other educators, and support staff) allows instructional leaders to utilize specific expertise and skill sets for continued campus improvement. Harju & Niemi (2020) noted that while novice teachers need time to adjust to a campus setting and the realities of what teaching and learning are actually like on a given campus, they also need opportunities to learn and practice new knowledge and skills. While a new teacher may not yet feel like an ‘expert’, they have the opportunity to collaborate with other teachers, both novice and veteran. Such collaboration is paramount and may help alleviate feelings of uncertainty and uneasiness; this can provide a natural mentoring and support system (Harju & Niemi, 2020) that transforms into feelings of belongingness and value. The effects that mentor teachers have on beginning teachers include heightened commitment, well-being, and the improvement of teaching practices (Richter et al., 2011) and the level of support that may be needed can range from one-on-one coaching, attending professional development, or observing veteran teachers. Therefore, it is imperative that instructional leaders understand how each teacher professionally performs, how their students respond to teaching, and the overall school goals and objectives for improving teaching performance. This can be accomplished through a myriad of ways; however, calibration and validation are the foundation of this work in order to create a ‘culture of success’.

A specific example of a training that enhances a school’s culture of success, is the Advancing Educational Leadership (AEL) which includes five ‘Themes’ and seven ‘Strands’ (Texas Education Agency, 2021). The training is focused on helping instructional leaders who have the tools needed to establish a campus that is aligned to state standards and recognize the connections and relationships between and among each of the ‘Themes’ and ‘Strands’ (Texas Education Agency, 2021) (see Table 1).