UCSC New Teacher Center NTC

PHASES OF FIRST-YEAR TEACHING

By Ellen Moir, Director UCSC New Teacher Center

     First-year teaching is a difficult challenge. Equally challenging is figuring out ways to

support and assist beginning teachers as they enter the profession. Since 1988 the Santa

Cruz New Teacher Project has been working to support the efforts of new teachers. After

supporting nearly 1,500 new teachers, a number of developmental phases have been

noted. While not every new teacher goes through this exact sequence, these phases are

very useful in helping everyone involved -- administrators, other support personnel, and

teacher education faculty--in the process of supporting new teachers. These teachers

move through several phases from anticipation, to survival, to disillusionment, to

rejuvenation, to reflection; then back to anticipation. Here's a look at the stages through

which new teachers move during that crucial first year. New teacher quotations are taken

from journal entries and end-of-the-year program evaluations.

ANTICIPATION PHASE

     The anticipation phase begins during the student teaching portion of pre-service

preparation. The closer student teachers get to completing their assignment, the more

excited and anxious they become about their first teaching position. They tend to

romanticize the role of the teacher and the position. New teachers enter with a tremendous

commitment to making a difference and a somewhat idealistic view of how to accomplish

their goals. "I was elated to get the job but terrified about going from the simulated

experience of student teaching to being the person completely in charge." This feeling of

excitement carries new teachers through the first few weeks of school.

SURVIVAL PHASE

     The first month of school is very overwhelming for new teachers. They are learning a

lot and at a very rapid pace. Beginning teachers are instantly bombarded with a variety of

problems and situations they had not anticipated. Despite teacher preparation programs,

new teachers are caught off guard by the realities of teaching. "I thought I'd be busy,

something like student teaching, but this is crazy. I'm feeling like I'm constantly running.

It's hard to focus on other aspects of my life."

     During the survival phase, most new teachers struggle to keep their heads above water.

They become very focused and consumed with the day-to-day routine of teaching. There

is little time to stop and reflect on their experiences. It is not uncommon for new teachers

to spend up to seventy hours a week on schoolwork

     Particularly overwhelming is the constant need to develop curriculum. Veteran

teachers routinely reuse excellent lessons and units from the past. New teachers, still

uncertain of what will really work, must develop their lessons for the first time. Even

depending on unfamiliar prepared curriculum such as textbooks is enormously time

consuming.

     "I thought there would be more time to get everything done. It's like working three

jobs: 7:30-2:30, 2:30-6:00, with more time spent in the evening and on weekends."  Although tired and surprised by the amount of work, first-year teachers

usually maintain a tremendous amount of energy and commitment during the survival

phase, harboring hope that soon the turmoil will subside.

DISILLUSIONMENT PHASE

     After six to eight weeks of nonstop work and stress, new teachers enter the

disillusionment phase. The intensity and length of the phase varies among new teachers.

The extensive time commitment, the realization that things are probably not going as

smoothly as they want, and low morale contribute to this period of disenchantment.

New teachers begin questioning both their commitment and their competence. Many new

teachers get sick during this phase.

     Compounding an already difficult situation is the fact that new teachers are confronted

with several new events during this time frame. They are faced with back-to-school night,

parent conferences, and their first formal evaluation by the site administrator. Each of

these important milestones places an already vulnerable individual in a very stressful

situation.

     Back-to-school night means giving a speech to parents about plans for the year that are

most likely still unclear in the new teacher's mind. Some parents are uneasy when they

realize the teacher is just beginning and many times pose questions or make demands that

intimidate a new teacher.

     Parent conferences require new teachers to be highly organized, articulate, tactful and

prepared to confer with parents about each student’s progress. This type of

communication with parents can be awkward and difficult for a beginning teacher. New

teachers generally begin with the idea that parents are partners in the learning process and

are not prepared for parents' concerns or criticisms. These criticisms hit new teachers at a

time of waning self-esteem.

     This is also the first time that new teachers are formally evaluated by their principal.

They are, for the most part, uncertain about the process itself and anxious about their own

competence and ability to perform. Developing and presenting a "showpiece" lesson is

time-consuming and stressful.

     During the disillusionment phase classroom management is a major source of distress.

"I thought I'd be focusing more on curriculum and less on classroom management and

discipline. I'm stressed because I have some very problematic students who are low

academically, and I think about them every second my eyes are open."

     At this point, the accumulated stress of the first-year teacher, coupled with months of

excessive time allotted to teaching, often brings complaints from family members and

friends. This is a very difficult and challenging phase for new entries into the profession.

They express self-doubt, have lower self-esteem and question their professional

commitment. In fact, getting through this phase may be the toughest challenge they face

as a new teacher.

REJUVENATION

     The rejuvenation phase is characterized by a slow rise in the new teacher's

attitude toward teaching. It generally begins in January. Having a winter break makes a

tremendous difference for new teachers. It allows them to resume a more normal lifestyle,

with plenty of rest, food, exercise, and time for family and friends. This vacation is the

first opportunity that new teachers have for organizing materials and planning curriculum.

It is a time for them to sort through materials that have accumulated and prepare new

ones. This breath of fresh air gives novice teachers a broader perspective with renewed

hope.

     They seem ready to put past problems behind them. A better understanding of the

system, an acceptance of the realities of teaching, and a sense of accomplishment help to

rejuvenate new teachers. Through their experiences in the first half of the year, beginning

teachers gain new coping strategies and skills to prevent, reduce, or manage many

problems they are likely to encounter in the second half of the year. Many feel a great

sense of relief that they have made it through the first half of the year. During this phase,

new teachers focus on curriculum development, long-term planning and teaching

strategies.

     "I'm really excited about my story writing center, although the organization of it has at

times been haphazard. Story writing has definitely revived my journals."  The

rejuvenation phase tends to last into spring with many ups and downs along the way.

Toward the end of this phase, new teachers begin to raise concerns about whether they

can get everything done prior to the end of school. They also wonder how their students

will do on the tests, questioning once again their own effectiveness as teachers. "I'm

fearful of these big tests. Can you be fired if your kids do poorly? I don't know enough

about them to know what I haven't taught, and I'm sure it's a lot."

REFLECTION

     The reflection phase beginning in May is a particularly invigorating time for first-year

teachers. Reflecting back over the year, they highlight events that were successful and

those that were not. They think about the various changes that they plan to make the

following year in management, curriculum, and teaching strategies. The end is in sight,

and they have almost made it; but more importantly, a vision emerges as to what their

second year will look like, which brings them to a new phase of anticipation. "I think that

for next year I'd like to start the letter puppets earlier in the year to introduce the kids to

more letters."

     It is critical that we assist new teachers and ease the transition from student teacher to

full-time professional. Recognizing the phases new teachers go through gives us a

framework within which we can begin to design support programs to make the first year

of teaching a more positive experience for our new colleagues.