Classroom and Laboratory Organizational Strategies | Origin: EC101
This is a general discussion forum for the following learning topic:
Your First Year as a CTE Teacher (Part 1) --> Classroom and Laboratory Organizational Strategies
Post what you've learned about this topic and how you intend to apply it. Feel free to post questions and comments too.
It is important to make connections which may be with a mentor or other teachers in the building.
Stay engaged with your community of advisors, adminstrators, colleagues and other CTE teachers.
I'm happy to hear that there are a number of resources out there for new CTE teachers. I have been concerned about the amount of work that needed to be done for the school year and, with only 2 months before the new school year begins, I am going to need help from an advisory board and especially a mentor. It's only hard the first few times, and with time and experience I can be a mentor for a new teacher too.
The first year I learned to keep boundries wit students, this will make them more comfortable.and like your class better. Them acting like they want you as a friend is just show, what they need and want is well balanced and prepared teacher.
I think it is important to build professional relationships with your collegues. It is important to be able to rely on each other and learn from each other.
I understand how important it is that we have an advisory committee that meets twice a year. I also need to find me a mentor.
I appreciated the information on advisory committees and their importance. I have not had too much experience with them.
I can speak to the importance of developing those collegial relationships with others in my CTE content area - I am fortunate to have several wonderful faculty teaching in my program and their support, encouragement and willingness to step in and help out has saved me more than once. I had a mentor early on (my first year) but I didn't know what I didn't know and she had never mentored before so it wasn't the most effective / helpful experience. Still, I was grateful to at least have a point person to go to with questions / concerns while I was working on developing relationships with the other faculty.
CTE teachers cannot and should not go it alone! There a multiple avenues for support and teachers should be asking for help as needed. I appreciate the framing of the role of the administrator as one who SUPPORTS teachers. Too often admin is seen as just "the boss" (or even "the enemy") but the reality is that administrators were once teachers and they can (and should!) be of support to new CTE teachers! It was nice to have clarification about the role of the advisory board and to learn more about the value of mentorship.
I learned that I'm not the only one that feel that mentorship is one of the greatest assets to have. You can learn valuable information form their experiences and can be the connecting point from one resource to another.
Building strong relationship with students is important but having a strong support system for yourself and your program is also important. I learned that there are many ways to get help from supervisors, mentors, and advisting committees.
Advisory councils can be a great resource for the CTE instructor, not just the directors. Collegue relationships are very important.
The case study was right out of my first year cafe and all. Having a prepared curriculum was key to year two.
The scenario reminded me of my first year!
The collaborative effort between teacher and a well established support system will be a determining factor for continued success for the CTE instructor.
Community partners are essential component of any CTE program. Our department is working diligently with our community partners on internships, scholarships, curriculum standards, and relevant work skills.
Creating support systems, whether online tools, mentorships, or professional communities of support are critical to the success of a new CTE teacher.
I appreciated the scenario provided. I walk in and my world was left a mess by my predecessor. I wish that wasn't the baseline expectation as a new teacher in education. Yet, it's a parallel tangent to my post in one of these forums between the disconnection between the teacher as angelic role model and the reality of the profession. The striking reality of this disconnection might explain the turnover rate for not only CTE teachers, but all other teachers, as well. Yet the baseline expectation for those in CTE is that these folks have retired from another industry that will theoretically provide a foundation of professional experience where one might draw strength. Having had positive experiences in other industries, each professional can choose to run or become part of the solution? Seems honest to articulate this clear, daily, self-reflective practice of educational professionals. I really like the stay away from those who are negative advice... yet so much of this jading is genuinely earned, over decades of watching the system and those who frequently rise within it. The powerlessness within which teachers frequently operate, especially in areas of the greatest need begs the question of how they can truly organize and address the situations where teachers may have a legitimate cause to question actions and to be able to contribute to making changes. Rarely, in nearly thirty years in teaching, have I met a teacher without some legitimate times when they truly were powerless, completely disrespected, and thoroughly unsupported by their administration. There is cause to listen to those who are 'negative' - not in an effort to lose one's identity and join the collective of negativity, but in a quest to understand how to prevent these situations from recurring for others. Systemic improvement and change only comes as professionals are able to work through their own traumatic experiences in productive ways. Sitting with those who wallow in self-pity isn't valuable, yet empowering those who can come to the other side of them and who choose to reinvest their experiences into the system of improvement is an important aspect of influencing change. Otherwise, only those with sustained negative experiences, who embrace the mindset of enduring pain 'until they can retire' or thinking recurrently of 'seven more years left'.. 'if I didn't need the health insurance'... and the like, will be the voices left in education. And with those voices as the predominant choir, it's not surprising students are disenchanted and disconnected from the adults and the potential they bring for influence.
It is helpful if we are open to many different types of support as a CTE teacher. Having a mentor can be very helpful for giving advice and sharing concerns and celebrations. Try to be around those who are positive and don't play the blame game.
