Dec-20-Jan-21-Advisor

DEVELOPING

6 CEA ADVISOR DECEMBER 2020 - JANUARY 2021

Q&A WITH EARLY CAREER EDUCATORS COVID-19 and New Teachers: How They’re Making It Work

New teacher preparation programs typically cover curriculum and instruction, educational psychology, and technology in the classroom—but teaching during a pandemic is something no educator was prepared for. What was it like preparing to enter a classroom according to one set of expectations and facing a reality that looked much different? How are Connecticut’s newest educators managing an already challenging time in their careers— those first years—while navigating a global health crisis? We talked with two of them.

Doug Henton

An eighth-grade teacher at Bennie Dover Multi-Magnet Middle School, Doug Henton is in his fourth year teaching English language arts for New London Public Schools. The pandemic has made it harder for many families in his district to access support services and has taken an economic and emotional toll. Henton does his best to make his virtual and in-person classroom environment a safe, predictable space. The pandemic has turned everything upside down for teachers and students. How is this school year different for you and your students, and how are you making it work and feel normal? At this time, our school is using a hybrid instructional model, which 60 percent of our families have selected. Forty percent have opted for their children to be at-home distance learners. One of the many things that comes with school is structure. Our students benefit tremendously from consistency. Unfortunately, given the circumstances of COVID-19, we as teachers are limited. There are times where I go days—and in some cases, weeks—without seeing some students. I can’t imagine how chaotic some students’ lives have been. That said, I see it as my duty to remain consistent in establishing a positive learning environment where we respect and care for one another. I try to teach this to my students not only through my lessons but my actions as well. During the end of my work day I am provided time to reach out to my students’ families. When students aren’t attending, this is my way of not only helping make sure they don’t fall too far behind but also checking in on their families— notifying them of the several support services our district has to offer. I typically reach out to families by phone; I think this is the most effective way of communication. In terms of student engagement, at the beginning of the school year I assigned a “get to know you” form, inviting them to share interesting qualities about themselves. One of the last questions asked students to reflect on the things they found challenging last school year. Many expressed how their high level of confusion led to frustration. I see students are bound to be more engaged when they are given simplified instruction. Have you observed any changes in your students’ social-emotional needs since the pandemic? I have noticed a change in their social and emotional needs. The outbreak has introduced a new set of challenges for my students as well as their families. My students now have to adjust to new routines, social distancing being the most prevalent. In addition, closures of on-site education and care services—the same supports many New London Public School families have relied

Katie Grant

Entering the profession in the midst of a global pandemic has been a series of curve balls that first-year teachers like Katie Grant were both unprepared for and uniquely equipped to handle. Grant, who teaches freshman English and seminar at Manchester High School—and is the yearbook advisor— talked to CEA about what these first months have been like. What’s been your biggest surprise? It’s kind of a strange thing to say, but it’s both a blessing and a curse being a first-year teacher in all of this. Obviously, you don’t have a repertoire of material that experienced teachers have, and it’s so challenging to not have that while you’re learning curriculum and how to teach. But you’ve gotta rock with it. I’ve been grounded immediately in a hybrid format or full remote setting, and the advantage is that I experienced fully remote learning as a graduate student last spring—so I’m closer to the technology, and I know what it’s like to be on the other side of the desk. What do you think is the biggest challenge your colleagues are facing? One of the things that immediately comes to mind is that it’s very isolating to be a first-year teacher in a pandemic. That’s true not just for first-year teachers but everybody in the profession. Sometimes I need to talk to someone about a lesson that fell flat, or I want to share a breakthrough I had with a student. During COVID, that interpersonal communication you would have with your colleagues is harder. It’s the same with students. Teachers develop relationships with their students not just in the classroom but in the hallways, in those few minutes before class or when students are on their way to a sporting event. Those informal spaces are so important for building relationships. Before becoming a teacher, you chaired UConn’s chapter of the CEA Aspiring Educators program and served as state chair. Why

on—are affecting families tremendously. Adjusting to these abrupt changes has more than likely introduced new mental, social, and emotional hurdles for many of my students. I find this year tougher than ever to tell when students are struggling with social-emotional needs, especially when they aren’t engaging or attending classes at all. This is why community within my class every single day. I want students to know my classroom is their space. I try to do this through a number of lessons and activities during class. Men and women of color are largely underrepresented in the teaching profession, which can be isolating. What has been your experience? There are few teachers of color in my building simply because there are few individuals of color within the profession itself. I like to think if teaching were more diverse, my district would have more teachers of color. I do realize that as a male of color, I am a minority within the profession. I wouldn’t necessarily say I feel isolated, but I would love to see more people like me involved. In terms of connecting with my colleagues, I am very fortunate to work with the staff I do. I know I’ll always have a space to talk, if needed. That is never in question. What attracted you to the profession, and what do you think might draw more men and women of color to teaching? Well over half of our school’s student body is either Black and/or Latino. It is extremely important for those students to be able to see someone like them in a teaching role. This is why I got into the profession— to inspire. If you look at the scary history of this country, someone like me shouldn’t even be in the position I’m in. These same thoughts inspire me, and I see it as my duty to inspire every student in some way. My appearance alone can turn the impossible possible for many. Many of the lessons I bring to the classroom go far beyond anything like academic content and pedagogy and contribute to my students’ success in ways beyond traditional grading. I see it as necessary to build relationships and a sense of

did you take on that role, and how did it help you as a student and, later, as a professional? I love the organization. I thought about everything I got out of the program myself as a member, and that was what motivated me to run for chair. Those meetings were where I found my first professional home and a group of people to whom I never had to explain why I wanted to be an educator. They are the best community. While I was a member, I started my own position as the political director of the UConn chapter, because I knew how scary political advocacy could be for people, and I wanted to support them. You do a little work and a lot of research. Chairing CEA Aspiring country. How cool is that—to be a first-year teacher and have a solid friend group of educators from all over the country? I got to go back recently and talk to chapter members, and I realized how much I missed it. What advice do you have for other new teachers in this time of COVID-19? Any of the principles of good teaching still apply—like how important it is to build relationships with students. Gain their trust and respect, and you’ll foster the best and most empowering learning experience, even if you’re doing it in a remote or hybrid format. Educators, you get to meet colleagues from all across the

Are you a new teacher? CEA is here to help you! Find great resources and answers to frequently asked questions at cea.org/new-teacher-resources .