Our Investment in Teachers Developing and retaining emerging teachers
By Kevin Jess, Leader of Learning (9-12) Data from the Organisation for Economic Cooperation and Development’s Teaching and Learning International Survey suggests that the population of teachers globally is ageing. It found that 38 percent of upper secondary teachers are 50 years old or higher, while only 8 percent of teachers are young (below 30) because more than 30 percent of emerging (new) teachers are leaving the profession within their first five years.
practicums. However, research conducted by teaching organisations says that despite the extensive pre-teacher education, training and experience, the new teacher experiences more stress and anxiety when taking up a graduate position. The early teacher can be left exposed, overwhelmed, over-worked and vulnerable at a time when they should be supported through effective and ongoing mentoring to develop their craft and professional identity.
Additionally, some Australian universities are experiencing a decline of up to 40 percent in initial teacher education, while the Australian Bureau of Statistics suggests that 53 percent of people who hold a teaching degree do not currently work in education! These statistics suggest that we are heading towards a significant teacher shortage, if we’re not already there. Yet our very own senior secondary classrooms are enjoying the new voices of some very talented emerging teachers. So, what are we doing to buck this attrition trend or at least reduce the impact of such statistics, future-proof our educational programs and enhance the careers of emerging teachers?
One of our early-career teachers, Erica Gibbs (Science/ Maths) has shared some of her experiences as she starts her career. Erica admits there was a little disbelief when appointed to her teaching position in the Senior School Science Department, yet following years of study and her own life experiences, she was enthusiastic and ready to commence her chosen career. “I am passionate about environmental education and teaching scientific and critical thinking skills which, I think, shine through in The Geelong College’s science program,” she said.
There are many factors that we believe contribute to the statistics. One essential consideration is the mentoring of the emerging teacher. As a school, we have always been active with tertiary institutions offering Initial Teacher Education programs, regularly hosting students on their
Science and Maths Teacher Erica Gibbs is among the new staff members who have joined The Geelong College this year.
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Erica recalls she wasn’t particularly nervous – “having been at university for six years total and out of school for eight years, I felt I had been working towards this for a long time”. It is this willing, refreshing, unbridled energy and ambition that is often lost in the unfortunate attrition rate we are seeing, which comes at a substantial cost both socially and personally to the teacher, and long-term to the profession.
