PREPARATION IS THE KEY
TEACHING graduates may think they know all about their new job as they have been to school themselves, but it is likely there still will be a few surprises.
Early career teachers who have an accurate idea of the profession they are entering are more likely to stick it out and not be overwhelmed.
A 2013 report from Australian Council for Educational Research provides a snapshot of the average teacher’s experience.
It reveals a self-reported average workload of 48 hours a week and suggests many early career teachers will work outside of metropolitan areas.
They make up 22 per cent of primary teachers yet 45 per cent of those working at remote schools, and 18 per cent of secondary teachers yet 30 per cent in remote schools.
The Australian Science and Mathematics School’s Tisha Beasley has 16 years’ experience teaching maths and science and recently took on a role as a mentor to early career teachers. She provides individual support by identifying areas for growth and improvement, helping build professional networks, and providing ongoing advice.
“New teachers often find that navigating these waters is something that can’t be done alone,” Beasley says. “I was blessed with amazing teaching mentors in my early years and I love the idea of paying it forward for the next generation.”
New teacher Alex Rendoulis started work at ASMS this year after studying a Bachelor of Health Sciences and Master of Teaching (Secondary).
“There were definitely some nerves when speaking in front of the class for the first time but our students were extremely welcoming and friendly,” he says.
“My workload is manageable. I do a reflection at the end of each week, which has helped me learn a lot about managing my time. I’ve also benefited from keeping a diary to outline and track dayto-day activities that arise among bigger picture tasks.”