Where do you teach?

When many educators ponder this question they instinctively envision the building in which they work.  Up until last year, I did the same.  

What changed? I have just completed my first semester as a full-time teacher teaching in two buildings daily.  This position requires a 20-minute commute in the middle of the day.  Adjusting to the role of “split teacher” was challenging at first and I want to share my experience with professionals in similar situations.  After reflection, I’ve come up with a brief list of pros and cons about the position.

Pros

Perspective- The biggest pro I can identify is the gift of seeing two schools up close.  It’s fascinating to partake in two different climates and cultures simultaneously.  This has given me perspective on a much deeper level and helped clarify the nuances of each school.  For anyone who enjoys learning about organizations, this is an intriguing perk of the position.

Networking- Although you will spend less time in each building, split teachers get to know two faculties.  I have 2x the amount of colleagues and inevitably 2x the opportunity to network.  These relationships can lead to more friendship and growth opportunities.  Teaching in two buildings is a powerful way to spread your name around the district.   

Duties-  Split teachers typically do NOT have these responsibilities (at least not as many).  Aside from being a scheduling headache for administrators, there is less time for these duties due to your mid-day commute.  This will vary from district to district.  Policies regarding these duties can generally be found in either your union contract and/or your faculty handbook.

Cons   

Prep time- Depending on your commute, your prep time can and will be extremely limited.  When I taught in one building I had down time almost every day.  I would spend this time walking or socializing and allow my brain to unwind.  As a split teacher you have significantly less time to prep for your classes (when not traveling).  This makes the day go fast but can also lead to burnout if you’re not careful.  I’ve found it helpful to meditate on certain occasions.

  

Building involvement- This is a subjective con, but for me, I do not like being the “ghost”.  If you’re a teacher that comes to work, does their job, and leaves then this could actually be considered another pro.  However, if you’re someone that wants to be an integral part of your building and participate in committees, clubs, school events etc… teaching in two schools will hinder that level of involvement.  There is simply less of you to go around.  

So, where do I teach?  When asked this, I used to tell people "I teach at Great Neck South High School".  I now say "I teach in the Great Neck school district." For better or worse, educators must be aware of the world beyond the four walls of their classroom and realize they are part of a bigger picture. It's comforting to identify yourself with your building or grade level but, in this unpredictable educational climate, change may be right around the corner.

Thanks for reading! Before you go I'd ask you to think about you current position. Do you consider yourself a school or a district employee?

Challenges of a "First-Year" Teacher

For the past three years I was a full-time music educator in a public high school.  For a variety of reasons, including but not limited to budget constraints, my teaching position recently changed.  I am now split between two buildings and spend the majority of my day working at the middle school level.  The opening two weeks of school have given me a renewed sense of how difficult it is being a first-year teacher.  In this post I’ll share some of the challenges I’ve faced in my new role thus far.

New Surroundings:  Walking into a new building for the first time felt surreal.  I had grown so accustomed to knowing the familiar halls of my high school that I took it for granted.  I visited the middle school over the summer to meet my department chair and spent time in the building during our non-instructional first day.  One might think this would be enough to become somewhat acclimated to my new surroundings.  However, once classes began it was a whole new ballgame.  In many ways I felt like a sixth-grade student; a slightly anxious yet excited 34-year-old sixth-grade student. I’m not ashamed to admit that locating my classrooms during the first two days in less than three minutes was a little scary.  I felt my heart beat a little faster every time the bell rang and I had to ask for directions at almost every turn.  Even basic tasks like making photocopies, utilizing classroom projectors and finding the bathroom were intimidating.  

Workload:  Veteran teachers often forget how demanding the first year of teaching truly is.  In my new role, I’ve spent an average of 3-4 hours after school every day to keep up with my classes.  First-year teachers cannot opt to take the weekend off or leave work early on a whim, that luxury comes over time.  I’m a firm believer that teachers should consistently reflect on best practices and strive to improve pedagogy, but, I’d be lying if I said there weren’t a few units that I tend to teach the same way year in and year out.  New teachers have a responsibility to create innovative curricula and deliver new lessons 180 straight days.    

Fitting in:  The social aspect of working in a new building can also be stressful for a first-year teacher.  It’s intimidating to walk into a situation where everyone knows one another as the outsider.  On the first day of school I knew a total of four people.  Now that a few weeks have passed, I’ve begun friendships within my department and had the pleasure of attending a social committee event with new colleagues; but it was difficult.  The best advice I have for new teachers on the subject is to smile often and be yourself.

What challenges can you recall from your first year teaching?