Scheduling Considerations
While not always possible, administrators should not overburden new teachers’ schedules. Two things that administrators should look at in scheduling are the room assignment and the number of preparations.
The room assignment is the easiest area to address. If at all possible, administrators should give the new teacher a room. This will take away the stress of having to live off of a cart and being caught in the middle of the hall during a class change. Those who cannot should attempt to assign the teacher into a cluster of rooms in close proximity to reduce movement. This allows teachers opportunities to relax and to reflect. In the case of the Latin teacher, it gives an opportunity to transition to the next level.
It is best to limit the number of preparations for new teachers when possible. However, since most schools have only one Latin teacher, administrators are compelled to assign them multiple preparations. Even in this situation, administrators should make an effort to reduce the number of different preparations taught each day. For instance, on a block schedule, Latin I and II can be scheduled for one day, with the upper levels scheduled on the alternate day.
Administrators have a unique opportunity to guide beginning teachers through the first critical years in the classroom. By providing them with appropriate orientation, and a concerned, caring mentor, they can ensure essential support during a time of significant professional growth. Administrators also have an opportunity to ease the adjustment period for beginning teachers by paying careful attention to room and scheduling details.
