Although my first year of teaching was, without a doubt, significantly more difficult than my second, the one thing that made it substantially more bearable was the support from fellow MTCers. This is a picture of a "Merry Wednesday" card, given to me by a Second Year in the middle of what was probably the worst week of my life. Her cheerfulness, support, and presence right across the hallway DEFINITELY made a world of difference. That year I also lived with 2nd year teachers, and their support contributed greatly to keeping me in the program.
Instructional Coaches
Both instructional coaches I have had at NPJH have really helped me with whatever growth I may have experienced as a teacher. During my first year our ELA coach was also the assistant principal. Because he had many other duties and due to administration issues during my first year, he did not have free reign to help us out until after Christmas. Once he was able to, though, he began sitting in my classes more often and began to offer some really practical advice to help me move forward. Before that point, I TRULY had no clue as to what I was supposed to be doing in Room #112.
The English instructional coach this year had been a teacher here for well over ten years before being promoted to instructional coach. She has been meeting with us frequently in order to give us practical suggestions and ways to implement strategies into the classroom. The fact that she is so recently out of the classroom herself has meant that she truly understands what we need, what our students need, and how to bring our concerns to the administration as best as she can.
Inclusion Teachers
At the beginning of my first year, I would occasionally have an inclusion teacher sent into my room--mainly because I could not manage my classroom at all. At a certain point, though, the decision was made that no inclusion teachers could be in the Reading classrooms, and so I was left on my own for the rest of the year.
In the middle of my second year, I asked our best ELA inclusion teacher if there was any way she could help me with my 4th period class, which was causing me much anxiety due to both behavior and low performance. This year, inclusion teachers are not supposed to be in the Writing classes, but after seeing the mess we were in, she was able to step in permanently. Since she has stepped in, we have been constantly trying new things to help the kids, such as splitting up the class and communicating regularly on what needs to be done. This experience for this class is definitely the best experience I have had with collaboration.