If you ask an educator about their first year of teaching, there’s a very good chance that their response will include themes of uncertainty, a sense of being overwhelmed, and an unwavering willingness to try new things. Intentional support systems for those entering the profession are essential for development and retention. SEEC's Beginning Teacher Network (BTN) is a professional development program that offers new educators an opportunity for support and collaboration to enhance classroom practices. The program seeks to provide first- and second-year educators with an opportunity for professional growth, collegial dialogue, support and guidance. One component of BTN is a series of “learning walks” aimed at building connections across schools and experiencing how other teachers operate their classrooms. First- and second-year teachers in BTN recently had the opportunity to participate in learning walks at Wyndmere, Jamestown, and Central Cass schools.
BTN is led by SEEC Professional Learning Specialist, Danette Brown. Brown knows that connection building needs to feel authentic, so she begins each session with an invitation to share updates that are honest. There is no pretending that teaching is an easy profession during this time, but participants often share “wins” in addition to challenges. For instance, before the learning walks in Wyndmere, one teacher discussed her growth in confidence from the start of the school year to now while ordering chemistry lab materials.
Learning walks provide opportunities to encounter new ideas that may shift perspective. While preparing to observe a teacher in Wyndmere, one educator in BTN said, "I'm looking forward to seeing new things. A lot of us have the same mentors and same curriculum, so seeing something different will be beneficial." Another beginning teacher agreed and stated, “I can get stuck in my routines, so it might be fun to see what another teacher is doing for vocabulary.”
Takeaways from these walks can be big and small. Recent takeaways from learning walks in Wyndmere and Central Cass include a better understanding of how to prompt learners vs. just explaining, plans to incorporate more structured group work (turn and talks), new warm-up routines for physical education, connections to other content-level teachers, curricular resources ideas for English and Social Studies, and the use of guided notes.
Ultimately, participating educators can walk away from BTN with up to two continuing education credits, a network of ND teachers for support, and fresh strategies that can enhance student learning.
