It’s really interesting how important the recruiting of teachers is to provincial governments. It makes sense of course, but I wasn’t aware that this extended to trying to predict the needs of the educational community in the future, and I sort of wonder how this is done and what patterns they look at to try and get accurate predictions
While teachers each have their individual styles of teaching in their class, I believe that it’s important to learn about different tricks of the trade via other teachers, whether they are the same experience level, lower, or higher than you. Discussing with peers is a successful strategy for coming up with ideas and solutions so I think it’s important to make sure to spend time with your peers rather than isolating yourself as some new teachers tend to do.
In reading about the varying hiring procedures and policies, I was unaware of exactly how varied it was. SOme schools rely heavily on interviews as the article says, but I also found it important that the article also referred to how performance in an interview may not reflect performance in the classroom. This could go both ways, a poor interview performer could be excellent in the class and a good interview performer could be terrible. There’s a ton of things to consider when hiring new teachers, not just how they react to the admittedly intimidating interview process.
The supply and demand of teachers is an issue that I know a little bit about as I was in the end of Grade 10 when the BC teacher strikes started hyping up. My siblings are still in school and the problem of having enough teachers in relation to class size is a huge issue right now, as when I was finishing Grade 11, BC laid off a number of teachers, which sent them elsewhere to look for stable jobs and means that they are now unavailable to call back to positions that desperately need filling.
The specialization of teachers is very important to me. Certain teachers with certain credentials should be held above regular teachers. When the teacher layoffs began, certain teachers such as those at french immersions, at art schools or who taught in certain programs were protected. Unfortunately, the program I was in, the IB Program, wasn’t on this list of protected teachers even though it should have been because these teachers have specialized training to make them able to teach in the program. This led to the layoffs of some of our teachers and we suffered big time the following year trying to take our final exams without having qualified teachers teach us the material required for the finals, which are dictated by the IB organization, not individual teachers, so it's the advanced level it should be rather than what our new teachers were teaching us.
As a new teacher, how hard is it to keep true to the goals that motivated you to begin teaching in the first place? How many teachers find themselves led aside from their original path and what does it take to keep yourself on that path despite the challenges?