I was thinking about the downside of referring to teaching as a ‘calling’ when I came across a fascinating blog post from 2015. Written and updated by John Merrow, as the title suggests, it discussed the correct naming of teaching, Is Teaching a Profession, an Occupation, a Calling, or a Job?
Merrow, an American broadcast journalist, graduated with a doctorate in education and social policy (EdD) from Harvard Graduate School of Education in 1973. Almost immediately, he started writing about education issues in every possible media. The blog post is worth reading and includes some interesting references that could easily lead down a very deep rabbit hole.
What Do We Mean by Profession?
The central question seems to revolve around the idea that teaching can’t be called a ‘profession’ as the practitioner often has very little autonomy within the school bureaucracy. Teachers have not traditionally been the decision-makers.
There is a suggestion that the lack of autonomy and involvement in decision-making contributes to the massive rates of attrition that are almost global.
Even in 2015, Merrow’s research in the US showed that 40% of teachers had left the profession within the first 5 years.
How Labels Shape Social Realities.
This brings me back to my original thought about the problems that arise when teaching is referred to as a ‘calling.’
Referring to anything as a ‘calling’ suggests that it has a deeper meaning or purpose.
A calling is not just about what you do; it’s about who you are.
Moreover, it suggests you do this thing out of love, and you would do it even if you were not paid to do it.
And there’s the rub.
And Then this Happens:
I think it is this idea of a ‘calling’ that has contributed to the sub-par working conditions that teachers regularly accept.
It is not just about the money, though that is certainly an issue.
Unlike many other countries, teachers in Australia can earn a living wage and don’t usually have to take a second job to meet a basic standard of living.
But in how many other professions or jobs is it accepted that you would spend a chunk of your ‘holidays’ in marking or preparation?
How many lawyers or architects, when unwell, need to report their absence by 7 am and then email all the work for each of the missed classes before the first bell?
The thing is, acceptance of sub-par conditions does not serve anyone well in the long term. And it has contributed significantly to the current, chronic teacher shortage.
Understanding Teacher Workload
Teaching in K-12, that is, teaching other people’s children (under 18s), is a profession that requires energy, resilience, and at least a little passion. And, for many, it is a ‘calling.’
But that won’t stop teachers from burning out, and it won’t stop passionate young teachers from doubting their career choice.
While I have heard that there is a rise in behaviours that are causing some staff to feel unsafe in their schools, it is rarely the students that cause teachers to leave teaching.
Most teachers I have known, and now know, have the needs and welfare of each individual student at the heart of their work. They will go to great lengths to find ways to increase their students’ engagement. And when, in secondary school, that may mean seeing over one hundred individual students every day, that is a giant task.
The phrase, ‘I am doing it for the kids.’ is very common.
Why Right Now?
Why am I thinking about this now?
While schools in the northern hemisphere are just getting back into a new school year, down here in the south, we are just getting to the end of term 3, with just one to go.
Right now, there are many teachers in classrooms across our country who have been struggling and are seriously considering not returning to teaching in 2025.
Recent History
It is worth remembering that before 2020, teacher attrition was already a problem. An exodus of senior experienced teachers was leaving many schools without the mentoring and support that new teachers need.
On top of that, during the time of the pandemic, universities, where teachers are trained, lost an estimated 17,000 jobs because they didn’t get access to job keeper funding, and several core subjects in the humanities saw their costs rise substantially.
We are seeing the result of those policies, and they could have been at least minimised if the people who make the decisions had listened to teachers.
I worked with a couple of early career teachers during the pandemic, and I am gratified, though still a little surprised that they are still teaching.
The Role of Coaching in Retaining Early Career Teachers
There is a global teacher shortage, and we can’t afford to lose any more.
From a purely economic viewpoint, retention is critical.
These teachers are already qualified, and we need to do whatever we can to keep them. However, many are near the edge and doubting their ability to give what their students need.
They need someone to explain that ‘doubting’ occurs throughout a teaching career.
That doubt can simply be a sign of a great teacher. That it can be the impetus to constantly work at being ‘better,’ whatever that means.
Doubt doesn’t reflect a lack of ability; it is a normal part of being a good teacher.
However, doubting their ability is not the only challenge faced by teachers. Many may struggle with pedagogy, others with specialised subject knowledge, and some will wonder when they lost their spark.
Meeting The Professional Standards
What makes these challenges stressful is that they are in areas covered by the Australian Professional Standards for Teachers (APST). Whether it be Focus area 1.5, which requires them to ‘differentiate teaching to meet the specific learning needs of students across the full range of abilities,’ or the whole of Standard 2: Know the content and how to teach it, without the right support, meeting these standards can feel daunting for early career teachers.
Once upon a time, a good staffroom supported all these concerns. Experienced teachers would act as mentors for new teachers, while much subject knowledge could be absorbed by osmosis due to the professional conversations that took place. That doesn’t seem to be the case anymore.
The Rise of Instructional Coaching
This is one of the reasons that instructional coaching has become increasingly recognized as a vital form of professional development for teachers at all stages of their careers, particularly for those who are just starting out.
Unlike traditional professional development, which often focuses on general strategies and theory, coaching can be personalised and practical. It provides a teacher with the opportunity to reflect on their own practice while receiving targeted feedback and encouragement.
Most importantly, because students are at the centre of a teacher’s work, and their engagement or lack there-of is a major concern for classroom teachers, individual coaching from experienced educators can help teachers develop specific strategies to improve student engagement.
We Teach Well’s Approach to Coaching
There are many really good coaching programs available, particularly in the leadership area. Not as many for specific subjects.
At We Teach Well, our focus is on English and literature teaching. That is our area of expertise. It is what we know best and where we can best support teachers.
Our coaching programs are all aligned with The Australian Curriculum 9.0, the APST and the Australian Teacher Performance and Development Framework.
Timing
Our latest program, Stress Less, Teach More: Unlock Your Teaching Potential with Personalised Coaching, is designed specifically to support teachers at this time of year, by offering three individual tailored sessions that emphasise the importance of reflective practice and continuous professional growth, both of which are central to effective teaching.
How Coaching Can Help Early Career Teachers.
Through one-on-one coaching with an experienced educator, early career teachers can:
- Increase their confidence and effectiveness in delivering the English language and literature curriculum.
- Be connected to and supported by a global network of like-minded professionals.
- Become empowered and confident in their teaching abilities.
- Be inspired and rejuvenated in their passion for teaching and education.
As a result, they will experience heightened professional satisfaction and reduced stress.
Building a supportive relationship with a coach who understands the challenges a teacher faces can be incredibly empowering, as it reminds them that they don’t have to navigate these challenges alone.
Coaching can also be a powerful way to provide early career teachers with the resources they need access to. Importantly, for teachers of English and literature, it can reignite their passion and desire to encourage their students to love literature as much as they do.
To find out how We Teach Well’s coaching programs can help your teachers, book in a FREE discovery call using this link.
We look forward to chatting with you.