Glenda Anderson, Staff Reporter
YOUNG TEACHERS entering the secondary school system for the first time are not receiving adequate guidance, says Jamaica Teachers' Association (JTA) President Wentworth Gabbidon.
"We recognise that some young teachers who come into the system really need help to get themselves sorted out," he said. "Some have complained that when they come into the system they are given tasks and asked to do things to which they are not accustomed or which were not part of their training."
To this end the JTA is now setting up a mentoring programme which would see new teachers being partnered with more experienced teachers for extra help and attention on the job.
"The programme is one of seeking to mentor young teachers entering the profession, to guide them in areas like professionalism in the classroom, what to expect from the students, and the Ministry (of Education)," he said.
FIRST DEGREE
Twenty-four year-old Annie Millsgraduated from teachers college in 1999, she taught for a year then went back to university where she did a first degree in English.
In September she started working at a high school in Kingston but within two months of employment she was also made form teacher, drama club and Red Cross co-ordinator in addition to her regular duties as subject teacher for five other classes.
"I was never asked. I just went one morning and saw my name on a list. As form teacher I have extra responsibilities. I have to get to school much earlier than everyone else to mark the register, then do remarking in the afternoons. I have to keep track of worksheets, class records, and at the end of the term it becomes even more tedious because you need to make comments on each child's report, (47 in all) and this is in addition to your other forms," she said.
"It's not that I have not been handling it. It's just that it becomes a bit overwhelming at times."
Other young teachers say they were given examination classes to supervise, as well as other posts even though they were new to the system.
EXTRA DUTIES
A senior teacher and administrator who confirmed that young teachers were routinely straddled with burdensome extra duties.
"It's as if it's a testing. And it's not right because the first year is the year when they are being assessed as to whether they will be allowed to continue," said Munro College teacher, Ruel Reid. "We need a proper orientation period and we really need to mentor the young teachers. They would not have had any supervisory experience outside of teachers college and often they simply have the duties thrust upon them.
"I think it is a systemic problem where we do not try to build leadership from the bottom up. It really calls for efficient human resource management."
At present, only schools or teachers who request attention for extra guidance are accommodated, while others may only be identified through Ministry of Education officers.
"There is some effort at the primary level, but for the secondary level there is nothing ongoing. We need continued training for teachers, especially new teachers," he said.
