How A Local Association and a School District Are Working Together to Support New Teachers
When the idea for ELP’s New Teacher professional support program began to form, we knew partnerships with local associations and school districts were key to the pilot program’s success.
These partnerships are also a key differentiator. Our model supports teacher success and student learning with, not to, all participants, increases our shared learning and strengthens our commitment to each other and to New Teachers.
Now that are nearly mid-way through the 2021-22 school year and the first year of ELP’s two-year pilot program, we decided to check in with Kathleen Miltz, the Assistant Superintendent for the Shelbyville, IN Central School District, and Meredith Hall, Shelbyville's Local President and a K-5 music teacher.
Through the Indiana State Teachers Association, Shelbyville has been a proactive, dedicated partner from day one. They reached out to us and asked to be considered for the pilot, and both the Local and District have shown interest in learning and improving alongside us. It was evident during our conversation that Kathleen and Meredith have a close working relationship and are dedicated to doing whatever they can to support both veteran and new teachers.
Our conversation has been edited for clarity and length.
ELP: Teachers have been quitting in droves during the pandemic. How have teacher turnover and staff shortages affected Shelbyville students?
Kathleen Miltz: Between teachers leaving in the middle of the year and trying to find quality teachers to fill those spots, it has been really difficult for everyone. We also have teachers gone because they’re in quarantine, and it’s leaving students with untrained substitutes trying to execute a daily lesson plan. Teachers are pretty adept at leaving quality lessons but it doesn’t take the place of the give and take between teachers and their students.
Meredith Hall: Pre-pandemic, we were already headed for a staffing crisis, and the pandemic has expedited the situation exponentially. Making teaching attractive to new high school or college grads is a challenge. Responsibilities have increased while salaries and benefits have not. Young people are saying, ‘I don’t know if I want to commit to this profession.’
ELP: What are your teachers’ biggest challenges right now?
KM: Learning loss. Teachers are expected to fill in months of gaps and catch kids up. Meanwhile, the state hasn’t alleviated testing requirements.
MH: I think our teachers wish learning loss was the only thing they were facing. The problem is that this isn’t ending. I was talking to some teachers yesterday, and they said their classrooms are like a revolving door. At any time, there are nine or 10 students in quarantine. They load their lessons onto our e-learning platform, but students aren’t always doing the work. This is where teachers feel like they’re hanging on for dear life.
KM: Are kids in the classroom out more now than ever before?
MH: Yes, definitely. Veteran teachers are telling New Teachers, ‘It’s not always like this. I promise it’ll get better!” That reassurance is life-saving for some of our New Teachers.
ELP: How are you working together to support teachers (not just New Teachers) and reduce turnover?
KM: We meet monthly for discussions. Locals will bring us topics, ask for help and tell us if a program we put in place is not working. It’s so helpful to hear that. They’re the experts, they’re the ones I rely on.
MH: In the past, the district would make decisions that left us teachers asking, ‘Why are we doing that?’ During summer 2020, we were meeting all the time and began seeing things from a district perspective. We’re not always going to agree on things, but we can be productive if we understand each others’ points of view.
ELP: What are you doing to attract New Teachers to the Shelbyville Central School District?
KM: We gave New Teachers a healthy wage increase so we’re in line with the cost of living. And working with ELP to provide New Teachers with guidance will help.
MH: The relationship that the administrators have with teachers doesn’t go unnoticed. Our union also provides benefits options for teachers.
MH: At the higher-ed level, Indiana universities are encouraging students to serve their schools. We are leveraging that program to reach teachers of color so our students of color have someone in the classroom who looks like them. When teachers come to interview, we are open and transparent about our goals and plans. They find that refreshing.
ELP: What aspects of the ELP pilot program do you find most exciting?
KM: I’ve talked with a few participating New Teachers, and they really like working with their Virtual Instructional Coaches and learning new teaching frameworks.
MH: The program has been well received. I talked to one of our Building Mentors yesterday, and she was telling me that even the Building Mentors have developed relationships with each other across buildings. One of the Building Mentors said that she’s learning a lot in the Zoom workshops.
KM: New Teachers are also gaining confidence and competence in a safe environment. That’s so important.
ELP: Looking ahead, how do you see partnerships - between your organizations and with ELP - evolving?
KM: I hope we can continue to be a part of ELP. We know more now, so we have a better idea of how to reach out to New Teachers, Virtual Instructional Coaches and Building Mentors.
MH: We know from the teachers who have participated this year that ELP is a worthwhile, beneficial activity.
KM: The partnership with ELP builds trust, too. New Teachers know that the Indiana State Teachers Association is supporting them and wants them to do well.
MH: I agree. For so many years, administration and union were viewed as Human Resources only. Knowing you have a group of people who are there and support you is really helpful. And the partnership between our Local and the administration has only grown stronger. ELP is a win-win for everyone.