In my last post, I wrote about the idea for a professional development program to help early career teachers overcome the pitfalls that lead so many to experience burnout. I shared about the pilot version of the course I’m leading this year with a terrific group of educators in Boston.
This coming academic year will be the third year of my my doctoral degree. As is the case for everyone in my program, the third year is spent working with an organization in the education sector -- a school district, state agency, education non-profit, etc. -- to lead a project of strategic importance. It’s pretty much a certainty that I’ll be working in a school district, though the actual district where I’ll be working isn’t official quite yet. But I’ll be sure to share when it here when it is!
What is clear, however, is that I’ll be doing work that is aligned with the course I’m leading here in Boston. Wherever I land, I’ll be working with that district to ensure early-career educators have the opportunity to receive a more robust set of supports to enable them to achieve well-being, avoid burnout, and stay in the profession longer than they might otherwise. I’ll do this through direct work with teachers and by collaborating with folks at various altitudes throughout the school system: mentors, principals, and central office staff.
I’m also planning to facilitate an online version version of the course I’ve been leading in-person with teachers in Boston. The online version of the course would be open to folks from around the country who are interested in learning research-based techniques to avoid the pitfalls that ensnare so many teachers. If you’re interested in learning more about the opportunity to take part in the online course, drop me an email (Tyler@newteachersthriving.org), and I’ll be sure to keep you in the loop!