My own indecision and the economy conspired to make me a perennial locum. When you teach a subject that’s not in demand at a time when the economy is on the ropes – and you’re a chronic fence-sitter – it is inevitable that you end up filling several temporary posts.
As a result, I’ve become a bit of an expert at settling into a new school. One of the things I’ve come to realise is that getting your head around helpful staff handbooks, orientation sessions and friendly colleagues is just a small part of making a good first impression. To be truly successful, teachers need to master the unwritten rules, such as whose mug not to touch in the staffroom.
The dos and don’ts of the school must be deciphered fast because any transgressions will unsettle those around you. The time to challenge the status quo is not in those initial days. So here’s some guidance on the unwritten rules (which helpfully differ from place to place) to help you avoid the many and embarrassing mistakes I’ve made as “the new person”.
Be aware of “the obvious”
A school’s norms take on the obviousness of common sense to the initiated. Of course you can’t just take any mug from the staffroom and of course, the parking beneath the oak tree is for the librarian. But to you, these things aren’t obvious at all so the only way to deal with these situations is with caution. Don’t be the first to make tea: wait and see who takes which mug, whether the hot water urn will drip onto your toes (true story) and whether certain chairs in the staffroom are reserved. By not flouting the conventions (at least initially), you increase the chances of a happy transition.
Be aware of different versions of the same story
In the first weeks at a new school, use the cartographer’s trusty tool, triangulation, and the despised-but-very-useful voyeur’s tools, eavesdropping and observation. In any bureaucracy – and a school is no exception – policy and practice do not completely match. For example, the rules might state that boys should be clean-shaven, but there is a tacit agreement that this rule is ignored before big social events at the school.
If you ask a question, don’t believe the first answer you get. Rather, as far as tact and discretion will allow, ask the same question of three different people and see if the three answers you get overlap in any way. Otherwise, rely on eavesdropping and observation. It is through the use of these tools that I learned I did not need to submit weekly teaching plans, even though policy stated that it was required.
A particularly important area to triangulate is the discipline system. Read the code of conduct, the school rules, the teacher’s handbook, talk to your classes, talk to your colleagues and talk to your managers. Hopefully, their stories will match, but often they don’t. Prepare yourself for the awkward conversations when you point out these inconsistencies. As a new person, you won’t know of the tacit agreements or people’s wilful ignorance.
Be aware of alliances
That lovely group chatting over by the pigeonholes may seem like an oasis of warmth and friendship, but you could become stuck in their gossipy ranks only to have nasty asides directed at you when you attempt to distance yourself from them (again, true story). Be civil and polite to everyone. Put on your very best smile and chat to all the staff, but be very cautious about establishing friendships with anyone too soon. First impressions are notoriously misleading and once an alliance is built, escaping it can unleash havoc.
To be an effective teacher, we often need to have a safe space to vent. Other teachers at your school are the most obvious safe harbour, but do not leap into this. You might assume confidentiality but that rant about the bursar’s bias might find its way to the bursar’s ears. You don’t know who to trust yet or which alliances are already in place. Protect yourself by being professional, appropriate and friendly, but never gossipy or indiscreet.
Be aware of parents
The medium and content of communication with parents – including phone calls, parents’ evenings and termly reports – varies in every school. Occasionally there are detailed guides, but often there are not. Seek guidance from the head of department or deputy head about communication with parents so that if you make a mistake, you can point to a member of management and say, “but they said it was okay”. The expectations of parents also differ dramatically from school to school, particularly where the cost of education is high (be it in fees or in the sacrifices made). Use those handy tools (triangulation, observation and eavesdropping) to get an idea of what those expectations are. This transition can be particularly tough if you’re coming from a low-achieving school and moving into a high-achieving one – for me, it was one of the most jarring.
To those starting a new job, good luck, ask a lot of questions, be polite, be cautious and forgive yourself when you make those inevitable fumbles. If you’re reading this article and you can sympathise with my mistakes, then know you are definitely not alone.
