Changing Roles and Career Progression

“Time stays long enough for those who use it.“
– Attributed to Leonardo Da Vinci

I am looking for some feedback on my teaching career progression and am hoping that you, my readers, are able to help. Last year I was fortunate enough to gain regular casual employment each week until I was eventually offered a temporary contract from Term Two through to the end of the year.That role was as a Release from Face-to-Face (RFF), or as I have heard it called elsewhere, Non-Contact or Supply Teaching. In this capacity, I had a timetable wherein I moved from class to class at set times, teaching digital literacy to students from Kindergarten up to Year Six.

This year, I have been offered a contract for the full year on a Year Five and Six composite class, for three days a week. I am discovering a great number of tasks that last year went unnoticed by me, as they did not fall within my purview, mainly administration issues. I had a conversation with another teacher recently who has gone the other way, from teaching a class in a job-share arrangement, back to an RFF role, and it was interesting that she is discovering all of the things that she no longer has to worry about.

It makes me glad that I was not offered a permanent position immediately after graduating, as I am not sure how I would have coped, worrying about programming and planning, accreditation, the actual teaching and building relationships with my students, if I had also been required to complete the various paperwork and administration with which I am now faced. It enabled me to spend a year focusing on my pedagogy and classroom habits, which I believe has put me in a position for this year where I am not as stressed about juggling everything.

It has also made me think about my career progression. The end goal, for myself, at least, is to gain a permanent position in a classroom. However at this point in time, and I am open to feedback on this, I am considering that I am better off not applying for permanent jobs this year. That might sound odd, however, I feel that in the long run, my teaching, and therefore, my students would be better served by having a full year in a class, with a full year’s worth of teaching a single class with all of the associated experiences which come with that, rather than potentially being offered a permanent position mid-year, causing consistency issues for myself and both sets of students.

Students are resilient, and would get over it, however as someone who changed schools a lot as a student, I feel that the disruption, and the time for students to adapt to a new teachers routines, processes, and quirks, mid-year, would cause significant issues in regards to classroom more issues than would be worth it.

Of course, the alternative would be to simply ask my Principal to not release me until the end of the year, should I be offered a permanent position elsewhere, which I have heard of happening. However, I am not sure how well that idea would be received, both by the current Principal and my new Principal.

My reasoning makes sense to me and I am happy with the decision, but I am open to feedback and other ideas on the issue from those more experienced.

5 thoughts on “Changing Roles and Career Progression

  1. Hi Brendan, my advice is to apply for a permanent job. If you find permanency in the public system this will entitle you to access some additional release and mentoring time in your first year, which you can’t access as a temporary or casual teacher. This is the time of your career when you need that the most. Teachers have always left at different points if the year for all sorts of reasons: retirement, birth of children, long service leave, promotion, illness – classes survive, children’s education continues: none of us are ever that indispensable. Waiting until the year’s end will mean you deny yourself the opportunity of being considered for all the jobs that come up through the year, and you have no guarantee that the right opportunities will appear in December.

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