GRADUATE STUDIES AND APPLIED RESEARCH

2nd Semester, First Shift Academic Year 2020 – 2021

Course Code : EM 203

Course Title : Administration, Management and Control of
Educational Institutions
Topic : NEWLY HIRED TEACHERS
Professor : TERESA M. YAMBAO, EdD
Student : SEL CARMEN K. PADUA

CASE STUDY OF NEWLY HIRED TEACHER IN SAN PABLO

DISTRICT.
I. Background
The biggest challenges new teachers face are in three key areas:
support, discipline, and classroom management. These questions will help you
focus your efforts to overcome the challenges.

II. Antecedent Situation/Problem

Mary Andal was about to finish her first year teaching at Elementary
School in San Pablo and was reluctant to attend a Celebration Event
for first year teachers hosted by the HR Department. She was excited
to have made it through the year, but didn’t feel particularly successful.
It was a struggle to know how to best support her Special Education
students and she was overwhelmed by the amount of paperwork
required. Her principal and mentor tried to be supportive, but neither
had much experience with Special Education. Still, Mary was
interested in hearing how other new teachers felt.

At the event, Mary was thrilled to see Anna Angeles, who she had
met when they were both being recruited to San Pablo. “Anna,” she
exclaimed, “We made it! How was your first year in San Pablo?” Anna
let out a long sigh and said, “Well, I survived. What a ride - I felt like I
was starting all over again even though I taught for 2 years before
coming to San Pablo.” “I thought it was just me,” Mary replied. “My
mentor kept reassuring me that I was making good progress, but I felt
like I was failing all of the time.”
Anna added, “I was really feeling down in December. Because I didn’t
struggle with classroom management, my principal ignored me and
focused his time on the 3 brand new teachers in the school. I was also
assigned some additional responsibilities like lunch duty and after-
school detention. I thought I was going to have more opportunities to
learn and grow at this school - if it wasn’t for weekly meetings with my
Social Studies team who encouraged and coached me, this year would
have been really difficult.”

“Well, at least you all had the benefit of starting at the beginning of the
school year!,” chimed in another first year teacher sitting next to them -
Mateo Garcia. “I joined the district in February when a mid-year
vacancy popped up and had no New Teacher Orientation and was
never assigned a mentor. It’s like the district forgot about me. Thank
goodness my principal set aside some time for me to do some inter-
visitations of high-performing teachers at the school or I would have
been lost.”

Another first year teacher at the table, Sandra Zabala, who had been a
paraprofessional in the district added, “I had a lot of support this year
from the Program Team of San Pablo’s Para to Cert Program that
really helped. I also had opportunities to connect with past graduates of
the program which kept me feeling positive and upbeat despite some
tough days. The only challenge was that sometimes the feedback from
the Program Team conflicted with the feedback I received from my
principal and mentor – I couldn’t decide whose feedback to take! What
I couldn’t understand was why San Pablo’s HR team made me sit
through a full-day of New Teacher Orientation focused on completing
paperwork and repeating a lot of basic information about the district I
already knew since I’ve worked here for 5 years. I would have much
rather spent that time setting up my new classroom.”

As the four colleagues continued talking, Mateo asked, “ So, what are
you all doing next year?” Mary admitted that she was interviewing next
week at a neighboring district that touted its teacher leaders as
additional supports for early career teachers, which was appealing to
her. Anna said that she was committed to San Pablo, but looking to
transfer to a school that had more English teachers and a focus on
growing teachers into administrators. He thought he wanted to be a
principal in the next few years. Sandra and Mateo said they were likely
to return to their schools next year, but wished they had more positive
 things to say about their first year at Harto. Mateo, Mary, and Anna all
agreed that they most likely wouldn’t recommend working in San Pablo
to potential new teachers.

Meanwhile, Allen Sarmiento, Chief of Human Resources of San Pablo

School District was pouring over the results of the district’s New
Teacher Survey. The results weren’t surprising in many ways – San
Pablo retained just 77 percent of their first year teachers overall and
just over 53 percent of first year teachers in their highest need schools.
While understanding that some of this turnover was probably good,. He
worried about all the new vacancies his team would have to fill this year
(in a time when there were fewer and fewer teachers in the pool)
because the district hadn’t supported first year teachers – it felt like a
never-ending cycle. Allen wondered how to strengthen a new teacher’s
experience and set new teachers up for success in San Pablo. But he
wondered who was responsible for this in the district and what role HR
should play.

III. Consequences
The Newly Hired Teachers tends to leave the school because they are
not seeing their growth in their careers. They also feel that they are
being ignored by their principal and focuses on other newly hired
teachers. They also given a job that are beyond the contracts that they
signed.
IV. Conclusions/Recommendations
The HR should consider the grievances of the teachers. Conduct
meeting with all the newly hired teachers. Listen to their reactions and
on what they feel about their jobs. If the HR listen to each one of them
he/ she will know who was responsible for this in the district and what
role HR should play. Focus on the improvement and job satisfaction of
the teachers because they are one who helps the school to operate.
And also it will prevent the teachers from resigning and transferring to
other schools.
V. References
Scenario: Stories of New Teacher Experience in Harto District
https://www.humanresourcesineducation.org/resource/scenario-stories-
of-new-teacher-experience-in-harto-district/