We all know what it’s like to be a freshman in high school. Entering the double doors from the bus loop, scurrying to find your first period class, and not knowing the majority of kids in class. Switching schools in the middle of the year is no better, even if the high school experience isn’t new. One has to relearn the ropes, the social structure, and the teachers. The question is, how different is this transition for teachers? For them, is it like being “the new kid” or a freshman? How difficult is it to be the new teacher on the block? We interviewed five staff members who started working at Westfield this year to understand what this transition is like for teachers and faculty.
When it comes to the first day of school, it’s easy to forget that a student’s first day is also a teacher’s first day. When it’s a student’s first time attending a particular school, the first-day jitters can certainly be accentuated. According to staff, this isn’t any different for many teachers.
When asked about how her first day went, Carrie Marcy (math teacher), reflected, “I remember being nervous, but most teachers are nervous on the first day whether it is year one or year 24.” This is a good reminder that all teachers can feel nervous on their first day of teaching.
Marcey further remarked, “I got here super early and I still had things to put together so that my room felt welcoming.” With being new to the school and having to put her room all together, Marcey was feeling “all the things.”
Susan Abdelrazaq, English teacher, added her reflection on her first day, stating, “My first day as a teacher at Westfield was really great. All of the students came to class with a positive attitude and a willingness to participate. And my department was very supportive, helping me get to know the school and the Westfield way quickly and smoothly.”
Many of the interviewed staff commented on how helpful the Westfield community was in welcoming them to school. Even though being a new teacher or student can be difficult, every day gets easier, especially when the people surrounding them help to make everyone feel comfortable.
Since there seem to be similar emotions in both new teachers and students, we asked if staff felt being new to Westfield was like being “the new kid.”
Jazmin Ferdinand, Assistant Principal, gave her thoughts, commenting, “I feel like the new kid at school for sure, but not in a bad way.”
Ferdinand further enlightened us to exactly what being the new kid (or teacher) means.
“I know the feeling of being the new kid at school because I was in two different middle schools, two different high schools, and three different colleges for my undergrad studies. Being the new kid involves not knowing where anything is, not knowing the bell schedule, having to make new friends, and learning the culture of the school.”
Abelrazaq agreed with Ferdinand on the issue of not knowing many people when she first came to Westfield, remarking, “I am still getting to know so many of the staff, which is going to take time. In that way, I do believe that it is like being the new kid at school.”
Diving deeper into the social structure of Westfield staff, we inquired about whether or not there seem to be any teacher “cliques.” A clique, or a small group of people that generally stick together, are often known to be the stereotypes of the jocks, the nerds, the goths, and so on, in the student world. Do teachers share similar characteristics of grouping into clumps of people with similarities?
Marcey observed, “I’m not sure about teacher cliques. I think teachers always stick with their contents.”
Abdelrazaq added, “I haven’t seen or felt that there are any teacher cliques. Everyone I’ve met has been very warm and welcoming.”
These remarks lead us to believe that teachers might not have specific groups that they block others from being a part of, but they often spend a lot of time with the departments they work in since those are the people they’re likely to know best.
Since it seems that finding a particular group to be part of isn’t a huge problem for Westfield teachers, what is the hardest thing about being new to Westfield?
Miranda Black, Dean of Students, contributed her feelings, stating, “Learning new things is hard. A change in routine is hard. It is hard for kids; it is hard for adults.” Black’s statement once again reminds us that whether you’re a new student or teacher, many challenges are similar.
Black continued her assertion by mentioning how she gets through the hard parts of being new to Westfield: “I keep reminding myself how I have never regretted learning something new, and I am always better for it. I have tried new things enough to know it gets easier and it will be so fulfilling!”
Sara Hubbart, Chemistry teacher, related how some of her most difficult challenges relate specifically to the subject she teaches, remarking, “The hardest thing for me about being new was getting my classroom prepared. I had to find my lab equipment and get my lab stations configured. I still have things I need to find.”
Challenges that new -and all-staff face can vary quite a bit depending on the subject or job they perform. While some teachers have lots of hands-on materials to get ready, others might need to focus more on their online platforms.
With many similarities and some differences between being the new kid or teacher, what is it that the newest faculty members of Westfield want everyone to know? First, many of the staff want Westfield to know that they love their job.
“I think that everyone should know that working at Westfield is a great opportunity. I love working with such a diverse population,” Abdelrazaq affirms.
Secondly, it takes time to adjust to a new work environment.
“I think the most important thing people should know about being a new staff member at any school is that new people operate based on their previous experiences,” Ferdinand mentions. “Expectations and norms are different at every school and there are things we can learn about each other that will help us grow personally and professionally.”
Ferdinand’s profound statement allows the Westfield community to not only understand that adapting can be difficult but also recognize the importance of embracing everyone who joins us. They can bring new ideas that can help improve the school as a whole, allowing us to change for the better.
Westfield culture has been embraced by numerous new teachers throughout the years. Thus far, many staff members have felt welcomed and truly enjoy the school and their community of coworkers and peers. Despite the notorious rap the newbie experience has, at Westfield, it leads to far more phenomenal experiences than unfavorable ones.
