“I’m having a wonderful year but, it was a difficult time when my Grade 6/7 split changed in mid-October to 5/6. Now things are running smoothly. I’m a little nervous about Grade 6 testing, however.”—Ontario first-year teacher.

The first year of teaching can be tough and a trial by fire, as experienced teachers often recount. However positively teachers who were sampled in the College’s 2002 survey of first-year teaching may view their teacher education, the match of their assignment to qualifications and the availability of support, there is a substantial minority for whom the fire appears hot indeed.

Among elementary teachers who graduated in 2001 from Ontario’s faculties of education, 21 per cent report that they were assigned to a split grade. Another five per cent held Special Education assignments and five per cent taught French as a Second Language classes.

Among the first-year teachers of split grades, almost all commented on the difficulty of the assignment and the long hours required. Many mentioned lack of preparation and inappropriate curriculum resources, some spoke of burnout and many expressed hope for a different assignment next year.

Risk of Burnout

The split-grade teachers break down into two very different groups. About half expressed dissatisfaction with the year, continuing discouragement and a strong desire to find an alternative assignment next year. One teacher who exemplifies this group expressed dissatisfaction with teacher preparation:

“Not really prepared for a split grade. Feeling overwhelmed by student needs and not sure how to best meet their needs. Also extremely tired. I found it discouraging and draining. I don’t see myself doing this for too long.”

Another in this discouraged group said: “I strongly believe that split grades are not appropriate for first-year teachers. Planning becomes so much more complicated and split grade resources are almost non-existent. It makes it difficult to feel you are mastering the basics.”

The other half of the split-grade firstyear teachers appear to be coming through an acknowledged tough year without the same level of discouragement.

“Split-grade class with large enrolment (30) and few resources for the new curriculum is extremely challenging, but I am fully trained and up to the job. The career is more fulfilling and working with students more satisfying than I had even hoped for. Best job in the world!”

Mentoring, Resources Critical

Some of the difference between the two groups may lie in the orientation, mentoring and support the first-year teacher receives.

Following are some samples of the at-risk group comments on support in the first year: “Mentoring program was virtually non-existent. I was pretty much on my own. Our school had no money for orientation, observation, training workshops for new teachers or for supply teachers.”

“I began my LTO abruptly so no real orientation. I don’t have enough books for my math class, manipulatives are lacking—I am not able to go to many in-services because they will not fund supply teachers.”

Among those who were thriving in a tough first year, we heard suggestions of a more supportive environment:

“The colleagues in our school are always supportive and helpful. I was put in an empty class last September. All the colleagues in the school made my first year of teaching.”

"Projects and workshops, as well as placements, helped me prepare for this year. I will only improve with added experience."

Astounding

Martha Foster, president of the Ontario Principals’ Council (OPC), found the 21 per cent split-grade assignment figure astounding and indicated the issue needs to be raised with OPC members.

“It’s something we’ve been aware ofbut I never knew the number. I knew it happened but that’s a high statistic,” she said.

What can be done?

“You’ve probably given us a task as the Ontario Principals’ Council because scheduling is done by the principal,” she says. “It’s something they need to be aware of and look at."

Foster says she can see what likely happens.

“Your hirees come on last,” she says. “You’re usually doing your scheduling with in-house people. When you’re working with the people in-house, they make their choices, then what’s left over you hire for. Who do you usually get when you hire? New people. It’s principals responding to the requests and wishes of people they have with them, which is also fair. You can’t say to them that they always have to have the split classes."

She suggests there might be a middle ground to work towards.

“We can’t say new teachers shouldn’t have split grades because there are small schools where that’s all they’ve got. But when there’s an alternative, then I think alternatives should be looked at before we give our new teachers a very difficult start.”

The Ontario English Catholic Teachers’ Association (OECTA) produced a discussion paper on the combined-grades issue. It is available on OECTA’s web site at www.oecta.on.ca. In the fall of 2000, the Elementary Teachers’ Federation of Ontario (ETFO) formed a task force to study combined- grades. The task force produced a position paper called Split Decisions—The Reality of Combined Grades in Ontario in 2001. It can be found on ETFO’s web site at www.etfo.on.ca.

Brian McGowan, program facilitator in OECTA’s professional development department, says he’s disturbed but not surprised by the 21 per cent figure.

“It’s really disturbing because they’re being thrown into the deep end,” he says. “A new teacher has enough to learn—classroom management, planning issues, curriculum mastery, assessment and learning— that’s a full schedule for a single-grade class without doubling the number of expectations. Relative to the other 79 per cent, they are carrying an additional burden.”

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