Chapter 2: Walking with Fish, Swimming with Cats: Novice Teachers and Equity

This chapter examines case studies of novice teachers and focuses on how they navigate the issues that often mirror inequities their students experience: bullying, marginalization, a lack of supportive faculty, and a lack of resources that address their needs and reflect their lived realities. Teacher needs for equitable conditions juxtaposed with their students’ social justice issues require a deeper examination. This paradox is explored through qualitative methods where teacher preparation and school climate are foregrounded.

Novice teachers experience daunting responsibilities as they transition from their internship into having complete responsibility of their classes. They must, among other tasks, ensure that they teach the content area knowledge in engaging ways, help students successfully pass state testing requirements, assess students regularly, individualize instruction for English language learners, attend to diverse learning styles and abilities, meet with parents, and keep up with the enormous amount of paperwork that districts demand in terms of lesson plans, individualized education plans (IEP), and other documents frequently required. Furthermore, teachers’ school environments differ greatly in terms of the school climate, leadership, school resources, and student population. A novice teacher navigating a new and complex environment is often overwhelmed even after a high-quality teacher education program and a sturdy support system within the school. For novice teachers who came into the profession with a desire to make a positive impact on their students’ lives, the enormous amount of responsibilities expected, as well as navigating the covert culture of the school can present challenges on a cognitive as well as an emotional and physiological level as they adjust to a new environment.