2.3 Self-directed Supports

Still, despite the demands of transitioning into a new job, new teachers reported many examples of how they pursued voluntary, self-directed professional learning. They pursued informal avenues within the school building when they sought out colleagues during planning periods or in the teachers’ lounge. They intentionally chose to follow and connect with other teachers through social media. They enrolled in graduate programs of education and participated in regional and national organizations that supported their teaching. One of my final questions in each interview was whether there were any additional supports the new teacher could think of but did not pursue. Wallace captured the sentiment of self-directed learning:

No, I pretty much always was reaching out to whoever would help me. I kind of knew, like you said, the challenges were there and I was looking out for help, any way I could get it at that time… I feel like it’s a cheap answer, but I just can’t think of a time that I didn’t ask someone for help. Even if it was my wife, or I don’t know… I can’t think of any time that I would just fail and just accept it and not reach out.

Wallace’s reflections exemplify the drive exhibited by the new teachers I interviewed. Although some teachers did not pursue every voluntary opportunity for induction support available to them, each of these teachers did take on more than was required in their job description.

In sum, the types of induction supports sought by new teachers can be understood as either required or voluntary. New teachers seemed to benefit less from required supports that they did not perceive as useful (e.g., staff meetings or professional development covering topics irrelevant to them). New teachers also chose to pursue many voluntary, self-directed avenues of support as well, including many through social media. But when they perceived the challenges (e.g., time, energy, money) to outweigh the benefits, new teachers did not pursue those supports.