Eagle Point School District 9 is taking a hard look at the challenges facing new teachers, with lesson planning and instructional strategies emerging as key areas of concern. During a recent work session, district leaders discussed the need for improved onboarding processes for new educators, particularly in light of the unique demands posed by post-COVID education.

The conversation highlighted that many probationary teachers are struggling with basic lesson planning and engaging students effectively. "It seems that they are not coming as prepared as I'm used to," one administrator noted, pointing to a shift in teacher preparation programs since the pandemic. The reliance on virtual classes has left many new educators ill-equipped to meet the rigorous demands of today’s classrooms.

As the district approaches the end of the school year, leaders plan to analyze the common themes in feedback from these new teachers to better tailor support and professional development. The goal is to ensure that incoming educators are ready to foster student engagement and manage classroom behavior effectively.

In addition to addressing the needs of new teachers, the district is also focusing on enhancing the role of instructional coaches. These coaches, who are all former classroom teachers, are integral to the professional development of staff and the implementation of the district's academic monitoring systems. They are currently involved in a book study with district leadership to deepen their understanding of the Professional Learning Community (PLC) model, which is crucial for ongoing teacher support.

The district's commitment to continuous improvement is evident as they work to refine their coaching model and professional development strategies. As they move forward, the emphasis will remain on equipping teachers with the tools they need to succeed in an evolving educational landscape.