Stepping into your first job in ASN (additional support needs, the preferred terminology in Scotland) or SEND (special educational needs and disabilities, the term in England) can be a whirlwind of new experiences. One you may not be prepared for, though, is managing the new team of adults who are standing in front of you.
When I was in this situation, I felt overwhelmed. This was an established team in front of me, with clear ideas on how the classroom should be run. However, we managed to get stuck in and we had a great year.
Each year since, I have learned, and become more comfortable in my “room leader” role. Here are some top tips that I discovered along the way:
1. Don’t reinvent the wheel
Just because you can change something, it doesn’t mean you necessarily should. If you arrive and immediately change everything, even if your methods are excellent, the children will struggle to settle and the staff will feel undervalued. Rely on their expertise until you are comfortable and confident. There is no shame in accepting help and support from those around you.
2. Start softly
The focus should be on building positive relationships with your class, and that includes staff. If you arrive to a timetable that is already built, use it for a term and then sit down together to discuss changing a couple of things.
3. Discuss big changes with your team
If have to make big changes, which does sometimes happen early on, share your plans, explain the reasons why and give a clear timescale. If you can, share how you will know the changes have or haven’t worked, and ask for help to collect the necessary data. Staff feel valued if you include them and acknowledge their role.
4. Remember that respect and open communication form the basis for all interactions with colleagues
Even a tricky conversation can be done with respect and compassion. I found that nine times out of 10, any ill feeling is a result of someone not feeling valued or heard. Sometimes, it was as simple as explaining that I had made a decision and my reasoning. Now, a colleague may disagree with you, and this is OK. My strategy is to listen to their perspective, give mine and then make a decision. If it relates to an intervention that I strongly feel will benefit the child, I ask for them to trust me while I implement it, and also ask for their help to monitor impact.
5. You are the teacher, but you cannot run this room alone
You have been given support staff for a reason: the children require the support. Don’t try and do everything yourself. Delegate, play to individual strengths and watch your class thrive with quality input.
6. Celebrate your team
Have regular meetings where you share good work and effort. In one role, I installed a “positivity tree”. We wrote notes on the “leaves”, sharing something good a colleague had done or simply thanking them. This was a positive step in a large ASN team, and it was lovely to see the small things that I perhaps wouldn’t have known about otherwise.
Karen McInnes is an ASN (additional support needs) teacher based in Scotland
