1. Dr. Eva Sunde The University of Bergen Dr. Anna E du Plessis The University of Queensland 1

2. The outline Beginner teachers assigned to complex teaching positions has significant meaning for these teachers, their leaders and their classrooms Interrelationships School leaders perceptions of beginner teachers real-life experiences Beginner teachers lived experiences and their truths The literature (Skaalvik & Skaalvik, 2007; 2009) (Hattie, 2009) (Teague & Swan, 2013) (Le Maistre & Pare, 2010) 2

3. What is happening? (Moir, 2011; Wisconsin Education Association Council, 2014). 3

4. Contextualising complex teaching experiences The life-world of beginner teachers Qualification concerns Class sizes and student cohorts Language issues Teaching and learning environment Knowledge of cultures and traditions Support and targeted professional learning 4

5. Literature: Being novice and effective A teacher needs to possess knowledge before they are able to share it (Leaman, 2006, p. 7; Berliner, 1986). Teachers concerns - unfamiliarity with cultural background (Boreen et al., 2000). Being a beginner, and still effective the balance between content knowledge and classroom management strategies (Boreen, Johnson, Niday & Potts, 2000). 5

6. Positioning the argument 6 Being a novice teacher Expectations Their truth... Being competent Being adjustable Assignments Work load Placements Being effective Support Leadership decisions and perceptions

7. Approach and Methodology 7 Semi-structured interviews Classroom and staff room observations Document analysis/Support and developmental strategies Reflections in field diary Way of inquiry

8. The analytical tools Complex teaching situations Beginner teachers School leadership decisions/choices What does it mean? Thematic analysis Inter-relationships (Units of meaning) Looking through different lenses - Various levels of school leaders and beginner teachers 8

9. Findings: Perceptions and real-life experiences 9 Self critique Support Expectations: The gap Confidence Self-esteem Lack of content knowledge Communication Insecurities Experiences of beginner teachers in complex teaching situations

10. Beginning teachers: Summary Need to learn rules and routines Practical solutions, need to know the system Understand their role and duty Find themselves Find their place in school 10 Results: Leadership perceptions (Norway)

11. Results: Leadership perceptions (Australia and South Africa) 11 Leaders leading: She is a very effective teacher but she doesnt know what she doesnt know. I did feel sorry for her because she couldve performed far better if she had been in her own area. Principal, Australia ....any good teacher should be able to teach anything...they are too picky... Principal, South Africa

12. Summary Leadership focus, priority and perceptions influence real-life experiences and assignments of beginner teachers Leadership style plays a major role in the lived experiences of beginner teachers Instructional leadership models Transformational leadership models (Hattie, 2009) 12 Results: Leadership perceptions (Australia and South Africa)

13. Results: Life-world of beginner teachers (Australia) 13 ..felt like the cart was before the horse Beginner teacher

14. I tried when we got our timetables (talks fast) I came in I said can I see you pleaseto the Deputyand he said: Oh sorry, I am really busy. I emailed him a couple of times and I had no reply, I tried to see him before the kids came in at the start of the year and he was busy ...he didnt have time for me I felt like I was fobbed off and I just wanted to sort the stuff out because I felt really quite stressed Beginner teacher 14 Results: Life-world of beginner teachers (Australia)

15. ...I tried to talk to them (leaders)...but they didnt listen...I feel angry and depressed. If things do not improve by the end of the year...I am leaving... Beginner teacher 15 Results: Life-world of beginner teachers (South Africa)

16. 16 Results: Life-world of beginner teachers (Norway) The most difficult experience for me was all the things I was not prepared for, as a beginner teacher I was not made familiar with the job After a while I found two sources to survive, my own common sense and an experienced colleague to get the most difficult classes, either in a subject I was not educated for or the classes that the experienced teachers resisted to take and, for example, by holding back on information about the class. Beginner teachers, Norway

17. The truth... and the meaning of leadership choices.... (Ingersoll,2012) 17

18. The interrelationship: School leaders and novice teachers Positive experiences: Growing people Caring, awareness, support, action Negative experiences: Communication break down, misconceptions, Teacher attrition Implications: Targeted professional learning for leaders and beginner teachers, leadership skills, informed and preparedness of beginner teachers. 18

19. anna.duplessis@uqconnect.edu.au School of Education: The University of Queensland http://espace.library.uq.edu.au/view/UQ:330372 Eva.sunde@iub.uib.no School of Education: The University of Bergen 19