8.2: Career Goals
- Page ID
- 222467
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)Who are the Other Professionals Supporting Children?
Some of you may think you want to work in some way with children and families, but may not be sure that “teaching” is the right fit for you. Many experts will recommend starting as a teacher assistant or teacher, regardless of your later plans. That is because this experience will prove a valuable addition to whatever career you pursue in the field.
Keep in mind that “teaching” may look very different with different age groups. While the forming of relationships will lie at the core of all quality teaching, the interactions, roles, and duties will vary tremendously. We encourage you to spend some time with different age levels to get a feel for your best “fit”.
Whatever age group you are working with, we encourage you to give yourself some time to get comfortable before you decide it is not for you. Teachers go through stages and in the initial stage of survival, it is difficult to discern if it is the age group, the program, or just your limited experience that is feeling overwhelming and uncomfortable.
Below is a table of the stages you can expect to go through over the years on your teaching journey:
Table 1: Stages of Teaching Journey
|
Stage |
Common Feelings |
Common Needs |
Advice from the Field |
|---|---|---|---|
|
Survival |
Fear, inadequacy, doubt, overwhelmed, exhaustion |
Support, practical information and advice, understanding, a mentor or coach, resources |
|
|
Clarity |
Clearer understanding, noticing individual children and needs, a little less fear, moments of adequacy |
Continued support, continued resources, a mentor or coach, encouragement to try new things, |
|
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Growth |
Knowledgeable, comfortable, take new risks, reflective |
Support, encouragement to do things your way, reflection, team teaching |
|
|
Mastery |
Accomplished, proud, invigorated, seeking new challenges, |
Branching out, mentoring or coaching others, taking on new roles and responsibilities, community connections, professional organizations |
|
Keep in mind that each time you begin a new endeavor (ie: teaching at a new location, new age group, new role) you will move back to survival and through the stages, although the timing may be shorter. Knowing this allows you to give yourself permission to feel the way you need to feel and seek the support you need throughout your career.
Who will be with me?
One of the wonderful aspects of our field is that you are rarely alone. In addition to the children and families, you will have colleagues who can support your journey. You may find yourself working with any or all of the following:
Table 2: Who Teachers May Work With
|
Role |
Description |
|---|---|
|
Director/Manager/ Principal |
Usually runs the day to day operations, oversees teaching staff, involved in hiring, provides resources and support, budgeting. |
|
Office Staff |
Keep records, handle paperwork, phone calls, administrative support. |
|
Team Teacher / Assistant/Aide |
Additional person you will collaborate with in your classroom. It’s common practice to provide support for each other, offer a variety of role models for children and families, offer different strengths. |
|
Specialists |
Sometimes a specialist works in the classroom with individual children or the group. Usually providing specialized services in Occupational Therapy (OT) (life skills), Physical Therapy (PT), Speech and Language, or Behavioral intervention they may be part of the teaching team all day or for brief segments throughout the week. |
|
Other Staff Members |
From time to time, you may work with custodians, food service providers, health specialists, and others performing duties related to the classroom. |
|
Volunteers |
Family or other community members working in a variety of capacities as part of the teaching team. |
|
College Students |
From time to time college students may work in the classroom as part of their training. |
In addition to the above list, we encourage you to find a mentor or coach, someone you can turn to with questions or when you need support. In the field of early childhood, many of us “pay it forward”. Someone provided support for us when we were new to the field with the understanding that we would do the same when our time came. Most early childhood teachers are kind, caring professionals who want to see you succeed. Each time you succeed, our field succeeds and the children and families we work with receive the quality experiences they deserve. Ask your instructor or another resource if they know of any formal or informal mentor programs in your area.
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New Teacher Comments Letter from a Fieldwork Student My experience is limited. I want to learn. Please don’t expect perfection whenever I interact, guide behavior, lead a lesson, or do bulletin boards. Please be patient with me. My eyes have not yet been trained to see all the students in the classroom most of the time. Classroom responsibilities will always be there. I’m only with you for a short time. Please take time to explain things to me and do so willingly. My feelings are real. Please be sensitive to my needs and don’t get annoyed if I ask a lot of questions and am uncertain about what to do sometimes. Treat me as you would like to be treated. I am a unique individual, like each one of your students. Please treasure my being, holding me accountable for my actions, giving me guidelines to follow, and disciplining me in a professional manner, if need be. I need your support and encouragement to grow. Pointing out what I am doing correctly and occasional praise can be reassuring and help me feel comfortable to take risks and grow. Please give me constructive feedback, focused on the things I do, without criticizing me. Please give me the freedom to make decisions and test them out as long as they don’t jeopardize the well-being and safety of the students. If I fail, I can learn from my mistakes. Then I’ll be better prepared to make decisions life requires of me. Please invite me to appropriate faculty meetings, seminars, workshops, parent meetings and to join educational organizations, setting a good example for me to follow. I may not be able to attend but I will appreciate your confidence in me as a future fellow professional. Sincerely, A New Fieldwork Student [31] |
If you want to work with children and families, but are not sure teaching is for you, there are many other career options you are encouraged to explore.
Career Options in Early Childhood Education and Child Development
|
Area |
Careers |
|---|---|
|
Child Development Focus |
|
|
Elementary Settings |
|
|
Adult Education and Training |
|
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Community and Social Services |
|
|
Other Related Work Options |
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*Refers to the levels on the Child Development Permit Matrix
**These positions usually require a bachelor’s degree and additional training.