Good guidance attracts lateral entrants
Lateral entrants stand in line for the PH Schreuderschool in The Hague. Why is a school for special primary education in a problem neighborhood so popular? Side entrants are intensively supervised.
Picture: Fred van Diem
The students of group 4/5 make a 'word trap' in threes. Lateral entrant Sarah Koedam explains that they have to arrange words hanging on the wall. Such a staircase, for example, goes from snow white via light gray and dark gray to pitch black. The children cut and paste colorful strips into a staircase and write the words on it. Sarah walks through the classroom, helping groups get started and answering questions.
“I saw that you were trying to talk quietly,” her duo and supervisor Inez van Vlijmen later said. “The kids really listened. I also noticed that you kept an eye on the time. I think you found the planning a bit exciting. I would say: Dare to take control. If a part needs more time, that is not a problem at all.”
And she has another practical tip: “When you wanted to move on to the next part of the lesson, you said: Shall we do that? Then you give them a choice, that's confusing. It is better to say: We are going to do this.”
Walking fire
Koedam is already the ninth lateral entrant to be trained at the PH Schreuder School. If a training place becomes available at the school for special primary education in The Hague, the school can choose from five to ten candidates. That is special, when you consider that primary schools, especially in the big cities, have trouble attracting staff. How is it possible that this secondary school in the middle of the Schilderswijk in The Hague is so popular?
Very simple, says director Judith Reijnen: “We guide lateral entrants well and that spreads like wildfire. They are intensively supervised by their duo and also have conversations with another colleague who, as a coach, regularly films a lesson and discusses it with them afterwards. They only stand in front of the class independently after six months.”
Many switchers are left too much to their own devices
That's not how it goes everywhere. The supervision of lateral entrants leaves much to be desired in many schools, the Inspectorate of Education reported in September last year. Many switchers from other professions feel that they are left to their own devices. Moreover, they often quickly stand alone in front of the class.
Discouraged by this, some soon leave education again. It's a shame, Reijnen thinks. “You shouldn't put people in front of the class right away. They have to learn the trade first. We have a social responsibility to tackle this properly. Education quality starts with well-trained people.”
Draught
“In 2015, I couldn't find a teacher for two groups. We received few responses to our vacancies.” It made director Reijnen decide to invest in lateral entrants. Van Vlijmen, now a teacher of group 4/5, was the first. She already worked part-time at the school as a speech therapist. She says: “I missed the depth with children. I actually wanted to go into education earlier. My parents both worked at a school in this neighborhood and always told great stories.”
She became a lateral entrant and received guidance from a very experienced teacher. “Willemijn was a real winner, I learned a lot from her.” Reijnen saw that this intensive supervision worked. Shortly before her retirement, Willemijn trained Inez and another lateral entrant with all his heart and soul. And they became excellent teachers.”
Do not immediately place lateral entrants in front of the class alone
Van Vlijmen is now standing independently in front of the class for the third year. Sarah Koedam is the first lateral entrant whom she has supervised herself since this school year. Together they run group 4/5, with Koedam being given a little more responsibility.
Sarah Koedam was previously a psychologist, now she is the ninth lateral entrant to be trained at the PH Schreuder School. “There is so much knowledge and expertise here.” Image: Fred van Diem
Koedam, a psychologist, was an outpatient counselor in special education in another region. She likes working at an sbo school: "This education is really student-oriented and it's fun to look for the right approach."
She thinks she gets enough support. “Inez recognizes what I'm going through and reassures me. It will come naturally, she says. I also indicate if I need help. And I can always walk in on someone. There is so much knowledge and expertise here. There are more lateral entrants and it is nice to discuss your experiences with each other.” After the May holiday she will teach independently two days a week.
We have a social responsibility to handle this properly
The lateral entrants at this school come from various backgrounds. There are two former speech therapists, two psychologists, someone with HBO pedagogy and someone with HBO communication. Another worked in KLM's human resources department. “There are people who saw how this school works and wanted to join the team,” says Reijnen. “One of our lateral entrants had the drive to make a difference in this district.”
The school also has a side-entry teaching assistant. Reijnen: “He was a teacher in Syria and worked here at Primark, well below his level. In addition to his education as a teaching assistant, he receives language training and of course we coach him.”
Inventive
Given the current teacher shortage, says the director, you have to be inventive. “We need to tap the potential in different ways. We desperately need the havists who come from the teacher training college, but also these people.”
According to her, an advantage of lateral entrants is that you can have more influence on their education. “Of course we ensure that they are well versed in didactically and know how a good lesson works, but we also strengthen their pedagogical tact. That way you get a good education. If you can do it here, you can do it anywhere.”
Lateral entrants are go-getters who often want to work five days
Often, lateral entrants are somewhat older, critical people who want to continue to develop. According to Reijnen, they really add something. “They have a lot of work and life experience. They are go-getters who often want to work for five days and who are usually no longer of the age to become pregnant."
For example, Mithra Nouri (55) wanted to become a lateral entrant. “She asked if I still thought it was worth it. What do you think? Two years of training, and then I hope to enjoy her for another ten years.” Nouri is in the hallway making a copy. She has been working here for three years now. Do you like it? Yes, she says, “I really feel at home here. But now I'm going back to my class soon." Reijnen nods proudly: “Good huh?”
However, not everything goes smoothly. The lateral entrants who have been trained by the school, in principle end up in the formation. But a few of these people left for another school board after graduation. One was even actively lured away.
Director Judith Reijnen: “We provide intensive coaching for lateral entrants by their duo and also have a coach.” Image: Fred van Diem
“They don't sign a contract, so they can leave,” says Reijnen. "That's sour when you've invested so much in someone." Of the nine lateral entrants, five have stayed. Less than hoped for, but just as good, the PH Schreuderschool has no vacancies thanks to them.
Another bottleneck is that Reijnen has to add money for the intensive supervision of lateral entrants. “I can't manage financially and I'm having discussions about that with my board. The supervisor and the lateral entrant stand twice in front of the group. That is expensive, but these people need good examples and it is instructive for them to prepare lessons together. I now pay this from my reserves.”
Pleasure
A side entry route is quite tough, Van Vlijmen experienced. “I went to school one afternoon and evening and stood in front of the class for three days. Initially I also worked as a speech therapist, but after a while I stopped.”
However, she is happy with her choice. “I quickly noticed that I get the most pleasure from standing in front of the class. At a secondary school you help the children to take small steps. Some children are easily angry, others withdrawn. You see how they blossom in the group. They teach that you can fail and that you learn from it. Working at a school like this is more of a challenge and therefore extra fun.”
This article appeared in last January's Education Magazine. The Education magazine in the bus every month? Become a member of AOb!
Read here also the report about the decreasing number of lateral entrants in primary education.
