1 Navigating Your First Teaching Role

 

Why Does it Matter?

Understanding the context and environment in which you will be teaching is crucial for your success as an educator. Familiarity with the course content, student demographics, and institutional policies ensures you are well-prepared to address potential challenges and provide a supportive learning experience. This preparation not only benefits your students but also helps you build confidence and effectiveness in your teaching practice.

What does it look like in practice?

Starting your first teaching position can bring a mix of excitement and apprehension. As you step into this new role, you will be working within the framework of a course designed by someone else. This means that while you won’t have to create assessments or activities from scratch, you will need to become thoroughly familiar with the existing course structure and content.

Preparation is key to navigating this initial phase successfully. Familiarising yourself with institutional policies, understanding the course’s history, knowing who your students are, and identifying the available student support services are all important steps. Additionally, finding out who can assist you with various administrative and technical tasks will help you focus on what truly matters – teaching and engaging with your students.

In this section:

• Familiarising with Institutional Policies
• Finding Help for Administrative and Technical Tasks
• Understanding Course History
• Getting to Know Your Students
• Identifying Student Support Services
• Reflecting on Your Teaching Philosophy

Familiarising with Institutional Policies

Most higher education institutions have a range of policies and procedures that govern various aspects of teaching and learning. Understanding these policies ensures that you comply with institutional standards and provide a fair, transparent, and supportive learning environment for your students. Here are some key areas to focus on:

• Assessment: Most institutions have detailed policies regarding assessment procedures. These policies typically include guidelines on designing assessments, setting deadlines, and ensuring academic integrity. Make sure you are across any procedures for requesting extensions, submitting assessments, and handling late submissions.
• Academic Integrity. Academic integrity policies are designed to promote honesty and prevent misconduct such as plagiarism and cheating. Understanding these policies allows you to educate your students about the importance of academic integrity and the consequences of violations. Additionally, knowing the procedures for handling suspected cases of academic misconduct ensures that you can address any issues appropriately and fairly.
• Marking and Moderation. Your institution may have policies on marking and moderation. These policies often outline the criteria for marking, the use of rubrics, and the process for moderating marks to maintain standardisation across different markers. Institutional policies often specify the expectations for feedback, including the timeframe within which it should be provided and the format it should take.
• Student and Staff Code of Conduct. Both students and staff are usually expected to adhere to an institutional code of conduct that outlines acceptable behaviours and practices. Familiarising yourself with the student as well as staff codes of conduct is helpful to clarify behavioural expectations.
• Disability and Inclusion Policies. Institutions often have policies to support students with disabilities and promote inclusive education. It is important to comply with these policies in your teaching, to contribute to students wellbeing and support their learning, as well as meet any legislative requirements.
• Health and Safety Policies. Health and safety policies are designed to protect the well-being of students and staff. Understanding these policies is particularly important if your course involves practical activities, fieldwork, or laboratory sessions, but there are also legislative and institutional requirements you must be aware of and comply with.

Finding Help for Administrative and Technical Tasks

Navigating the administrative and technical aspects of your teaching role can be challenging, especially when you are just starting out. Identifying key contacts and resources within your institution can help you manage these tasks effectively, and enable you to focus more on delivering quality education. Here are some areas where you might need assistance and how to find the right support:

Administrative Support

Administrative tasks, such as entering grades, managing enrolment, and handling student records, are often complex and time-consuming. Thankfully, institutions typically have dedicated staff who can support you in these tasks. These may include:

• Course Administration Office: Your department or school will have a course administration office that handles many of these tasks. Familiarise yourself with the staff members and their roles, as they can provide valuable assistance with grade entry, attendance tracking, and student enquiries.
• Administrative Assistants: Many academic departments have administrative assistants who can help with scheduling, correspondence, and other clerical duties.
• Student Information Systems: Many institutions have a Student Information System (SIS) which you may need to interact with for tasks like grade entry and monitoring student progress. Often, training sessions or user guides are available to help you get acquainted with the features of the SIS. Support from the administration team may also be available.

Technical Support

Most tertiary institutions will deliver content to students through a Learning Management System (LMS). There may be other systems that are available to staff and students, such as separate video capturing and management, team communication, project management, and general office application. If you require technical support, you may find that there are different services, including:

• IT Help Desk: Most institutions have an IT help desk that provides support for various technical issues, including software installation, network access, and troubleshooting hardware problems. In some cases, there may be a preferential phone number for immediate support, for example if you have technical issues while teaching a class.
• Learning Management System (LMS) Support: The LMS is a core tool for delivering course content, managing assignments, and communicating with students. Your institution likely offers specific support for the LMS, including tutorials, workshops, and one-on-one consultations.
• Educational Technology Services: Many universities have dedicated teams that specialise in educational technology. These teams can assist with designing online courses, integrating multimedia resources, and using digital tools to enhance student engagement.

Pedagogical Support

• Guidance on teaching strategies and course design is often available through dedicated units as well as informally through your colleagues. For example:
• Centre for Teaching and Learning: Many universities have a Centre for Teaching and Learning (CTL) that offers professional development workshops, teaching resources, and individual consultations. They can provide valuable insights into effective teaching practices, assessment design, and student engagement techniques.
• Course Coordinators: If you are teaching a course designed by someone else, the course coordinator is a critical point of contact. They can provide detailed information about the course structure, learning outcomes, and assessment criteria. Regular communication with the course coordinator ensures alignment of your teaching with the intended course objectives and consistency in delivery.
• Mentorship Programs: Some institutions offer mentorship programs for new educators, which are very valuable, especially for early career educators. You may be able to be paired with a peer or a more experienced colleague, who can provide advice, support, and feedback.

Professional Development

As the anxiety of your first teaching experience begins to fade, you are likely to consider further opportunities for professional development. These may include:

• Workshops and Seminars: Workshops and seminars may be offered by your institution or external organisations; these are useful to stay updated on the latest educational research and innovative teaching methods. Typically, information about these opportunities will be available from the Centre for Teaching and Learning at your institution.
• Online Courses and Webinars: Many institutions provide access to online courses and webinars focused on various aspects of teaching and learning. These resources can be particularly useful for expanding your knowledge at your own pace. These may be offered by research centres, national communities of practice, or other specialised groups. Searching online or asking your colleagues for suggestions would be a good way to start.
• Professional Associations: Joining professional associations related to your discipline or higher education teaching can provide access to additional resources, networking opportunities, and conferences that support your ongoing development.

Understanding Course History

To effectively prepare for your first teaching role, it is useful to gain understanding of the course history. This may involve accessing various sources of data from previous offerings to identify potential challenges and areas for improvement. Data that is likely to be available from your institution includes:

• Learning Analytics: Many tertiary institutions offer learning analytics from previous course offerings, which provide valuable insights into student engagement and performance. These analytics can highlight specific modules or topics where students may have struggled, allowing you to plan additional support or resources in advance. If you would like to find out more about learning analytics, see the chapter titled, Using Learning Analytics to Track Students’ Online Engagement.
• Formal Student Evaluations: Most institutions have a formal student evaluation feedback system, through which feedback is gathered on different aspects of the course, such as the effectiveness of teaching methods, clarity of materials, and overall satisfaction. Reviewing these evaluations can help you understand what has worked well in the past and what might need adjustment.
• Official Results: Examining official results, including pass and fail rates, can provide a clear picture of how students have performed historically. High failure rates in particular areas may indicate topics that require more attention or alternative teaching strategies to improve student comprehension and success.
• Student Demographic Data: Understanding the demographic composition of past student cohorts can also be beneficial, especially if you do not have access to this type of information about your future or current students. For instance, knowing the proportion of domestic versus international students, mature-age students, or part-time students can inform your approach to addressing diverse learning needs and preferences.
• Informal Feedback: In addition to formal evaluations, consider seeking informal feedback from colleagues who have previously taught the course. They might offer anecdotal insights and practical tips that are not captured in official documents but can be extremely helpful in your preparation.

Getting to Know Your Students

Understanding who your students are is a fundamental step in preparing for your first teaching role. Having as much information as possible about your student cohort, preferably even before classes start, allows you to anticipate their individual needs and tailor your teaching strategies accordingly. Here are some key factors to consider:

• Course Requirement vs Elective: Whether students are taking the course as a compulsory requirement or as an elective can greatly influence their level of interest and engagement. Compulsory courses often include students with varying levels of interest and motivation, as not all of them may be inherently interested in the subject matter. On the other hand, elective courses generally attract students who have a genuine interest in the topic, which can lead to higher engagement and participation.
• Full-Time vs Part-Time Students: The proportion of full-time versus part-time students can impact how you structure your course activities and assessments. Full-time students may have more availability for synchronous activities and group work, while part-time students, who often balance study with work or other commitments, might benefit from more flexible and asynchronous learning options.
• International Students: A high proportion of international students means that extra steps may need to be taken to ensure that cultural and academic expectations are made very clear and explicit. International students might face additional challenges, such as adjusting to a new educational system, overcoming language barriers, and adapting to different cultural norms. Providing clear instructions, offering additional language support, and being mindful of diverse cultural perspectives can help create an inclusive and supportive learning environment. The chapters on Teaching Students from Diverse Cultural Backgrounds  and Supporting Linguistically Diverse Students may be useful to understand how these students can be supported.
• Mature-Age Students: Mature-age students bring a wealth of life experience but may also face unique challenges such as balancing study with family or work responsibilities. Understanding their needs can help you provide appropriate support and flexibility, ensuring they can successfully engage with the course content.
• Special Needs and Accommodations: Finally, it is important to be aware of any students who may require special accommodations due to disabilities or other learning needs. Collaborating with your institution’s disability services can ensure that all students have equal access to learning opportunities and are adequately supported throughout the course. Information on supporting Neurodivergent students is provided in a dedicated chapter.

Identifying Student Support Services

Knowing what resources are available at your institution to support students during their studies can help you refer them to the appropriate services when they encounter difficulties. Here are some key areas of student support to be aware of:

Personal Support Services help students manage their mental and physical health. These services often include:

• Counselling Services: Professional counsellors can provide students with emotional support, stress management strategies, and coping mechanisms for personal issues that may affect their academic performance. Suggestions on when and where to refer students experiencing a mental health crisis are provided in a dedicated chapter.
• Health Services: On-campus health centres offer medical assistance, vaccinations, and wellness programs to promote students’ physical health.
• Disability Services: These services ensure that students with disabilities receive the necessary accommodations and support to participate fully in their education. This may include assistive technologies, alternative assessment arrangements, and accessibility modifications.

Academic Support Services are designed to help students succeed in their studies by offering additional resources and assistance. Services may include:

• Tutoring and Mentoring Programs: These programs often provide one-on-one or group tutoring sessions to help students understand course material, improve their study skills, and prepare for exams.
• Writing and Study Skills Workshops: Workshops may also be offered on academic writing, research skills, time management, and effective study techniques.
• Library Resources: University libraries offer a wealth of resources, including research databases, reference materials, and quiet study spaces. Librarians can also assist students in finding and using study resources effectively.

Financial Support Services can help student overcome financial challenges that may impact their ability to focus on their studies. Financial support services often include:

• Scholarships and Grants: Information on available scholarships, grants, and bursaries, which can help students find financial assistance to cover tuition fees and other expenses.
• Financial Counselling: Financial counsellors can provide advice on budgeting, managing debt, and accessing emergency financial assistance if needed.

Career Support Services: Career support services help students prepare for their future careers by offering guidance and resources such as:

• Career Counselling: Career counsellors can assist students with career planning, job search strategies, and resume writing.
• Internship and Placement Services: These services connect students with internship opportunities and work placements to gain practical experience in their field of study.
• Job Fairs and Networking Events: Universities often host events where students can meet potential employers, network with professionals, and learn about job opportunities.

Social and Cultural Support Services: Social and cultural support services help students integrate into the university community and navigate cultural differences. These services often include:

• Student Clubs and Societies: Joining clubs and societies can help students build social connections, pursue interests, and develop leadership skills.
• International Student Support: Dedicated support for international students includes orientation programs, visa advice, and cultural adjustment resources.
• Multicultural Services: These services promote inclusivity and diversity by organising cultural events, providing language support, and offering resources for students from diverse backgrounds.

Becoming a Reflecting Practitioner

During your first semester as a Tertiary educator, it may feel like all your time is consumed by teaching and supporting your students. However, it is important to set aside some time and space for you to reflect and plan your way forward. Developing a teaching philosophy, i.e. a statement of your beliefs and values about education, will guide your approach to teaching and interaction with students. Developing a clear understanding of your teaching philosophy helps you stay grounded in your principles and focused on your goals as an educator, especially when you encounter challenges and dilemmas. As you start reflecting on and developing your teaching philosophy, you may want to think about:

Defining Your Values and Principles. Start by identifying the core values and principles that are important to you as an educator. Consider questions such as:

• What do you believe is the primary purpose of education?
• How do you view the role of the teacher and the student in the learning process?
• What are your non-negotiable values when it comes to teaching?

Considering Your Educational Goals. Think about the goals you have for your students and your teaching practice. Your goals might include fostering critical thinking, promoting lifelong learning, or encouraging collaboration and communication.

Developing Your Teaching Strategies. Consider the specific teaching strategies and methods that resonate with your philosophy. For example:

• How will you create an inclusive and engaging learning environment?
• What approaches will you use to differentiate instruction and meet diverse student needs?
• How will you incorporate technology and multimedia into your teaching?

Identifying Areas for Growth. Recognise that teaching is a continuous learning process, and there will always be areas where you can improve. Reflect on:

• What aspects of teaching do you feel confident in?
• Which areas do you think you need to learn more about?
• How do you plan to address these areas for growth?

Once you have identified these areas, you can seek out relevant professional development opportunities and resources.

Embracing Self-Compassion. Teaching, especially for the first time, can be challenging, and mistakes are inevitable. Approach your teaching journey with self-compassion. Remember that:

• Making mistakes is a natural part of the learning process.
• Reflecting on and learning from your experiences helps you grow as an educator.
• Being kind to yourself allows you to maintain resilience and avoid burnout.

Seeking Feedback and Mentorship. Engage with colleagues, mentors, and students to gather feedback on your teaching. Constructive feedback offers new perspectives and insights that can inform your practice. Additionally, having a mentor to guide and support you can provide encouragement and practical advice.

Keeping a Portfolio or Journal can be useful to document your teaching experiences, reflections, and growth. Consider including:

• Lesson plans and teaching materials
• Reflections on what worked well and what didn’t
• Feedback from students and colleagues
• Records of professional development activities

Knowledge Check – What did you learn?

To reinforce your understanding of the concepts covered, please answer the following questions:

 

What does it all mean for me?

Here are some questions that can be helpful to guide your information gathering and preparation to teach:

• Which institutional policies do you need to review in detail?
• What will be your approach to seeking help with administrative and technical tasks? Who are some of the key people you can approach?
• How can understanding the course history help you in your specific teaching context? What data are available at your insitution?
• What strategies will you use to get to know your students better?
• How will you ensure that you are aware of and utilise the available student support services?
• How do you plan to develop and document your teaching philosophy over time?

Further Resources

Biggs, J. & Tang, C. (2011). Teaching for Quality Learning at University. McGraw-Hill Education.

Brookfield, S. D. (2017). Becoming a Critically Reflective Teacher. Jossey-Bass.

Race, P. (2020). The Lecturer’s Toolkit: A Practical Guide to Assessment, Learning and Teaching. Routledge.

Ramsden, P. (2003). Learning to Teach in Higher Education. Routledge.