‘It didnʹt have to be so hard’: the first years of teaching in an urban school

This article presents a case study of Mark Westin from his first to his fifth year of teaching fifth grade in an urban public school. Despite extreme management challenges and limited administrative support in a school with unusually high turnover, Mark persevered through his difficult novice years to become among the most respected and dedicated teachers in his school. Through classroom observations and interviews with Mark, I first present a snapshot of Markʹs first year of teaching, followed by a longitudinal study of Markʹs perceptions of his early years of teaching, gathered through observations, field notes and interviews during the succeeding four years. As Markʹs confidence, experience and teaching competence grew, he became increasingly reflective and critical of his teacher preparation and his early teaching experiences, especially the lack of support he received from the school administration. A high proportion of teachers in similar situations leave teaching in the first several years. Markʹs story helps to put a human face on the exceptions and offers his perspectives on improving teacher preparation and support.