Tag Archive for: Beginning Teachers

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A new school year: looking ahead at what’s to come for beginning teachers

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September always brings a sense of fresh beginnings. As pupils return to classrooms and teachers set out plans for the year, those just starting out on their journey into teaching are preparing for a year like no other.

For beginning teachers, this is the moment when training transforms into practice, when theory takes root in the classroom and when the identity of “student” shifts into “teacher.”

The start of a journey

Becoming a teacher is not something that happens overnight. For many, September marks the first time they will enter a classroom with their teacher persona, guiding learning while still learning themselves. It’s a time full of anticipation, nerves and excitement.

At Mulberry College of Teaching, we see this transition as one of the most powerful moments in education. You are stepping into a role where every decision – from how you welcome pupils at the door to how you design a lesson – begins to shape not only your practice, but also young people’s lives.

Building confidence step by step

No beginning teacher is expected to have everything figured out on day one. The year ahead is about growth- testing ideas, reflecting on what works and building resilience through challenge. Mistakes will happen, but each one is part of the process. With mentors, peers and supportive schools around you, the journey becomes less daunting and more empowering.

The transformation from trainee to teacher comes gradually, through moments of progress: the first successful learning episode, the first time a pupil grasps a concept because of your explanation, the first parent you speak to with confidence. These small milestones add up, and by the end of the year, you will look back and realise just how far you’ve come.

The importance of community

Teaching is a collective profession, never a solitary one. In East London, our schools reflect a vibrant mix of cultures, languages, and life stories. For beginning teachers, this means learning to celebrate diversity and build classrooms where every pupil feels represented and valued.

The support network around you – from mentors to fellow trainees – becomes a vital part of your journey. Sharing challenges, strategies and successes helps you grow, while also reminding you that you are not alone in this transformation.

Looking ahead

This September is just the start. Over the coming year, beginning teachers will find their voice, develop their craft and lay the foundations of a long and meaningful career.

At Mulberry College of Teaching, we believe every teacher in training has the potential to make a difference and we are here to ensure you do so with confidence, purpose, and joy.

If you are considering becoming a teacher in 2026–27, applications open Tuesday 7th  October at 9 am. Your own journey could begin with us, rooted in East London’s schools and communities.

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Practical ways to manage workload as a Beginning Teacher

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The start of your teaching career is exciting (full of potential, possibility and a healthy dose of nerves) however, managing your workload can feel overwhelming. At Mulberry College of Teaching (MCoT), we believe it doesn’t have to be this way. With the right strategies and support, beginning teachers can build sustainable habits that protect their wellbeing while setting them up for long-term success.

We asked our  first cohort of Beginning Teachers (BTs) to share their top tips for managing workload and here is what they had to say:

Start organised. Stay organised

It might sound simple, but nearly every BT we spoke to agreed: getting organised early makes everything else easier. That means setting up clear digital folders with logical file names, saving lesson plans and observations regularly and staying on top of your admin from the start.

“Stay organised – keep up with your admin (little and often is best!)”

“Complete your reflective journals, upload your observation sheets as you go along.”

Building this habit doesn’t just reduce stress, it gives you more headspace to focus on your teaching.

Plan your planning time

Planning lessons is a big part of teaching, but it doesn’t need to eat up your evenings. Many BTs told us that booking in specific tasks for their allocated planning time helped them work more efficiently and avoid last-minute scrambles.

“Plan ahead what you will be doing during your timetabled planning time.”

This kind of forward-thinking helps you stay in control and make space for the unexpected (which is bound to happen in schools).

Don’t go it alone

You’re not expected to know everything. That’s why mentorship, collaboration, and community are at the heart of the MCoT programme. Knowing when (and how) to ask for help is a sign of strength, not weakness.

“Delegate tasks; ask for help – it’s okay not to know everything!”

There’s no badge of honour in burnout. Sharing the load helps you learn faster and stay resilient.

Keep it simple. Build in rest.

Teaching is demanding (and rewarding) work. To look after your health and wellbeing, don’t try to do it all. Focus on what matters, take breaks, and give yourself permission to rest. Our BTs know the importance of this.

“Prioritise, keep it simple and build in rest.”

At MCoT, we remind all our BTs that pacing yourself is important, and it’s an important example to set for your students too. Workload will always be part of teaching but with the right habits, support and mindset, you can structure your time in a sustainable way.