Can a teacher go on a stress leave in probation period and how long?

[Sev124]

i am crying my eyes out every night, overwhelmed in marking over 120 books a day, they are placing me on informal support plan after giving me the most difficult children in the year group - although a more experienced teacher joined at the same time as me and she seems to have no behaviour problems and she says I have a more difficult class herself

you cannot give me the most difficult class - then say the planning of maths (done by other teacher) is not good enough and children are getting bored as we teach year 1 and 2 together- then say i need a mentor

You need to put this onto the Staffroom board as you will get more support over there from fellow teachers.

I've been teaching 28 years and i feel very overwhelmed sometimes so I totally understand.

New thread leaving out info because you didn't like the replies on the other?

You don't say why you are marking all the books after every lesson. That is utter madness.

Some schools are doing away with traditional 'marking' altogether, and just looking at a sample of books either during or after the lesson and gauging whether the class have grasped the learning or not. Checking for understanding using mini whiteboards is another way to find out whether learning has taken place.

It's not clear if you have been told to do this or are putting this pressure on yourself. Marking 120 books is not what teaching is.

op I posted on your other post. If you’re not enjoying f the job and it isn’t what you thought it would be then please reconsider teaching.

You need to have a plan for what you want if you go on sick. I’ve been on sick leave for stress before for a variety of reasons. Once spoken with the head teacher about my concerns and what would help, I decided the following year to come out of class and do cover teaching. The issue here is you still have the majority of the school year left.

If workload is the problem then speak to management and other teachers about how they prioritise their work.

The jotter marking is a lot, can you just put a sticker or stamper in one day, self assessment the next and then writing feedback the day after and then alternate so you’re not writing feedback on jotters all in one go? Does everything need to be in a jotter too?

Sadly I do think a lot of this is down to experience. It’s hard to balance your time when teaching and balancing your workload before and after the set school hours. I know in your other post you complained about stuff happening during your own time but some hours after school are incorporated into the school day so you’ll need to see what’s been agreed upon.

Again sadly, not every class is going to be lovely. Some years are harder than others and sadly you’re experiencing it at the start of the year. Please ask to observe other teachers and see how they deal with classroom management.

would you be able to work until the Christmas break and then take the holidays to think about what you really want from this?

I am beginning to wonder if you are the same person who last year (was it?) started thread after thread after thread about all the ways that school was not supporting you, and how you weren't coping ?

YOu've had so many excellent replies on this thread, in particular from @Onelifeonly .
If you are no longer an ECT, you are presumably in your 3rd year by now ?
You must know in your heart of hearts if teaching is your you, this far in.

I mark once a week per class unless I have set a specific homework task. Why are you marking so much?

I can only speak from a Scottish perspective so apologies if it isn't relevant. Probationers in Scotland have a mentor who has regular meetings to discuss progress. That progress is reviewed against the requirements of GTCS categories. The mentor, often a DH or HT will observe lessons, planning and marking. They will have a coaching conversation with the probationer as to strengths and areas for development. Any issues should be flagged up as a potential cause for concern and support will be given to improve performance. It would be expected that the probationer would research methods, work with colleagues and observe colleagues. That is what happens in primary and secondary.
It seems to me that the school have identified planning as a cause for development, hence they have asked you to work with a stage partner on maths planning. They acknowledge that behaviour management is causing you problems so are trying to support by offering a mentor.
You seem to be completely overwhelmed and unable to see any positives. What questions have you asked them? What type of behaviour strategies have you tried/researched? Marking seems to be an issue. Have you spoken to your stage partner about how they mark?
None of that is failing, it is being aware that you are still learning. Going off with stress won't solve your needs, just delay how you cope with them. Ultimately you are allowed a certain amount of sickness time but then would have to add that time on at the end of your probation. I am talking about Scotland though.
Teaching is a difficult profession at times and I remember well feeling overwhelmed when I started. Think seriously if this is for you. However some of the best teachers I know, didn't have a great start but used their probation to learn. Good luck

What is your marking policy?

Most schools prefer live marking & feedback- especially for Maths & why are you planning other lessons with so much daily marking? Also some days you can go through maths answers together as a class at the end of the lesson, the yr2 children can mark their partners work? Also your TA (if you have one) should mark the books of the children they’ve been working with.

Depending on your current topics add a bit of drama, hot seating etc & take photos as evidence so it’s not all paper based every day too.

Having a mentor might be useful? Have you contacted your union regarding this?