Any Cover Supervisors out there?

[CovidCantKillChristmas]

Hi. I am about to start a new job as a cover supervisor in Jan. I have around 10 years of experience as a TA but have not been in the classroom for the past 2 years. Just wondering if there is anyone on here that is a CS or teacher that would be happy to share some tips to get me started. I have always had good classroom management but with pupils that already knew me. I realise that I will be on the back foot to start!

I know this thread is a bit old but wondering how the OP (and others) is getting on?

I’ve just started a job as a CS and wondering if I’ve made a dreadful mistake……Parts of it I love and I like the school and the staff but my goodness, the behaviour. I feel like I’m letting down the kids that do want to do any work.

I feel sick at the thought of tomorrow…. Tempted to ask to be a TA instead but I can’t really afford to do that.

It was tough to start, as the kids treated me like a supply but I stuck to the behaviour policy and found that they slowly realised that they couldn't get away with the poor behaviour. It did mean giving up some breaks/lunchtimes for detentions but it paid off. Don't get me wrong, I still have some difficult classes but the teachers struggle with the same kids, I just remind myself each class is only an hour. I actually love my job now, much more than being a TA. I would suggest you speak with your manager if you are struggling, hopefully they will be able to help with some strategies.

Thank you.

I did speak to someone this morning and hopefully I might get to shadow some more teachers/lessons. Today was a better day though. I think I’m expecting too much considering I’ve only been there a week!

I just don’t want to let anyone down.

Hey there
I understand how you feel. (I'm MistletoeandMoccasins on here).
I've been in the post for a few years now (I am QTS but have caring responsibilities). You will have good days and bad days.
If more bad than good or you have The Dread, then you need to see what you can change. Is it the job or the school? Is it the behaviour policy or the lack of status? Is there a mentor/support/CPD you can ask for?
List your pros and cons.
It is not personal.
Your best students should still be performing well with an outcome.
Your worst students may well need an LSA or scaffolding: if you have neither available, can you give them a basic outcome to complete that you can reward them for?
You are enough. You need to accept the things you cannot change or change school. That doesn't mean accepting bad behaviour. You do need to accept you are not a miracle-worker. If they are refusing to produce work, log as work inadequate. It often won't just be you. If the majority are trying to do a task and you have given the instructions out as requested, some of it has to be on them/the nature of the work set.

@FailBetter

Thank you. I definitely feel better today and actually had an alright day today. I guess I don’t know if it’s the school or job or not as it’s the only secondary I’ve worked at. I’ll have to see the term out at least so don’t need to make any sudden decisions.

I think I need to actually start parking people (when needed) rather than trying to think that I should be able to manage all the behaviour myself.

A good school has a behaviour system of consequences C1 C2 C3 etc or a warning system/exit room or an on-call system.
A good SLT/HOY/HOD will help you pre-empt predicted challenging classes.
A poor SLT/HOY/HOD will judge you for exiting children but sometimes it has to be done for the others to fall into line.
I'd also make a few phone calls. Word gets round you're staff who'll ring home.
Have a good rest of the term x

We don’t have a warning system like my child’s school but we do park children and can email on-call for assistance. We several areas to send children if they need some time.

I must say I was counting down the number of actual teaching days earlier……Hope you have a good end of term too. Thanks for your words of advice.

Yy to parking people. You will find that removing a key person or two can make a huge difference to the rest of them.
When a class is challenging, for every person who is misbehaving, try to catch the eye of someone who is not and make a mental note of them or even thank them:
Thank you to the back row who are ready to start.
Thank you to those who are listening well . . .

(It helps the kids, and it's also a confidence boost to you)

Quick question to you both <waves>
How are you performance managed? Who does your appraisal?
Do they observe you? Do you choose your own targets?
Have just finished mine - even though our pay is never going to be linked to performance and I am top of the scale - and wondered how other schools do it. Let me know or PM me if you don't mind x

Thank you.

This week felt better. I think the more lessons that I have that go ok/well, is helping my confidence grow.

I sent someone out the other day and it did help. I think I’ve been relatively lucky with the classes I have had though! And I’m upping the praise too!

Thanks for the advice.

Not sure if you meant me?

I have no idea as I started 2 weeks ago. I’m starting at the bottom of my grade and I think it has 5/6 spinal points so I’m good for a few years.

You and Notquitegrownup appraisal is annual in most schools and mandatory for both Teaching and Support staff. I've jumped through the hoops each and every time but am wondering how other cover staff manage it, as my targets are meant to show progression (but the job doesn't change that much iyswim).

I must have left just as mandatory appraisal came in as I'm sure wasn't appraised at first and then it was only on paper if I remember rightly, although I used to be allowed to submit names of staff with whom I had worked closely for my appraiser to email for a statement on my performance. On the odd lesson when I wasn't needed for cover I was always allowed to support a class of my choice. Found it very helpful to build relationships with students and teachers so chose carefully. The y10/11 'life skills' group was great - they were often the kids who struggled most with cover lessons, so knowing them and being known was helpful. Modern languages helped form good relationships too. Kids who aren't coping at languages feel very vulnerable. You can't just make something sensible up! So being there to help them meant they really registered your presence as a helpful adult . . .

Which takes us a bit away from your question, although 'developing knowledge of (specific) areas of the curriculum' could be an achievable target each year and how about 'growing knowledge and understanding of specific students' needs (SEN) and implementing classroom strategies to support them in cover lessons'?

Thanks not quite
I've had 12 different targets in the past including "increase knowledge of" and recently, there's been a push for targets matching whole school targets (e.g. involvement in extra curricular). It irks me somewhat as very few are smart targets as in measurable, it often feels like how much glue you can throw at the wall - even for SEND with adaptive teaching and scaffolding, I'm often at the mercy of the lesson plan left, which often won't be differentiated or even have SEND info on it now because of GDPR.
It feels like a hoop as opposed to CPD as we cover so much that we often miss out on any CPD that isn't inset/internal. The new big thing where we are now is restorative justice, so I'll probably go for that one. My reviewer is my cover manager not a teacher, so I'm not sure how an observation schedule will work. In other schools, I chose my appraiser/wasn't appraised.