Behind every successful science lesson is a strong partnership between teachers and technicians.
In this interview, Kat (former Science Teacher) and Jackie (former Science Technician), who now bring their expertise to the SLS Select Education team, share their insights on communication, collaboration, and the mutual respect that makes prep rooms and classrooms run smoothly. From planning practicals to offering support beyond the lab, their experiences highlight just how essential this working relationship really is.
What makes communication between a technician and teacher effective?
Jackie: Communication is essential for running a successful prep room. Having a direct dialogue with your departmental teachers can make all the difference when providing effective practicals for the class. Being specific is really helpful. Knowing exactly what your teachers are looking for such as quantities and the experimental method being followed, is critical. The context of how this practical fits into the curriculum is also useful, especially when forward planning.
Have you ever had to adjust your approach to better align with a technician’s workflow?
Kat: I have! When I was first doing my training, I thought you just requested a practical and it would appear for the next day… I quickly learned that wasn’t the case and had to get better at forward planning. Not just a week in advance, but possible several weeks to ensure I could get the equipment I needed, when I needed it. That being said, I think it also helped to be well organised most of the time because when things did go wrong, our technicians were more understanding and willing/able to accommodate, because it wasn’t a regular pattern of being last minute.
Have you ever had to manage expectations or advocate for the technician team? How did you handle it?
Jackie: Yes, these situations happen which is why a technicians day is anything but predictable. How you deal with it can really help you be considered an integral part of the science department. I always found that having a brief overview of the main problem and the likely disruptions that you can foresee, as the best way forward. Make sure that you involve the science teachers and head of department as quickly as possible. This will help to reduce the impact of any issue. By proactively involving the team, they may suggest possible avenues to explore that you had not thought about, as the old saying goes ‘many heads are better than one’. Remember that you are all working towards the same goal of ‘fulfilling the practical’. Try to go into this initial discussion with some viable solutions as well, which may help to minimise the problem. Trying to estimate how long the disruption may last is always useful when brainstorming how to resolve the issue. Being flexible and able to think on your feet is a real skill, and offering alternatives, even if only as a short-term fix, can save the day! This ‘can do attitude’ will increase your confidence when dealing with teachers, which can be daunting, particularly when you are new. Once the teachers see how prepared you are they will respect your opinions more and can also ensure that you have their full support when moving forward with a solution.
How do you make sure your technician feels like an integral part of the lesson planning or science department?
Kat: With the demands of teaching, it simply wouldn’t be possible for a Science department to run without a Technician – at least not without some major changes. I’ve always believed the Science Technician(s) is the most important person in the department. There’s so much they do that teachers don’t even consider! To some teachers surprise, chemicals don’t just magically restock themselves, equipment doesn’t get repaired by fairies and prepping practical lessons takes a lot of time.Teachers work hard, but sometimes forget Technicians work really hard too and we need to appreciate that. Saying ‘please’ and ‘thank you’ goes a long way too.
In your experience, how can teachers make technicians feel more valued?
Jackie: Offering recognition of your skill and technical abilities is a real morale boost. By including technicians in problem solving sessions and some lesson planning activities can show how much value they place in your skill base. Looking into awards such as ‘Technognition’ is another way of placing a spotlight on technicians hard work. Taking the time to interact and listen on a day-to-day basis not just when problems arise can make the role far more rewarding and feeling valued for your expertise.
What advice would you give to a teacher starting in a new school about working with technicians?
Kat: It doesn’t matter how much you think you know about your subject, when you’re starting at a new school, the list of things you don’t know is always much longer than the things you do. Having a good relationship with your Technician is like a work hack – they’re fountains of knowledge and a massive help day to day. Stick to their requisitions deadline, count your equipment out and back in, return things as you found them, and above all treat them with respect. You’d be surprised how many teaching staff don’t get the basics right. Look after your Science Technician and they will look after you!
Can you recall a moment that really demonstrated a great technician–teacher partnership?
Jackie: What’s something a teacher did that really strengthened your working relationship? I had been on a training course and was really excited by some of the experiments that I had tried. When I returned, I chatted with my head of department about what I had learned, and he was really impressed. He arranged for me to host a hands-on practical training session with the teachers, to cascade down my knowledge. I set up the experiments that I thought might be the most novel and we spent the next hour all having a go. This in turn led to expansion of these practical’s and other imaginative ideas also suggested by the team which were trialled there and then. It was an enjoyable and productive team building session. I was really proud when lots of these new ideas were added into our curriculum. In conclusion, making time to listen to each other and offering constructive feedback is the best way to form a supportive partnership. This is a two-way street, ensure that you are available to pop by and keep them informed with any innovative ideas or training opportunities that you find. Also, raising any potential issues that may be on the horizon such as delays in receiving fresh produce and offering regular updates. The more you do this the more central to the team you will become, and your knowledge and experience will shine through.
Kat: Does giving you a hug and letting you cry in the prep room count as going above and beyond?! In all seriousness, teaching is really hard at times. Children can be difficult, parents can be challenging and the list of demands from SLT can sometimes feel endless. It’s great having a Technician to get all your practical lessons sorted, but the thing that meant most to me was always the emotional support and friendship when other things are getting on top of you. Some days having my Technician to help me keep my head screwed on was the thing that would allow me to go and deliver an outstanding lesson – so that’s the difference they made in my classroom, possibly without even realising it.
End of interview.
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