Great Expectations

Starting any new job is challenging, but for first-year high school science teachers, the transition can be especially overwhelming. These educators step into classrooms with a passion for their subject and a desire to inspire curiosity, only to find themselves buried under a mountain of responsibilities, expectations, and pressure. Science teachers in particular face the added complexity of preparing lab-based lessons, managing equipment and safety procedures, and trying to make abstract concepts accessible to a diverse group of learners, all while being new to the profession.

There’s a harmful myth that a successful teacher should have it all figured out from the very beginning: classroom management, engaging lessons, student rapport, flawless labs, and perfectly aligned assessments. For science teachers, that myth often includes the expectation to run lab experiments with limited resources, keep up with evolving standards like NGSS, and differentiate instruction for students ranging from reluctant learners to aspiring engineers. In reality, it takes years to develop the skills to balance content mastery, classroom dynamics, and lab safety protocols, and expecting first-year teachers to perform at the level of veterans sets them up for frustration and burnout.

The workload is especially heavy in science classrooms. First-year teachers may be assigned multiple preps, such as biology, chemistry, and environmental science, each with its own curriculum, lab requirements, and pacing guides. Lab setup and cleanup alone can consume hours each week, not to mention sourcing materials, troubleshooting equipment, or modifying experiments for safety and accessibility. Many are also asked to coach, supervise clubs, or lead science fairs, all on top of lesson planning, grading, parent communication, and professional development. It’s no wonder many science teachers find themselves working evenings and weekends just to stay afloat.

On top of this, the emotional and intellectual labor of teaching science is intense. These teachers are expected to ignite scientific thinking, respond to tough questions on the spot, and often correct years of student misconceptions, sometimes in classrooms that lack proper lab space or updated materials. They're also dealing with the same emotional demands as any educator: building relationships, supporting students with social-emotional needs, and managing behavior, often without consistent mentorship or administrative support.

Unfortunately, many first-year science teachers are left to “figure it out” on their own. While some schools offer mentoring programs, they may not pair new science teachers with experienced ones from the same discipline. This can leave new teachers without the content-specific guidance they need, like how to manage a lab safely or how to create authentic scientific investigations with limited equipment. In most professions, beginners are allowed time and space to grow. In teaching, especially science, the expectation too often jumps to expert-level performance from day one.

The impact is clear: many new science teachers burn out early and leave the profession altogether. The field loses enthusiastic, knowledgeable educators not because they aren’t capable, but because they weren’t given a fair chance to succeed. Nearly half of new teachers leave the profession within five years, and science teachers, especially in high-needs schools, often leave even sooner.

This is where Science Outside comes in. Recognizing the unique challenges faced by new science teachers, Science Outside strives to lighten the load by providing ready-to-use case studies and authentic investigations that bring science content to life. These resources are designed not only to meet curricular standards but also to promote critical thinking, collaboration, and engagement without requiring hours of prep time. By offering thoughtfully designed materials, Science Outside helps new teachers focus less on reinventing the wheel and more on building confidence, relationships, and strong instructional practices in their classrooms.

We need to start with realistic expectations and offer real support. First-year science teachers should have access to science-specific mentorship, a manageable workload, and time to observe experienced teachers in action. Schools should provide adequate resources for labs, offer meaningful professional development focused on science pedagogy, and foster a culture where it’s safe to ask for help. Most importantly, we need to value progress over perfection, especially in a subject that demands experimentation, reflection, and revision.

If we want to keep talented, passionate science educators in our schools, we must support them like professionals, not superheroes. It’s time to replace unrealistic expectations with realistic, human ones, because the future of science education depends on it.