From First Year to First Rate

by Brock, Barbara L.; Grady, Marilyn L.

• ISBN13: 9780803964198
• ISBN10: 0803964196
• Format: Paperback
• Copyright: 1997-05-01
• Publisher: Corwin Pr

Summary

This book is a guide for administrators on how to implement a year-long induction programme for new teachers. The following methods are provided to: cut teacher attrition rates; improve continuity for students; minimize interruptions to school programmes; and enhance the overall quality of teaching.

Table of Contents

Acknowledgments	p. ix
About the Authors	p. xi
Introduction	p. 1
Understanding the Beginning Teacher	p. 5
The Mature Beginner	p. 8
Alternative Certification	p. 9
Beginning Teachers From Minority Groups	p. 11
Reentry to Teaching	p. 12
Experienced Teachers in a New School	p. 13
Summary	p. 15
Helping Beginning Teachers Face Problems and Barriers	p. 17
Reality Shock	p. 17
Theoretical Knowledge Base	p. 18
Administrators and Expectations	p. 19
Isolation	p. 21
New Kid on the Block	p. 21
Classroom Dilemmas	p. 22
Addressing Differing Student Needs	p. 23
Assessment	p. 24
Setup for Failure	p. 24
Inferior Working Conditions	p. 25
Are You Old Enough to Be a Teacher?	p. 26
Nonpublic Schools	p. 27
Rural Schools	p. 28
Overwhelmed	p. 28
Summary	p. 29
Acclimating the Beginning Teacher	p. 31
The Strength of School Cultures	p. 31
Socializing the Beginning Teacher	p. 39
Summary	p. 41
Working With Beginning Teachers: The Role of the Principal	p. 43
The Power of the Principal	p. 44
The Leadership of the Principal	p. 44
Why Should Principals Work With Beginning Teachers?	p. 46
What Expectations Do Principals Have?	p. 47
What Is the Principal's Role With Beginning Teachers?	p. 48
What Problems Are Within the Control of the Principal?	p. 49
Formative and Summative Evaluation	p. 53
Support for the Principal	p. 53
How Do Principals Find the Time to Help?	p. 54
Assessing Time Spent	p. 54
Taking Charge of Your Time	p. 55
Summary	p. 56
Starting Orientation Before the School Year Begins	p. 57
The Orientation Phase	p. 57
Orientation Meetings: Setting the Stage	p. 59
The Role of the Principal in Orientation	p. 62
Summary	p. 64
Developing a Good Induction Program	p. 65
What Is Developmental Induction?	p. 65
Organizational Structure	p. 69
Program Delivery	p. 70
Summary	p. 75
Building a Teacher-Mentor Support Team	p. 77
Where Did the Idea of Mentors Originate?	p. 78
How Do We Know That Mentoring Works?	p. 78
What Are the Benefits of Mentorships?	p. 79
Beginning a Teacher-Mentor Program	p. 79
The Needs of New Teachers	p. 81
The Framework of a Mentor Program	p. 82
What Are the Requirements for a Mentor?	p. 82
Matching Mentors With Entry-Year Teachers	p. 84
The Process of Mentoring	p. 85
How Should Mentors Be Oriented?	p. 86
Training of Mentors	p. 86
Diagnosing Problems	p. 87
Conferencing With Beginners	p. 88
The Role of Other Faculty	p. 89
Administrative Support	p. 90
University Consultants	p. 92
Program Evaluation	p. 92
Summary	p. 92
Helping Beginning Teachers With Common Problems	p. 95
Helping With Specific Problems	p. 97
The Principal's Role	p. 98
The Teacher's Role-And Ways the Principal Can Help	p. 99
Summary	p. 110
Measuring Induction Program Success	p. 111
Needs Assessment	p. 111
Goals	p. 112
Year-End Evaluation	p. 113
Principals' Self-Assessments	p. 114
Summary	p. 114
Integrating Induction and Career-Long Development	p. 119
Development That Spans a Teaching Career	p. 120
Strategies for Adult Learners	p. 121
Meeting the Needs of the Developing Adult	p. 123
When Reflection and Renewal Diminish	p. 130
Fostering a Culture for Growth	p. 130
A Model for Continuous Development	p. 133
A Model for Continuous Learning	p. 134
Summary	p. 135
References	p. 137
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