All Shanghai beginners work with two differentkinds of mentors. To learn about the assistance theyreceived, we asked teachers about their interactions with their colleagues andtheir principals. As foraccountability, I think well find that most of the rewards will go to affluentschools. For examples, see Brockand Grady 2001 ; Darling-Hammond, Berry, Haselkorn, and Fideler l999 ; Donaldson andPoon l999 ; Fideler and Haselkorn l999 ; National Commission on Teaching and AmericasFuture l996 ; Odell and Huling 2000 ; Portner 2001 ; and Villani 2002. And fine-tuning their skills has added value to their professional resumes. Teachers in urban schools report being leastsatisfied by access to teaching resources and control over curriculum and ped-agogy Claycomb, 2000. Mentoring and supporting new teachers Issue brief.
The statistics about out-of-field teaching are shocking. We have an understanding that a lot of those pieces are missing and they need to be developed for that first-year teacher, so we try to be sensitive to that and support people and get those pieces in place. Understanding school organization and participating in the school community. The United States is saying to its educators that they arenot really important. The school district may pre-fer to select an outside expert or develop its own training program. But principals at least have the responsibility of evaluating new teach-ers and fostering workplace conditions that support their development.
Both starting salaries and top salaries need to be higher. As second-year teacher AmyDePew commented, This program sets teachers up for success, not failure. The school boards sup-port, for example, became a tangible asset when questions arose about fundingthe stipends and the additional day of orientation. Orient New Teachers Our half-day orientation session for new staff members focused only oncrucial, need-to-know information about the schools, the district, the com-munity, and, most important, the first week of school. High-quality urban school teachers: What they need to enter andto remain in hard-to-staff schools. Note: This is an electronic product, available for download only. For example,teachers discuss the first week of school, classroom management, sports, thehistory of the school, and cultural differences.
That relationship takes us a long way. Turn ownership of learning over to the learners in study groups. Among the most popular pro-grams that they suggested is the weekly newsletter profile of the Teacher of theWeek. Of the 180 teachers who participated, 33 are no longer work-ing in the system. Diverse Activities Within Programs In each of these settings, induction involves a wide range of activities. To answer them, many of the authors in this book have surveyed fellow educators to find out which practices and policies are most beneficial and practical to implement in schools. More than 99 percent of the new teach-ers who have participated in the districts induction program have successfullycompleted state teacher certification requirements.
How serious a problem is out-of-field teaching? As oneof the committee members, Mike Kamionka, notes, the peer consultants playa valuable role: This program places a great portion of teacher evaluation inthe hands of these practicing master teachers. The attendance ratehas improved from a little over 90 percent to 96 percent. Assessing pupil work and learning. What reasons do teachers cite for leaving their positions? For example, JohnSchacter reports on the Milken Family Foundations Teacher AdvancementProgram, a comprehensive reform based on rewarding teachers for perform-ance. Laura had been assigned to work with a cluster of 7th grade teachers whoserved 110 students. The book is divided into five sections:.
Improving teaching quality: Issues and policies. The school community also tackled the reading issue from multiple direc-tions, putting into place a reading lab and a reading-across-the-curriculumprogram and hiring a reading coach for the content teachers. Match Mentors with New Staff Near the beginning of the next school year, the steering committee metagain to match new staff members with mentors. Facilitating a Supportive School Context Of all the efforts effective principals undertake to support new teachers,building and sustaining a supportive school culture may be the most elusive. For the mostpart, the activities are closely connected to practice. The book is divided into five sections:.
Edward Britton phone:650-381-6416; e-mail: tbritto wested. States respond quickly by developingand implementing new incentive and training programs to attract more teach-ers to the profession. New teachers are welcomed and initiated with various degrees of cere-mony, and they experience a wide variety of formal or informal proceduresintended to help them meet the challenges of this beginning. Get Administrators on Board First, I approached key administratorsthe superintendent and princi-pals of the districts two schoolswith my idea. He had come to teaching after 30 years asa lawyer, having recently earned a masters degree and teaching certificatefrom a traditional teacher education program. These schools, or sub-units within schools, encouraged ongoing professional exchange across expe-rience levels and sustained support and development for all teachers. If everything goes well, the new teacherwill eventually become a full and contributing member of the staff.
But she just didnt have the time tocome in and observe me and really talk with me practically about the thingsthat I could do in here. Im talk-ing about the involvement of teachers in the life of their schools, theircommunities, their kids, and the decisions about curriculum. Journal of Latinos and Education, 6 1 , forthcoming January 2007. Only through experiencing the complexity of the classroomdoes a teacher learn. But promis-ing teachers and experts are learning each year. Our two full-time consultants are master teachers who have been releasedfrom classroom responsibilities for at least three years and work with 15 to 20 teachers who are at any stage of their careers. Retaining Quality TeachersResearchers have compared the teaching profession to a revolving door U.
The current cohort of new teachers includes both the 22-year-oldsentering teaching as a first career, and the midcareer switchers who have leftwhat they found to be unfulfilling work in such careers as sales, law, or engi-neering. Another mentor helps a beginner learn to take on the diverseduties of a class director. More than 80 per-cent of students last year passed all 11 of the states standardized exit exams, IntroductionAchieving Staying Power Marge Scherer KeepingGoodTeachers pages. Teachers have participated in symposiums on teach-ing high school youth and on teaching reading to an immigrant population. National Commission on Teaching and Americas Future.
Teacher turnover and teacher quality: The recurring myth ofteacher shortages. His observa-tions of extraordinary teachers had profound implications for teacher training. Know Why, Know How, Know Whom: Stepping-Stones to Success for Second-Career Teachers— by Gail A. Cambridge: Harvard Educational Review, 1999, pp. Teacher turnover can also undermine schools efforts to implementreforms; successful school reform requires sustained and shared commitmentby school staff.