How to Help Beginning Teachers Succeed

By Stephen P. Gordon; Susan Maxey | Go to book overview

5
Needs Assessment

When you're a student teacher, if you have a major problem, you have
the cooperating teacher right there to deal with it. You don't really have to
confront the problem. Then when you're thrown out there to teach on
your own and a problem comes up, you're stuck with it. You might have a
student come right up to you and say something vulgar. What are you
supposed to do? And later, how do you deal with their parents?

A BEGINNING TEACHER

The preliminary assessment (see Chapter 3) provides information for a broad, tentative plan for assisting beginning teachers. Once the BTAP is begun, the development team can assess specific needs of beginners and mentors, make revisions in the BTAP, and individualize assistance.


Informal Discussion

Regular opportunities for informal discussion between the mentor and beginning teacher facilitate ongoing assessment of the beginner's needs. Through active listening, the mentor can help clarify concerns or problems the beginner is experiencing. The

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How to Help Beginning Teachers Succeed
Table of contents

Table of contents

  • Title Page i
  • Contents iii
  • 1: The Problem 1
  • 2: The Solution 9
  • 3: Developing an Assistance Program 22
  • 4: Mentors 34
  • 5: Needs Assessment 49
  • 6: Forms of Initial Assistance 58
  • 7: Forms of Ongoing Assistance 66
  • 8: Summative Program Evaluation 86
  • References 95
  • Resources for Practitioners 102
  • Index 108
  • About the Authors 111
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