How to Help Beginning Teachers Succeed

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

6
Forms of Initial Assistance

They just gave us our books and said, [Here you go.]

—A BEGINNING TEACHER WHO WAS NOT GIVEN AN ORIENTATION

They went through the manual with us, instead of just throwing it at us
and saying, [Here you are.] It really helped.

—A BEGINNING TEACHER WHO WAS GIVEN AN ORIENTATION

The initial assistance provided beginners is an important part of the foundation upon which their careers will be set. Although not part of a BTAP, three items must be addressed before beginning teachers arrive if they are to have any real chance for success. Initial assistance to these teachers includes aspects of teaching assignment, workload, and work environment.

Appropriate placement within the district is vital for beginners. New teachers are often given large numbers of students and the hardest teaching assignments. Large, urban districts often place the newest teachers in the most challenging schools and classrooms. When they fail to reach students within this system, beginning teachers suffer from a sense of defeat and receive a huge blow to their self-confidence (Colbert & Wolff, 1992).

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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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