Teachers Need Teachers: An Induction Program for First Year Bilingual Teachers.

Autor/inn/en	Sosa, Alicia Salinas; Gonzales, Frank
Institution	Intercultural Development Research Association, San Antonio, TX.
Titel	Teachers Need Teachers: An Induction Program for First Year Bilingual Teachers.
Quelle	(1993), (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Beginning Teacher Induction; Bilingual Education; Bilingual Teachers; Elementary School Teachers; Elementary Secondary Education; Hispanic Americans; Limited English Speaking; Mentors; Orientation; Peer Relationship; Program Descriptions; Secondary School Teachers; Teacher Persistence; Teacher Supply and Demand; Vocational Adjustment + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Hispanic; Hispanoamerikaner; Orientierung; Peer-Beziehungen; Lehrerbedarf; Personalanpassung
Abstract	A critical shortage of bilingual teachers exists in Texas. While the Hispanic population has grown at a 39% rate, the number of Hispanic teachers has declined. The Teachers Need Teachers program in San Antonio pairs about 75 new bilingual education teachers with experienced bilingual education teachers, who serve as mentors. Its purpose is to enhance retention of teachers in a critical shortage area, where negative job-related factors such as professional isolation, conflicting philosophies, heavy workload, and lack of access to needed materials cause many teachers to leave their jobs. Special needs identified include direct teacher assistance in implementing bilingual education strategies and practices, assistance in teaching English as a Second Language, assistance in teaching nontraditional students, reduction of job-related stresses, and access to bilingual materials. The program's design is intended to provide support through specific phases of a new teacher's experience, enhancing self-confidence and persistence. Mentor teachers are selected for their experience, competence, and supportive characteristics and are matched by grade level with entry-level teachers. Activities include six training workshops and varied support services (bulletins, instructional materials, mentoring and coaching activities, observations and demonstrations, resource-lending and information-sharing, planning and feedback sessions). Mentor teacher logs have revealed distinct patterns of assistance to new teachers at different times in the semester, and new teacher feedback and behavior have validated the need for and benefits of the support activities. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01