Novice Teachers: Meeting the Challenge

Autor/in	Martin, Patricia
Titel	Novice Teachers: Meeting the Challenge
Quelle	In: Principal, 88 (2008) 2, S.42-44 (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-6062
Schlagwörter	Mentors; Teacher Persistence; Beginning Teachers; Principals; Teacher Competencies; Beginning Teacher Induction; Administrator Role; Faculty Development; Released Time; Standards; Formative Evaluation; Teacher Evaluation; Cost Effectiveness + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Principal; Schulleiter; Lehrkunst; Arbeitsfreistellung; Standard; Teacher appraisal; Lehrerbeurteilung; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken
Abstract	Seasoned principals know that when veteran teachers are replaced by large numbers of teachers new to the profession, student achievement levels are threatened. The influx of new teachers, coupled with consistently high rate of teacher attrition, creates challenges for principals who have the responsibility of bringing new teachers up the experience curve as efficiently as possible. Responding to the conviction that effective mentoring of new teachers will boost their performance and that of their students, 30 states now require some form of teacher mentoring. In this article, the author describes the New Teacher Induction Model, a model teacher induction program developed by the New Teacher Center (NTC) at the University of California, Santa Cruz. Adopted by schools and districts from Alaska to Ohio, the model has significantly improved the effectiveness and productivity of second-year teachers. Elements of the NTC induction model include: (1) Supportive engagement of the principal; (2) Mentor selection based on a formal application and review process; (3) Well-defined and continuous training for mentors; (4) Mentor release from full-time classroom duties for one to three years; (5) Formally scheduled weekly mentoring support for two years; (6) Professional standards to provide a clear vision of best practice goals and provide a mentoring framework; (7) Comprehensive formative assessment to guide the evaluation of a new teacher's work; (8) Matching mentor and new teacher grade-level and subject area background; and (9 Ensuring that teacher instructional priorities align with those of school administrators and the community. The author also discusses the costs and benefits of a high-quality mentoring program. (Contains 2 online resources.) (ERIC).
Anmerkungen	National Association of Elementary School Principals (NAESP). 1615 Duke Street, Alexandria, VA 22314. Tel: 800-386-2377; Tel: 703-684-3345; Fax: 800-396-2377; e-mail: naesp@naesp.org; Web site: http://www.naesp.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10