The goal of this service is to provide basic teaching tips to inexperienced
teachers; ideas that can be immediately implemented into the classroom.
To provide new ideas in teaching methodologies for all teachers. To
provide a forum for experienced teachers to share their expertise and
tips with colleagues around the world.
BEGINNING TEACHER SUPPORT AND ASSESSMENT
FULL TEXT RESOURCES AND ARTICLES
- APEC Teacher Induction Study: Introduction and Methodology
- Teacher induction programs provide beginning teachers the support
needed during the often difficult transition from preservice education to
actual classroom teaching--from students of teaching to teachers of
students. In Phase I of the APEC (Asia-Pacific Economic Cooperation)
Teacher Preparation and Professional Development Study, members cited
teacher induction as a major area of focus for future studies of education
policy. Although widely perceived to have a positive impact on new
teachers and the education system as a whole, such programs are
relatively new, and members are seeking information with which to
guide, refine, and justify this important endeavor. From Students of
Teaching to Teachers of Students: Teacher Induction Around the Pacific
- Beginning Teachers Programs: Analysis of State Actions During the
- by: Carol B. Furtwengler, Wichita State University. his article reports
the findings from the conduct of a 50- state survey to determine the
status of state requirements and state components of beginning teacher
programs instituted from 1983 to 1992. The article discusses the
implementation of beginning teacher programs during the 1980s reform
movement and describes the methodology used for the study. An analysis of
seven state policy issues derived from an interpretation of the
information about beginning teacher programs is provided, and four
major themes identified in beginning teacher programs are presented.
Appendices include detailed state-by-state information about beginning
teacher programs and an annotated reference list of state materials and
publications related to these programs.
- A Comparison of Beginning and Experienced Teachers' Responses to
- This paper reports a comparative analysis of beginning and experienced
teachers' thinking about teaching subtraction with regrouping and the
role that textbooks play in their deliberations. The teachers were asked
to compare and appraise two contrasting textbook selections dealing with
this topic and to describe how they would teach it. The analysis revealed
both differences and similarities between the experienced and beginning
- Developing the Professional Identity of First-Year Teachers
Through a "Working Alliance"
- by Pamela E. Brott and Lawrence T. Kajs. Mentor-teachers work with
first-year teachers to develop their professional identity as teachers.
Professional identity is a developmental process that can be nurtured
through a "working alliance," a term borrowed from the counseling
profession. The "working alliance" is a collaborative and flexible
relationship used as a forum for learning. The skills of attending and
listening, reflecting and clarifying, and challenging and confronting are
essential to the mentoring experience.
- First Year Teacher's Experience
- by Yoneko Narita. The topic of this paper is a discussion of the unique
needs of beginning teacher, specifically those of EFL (English as a
Foreign Language) teachers and how the profession might meet those
- From Students of Teaching to Teachers of Students: Teacher
Induction Around the Pacific Rim
- APEC (Asia-Pacific Economic Cooperation) is an organization of 18
economies that border the Pacific Ocean. Formed in 1989, APEC aims to
sustain growth, development, and improved living standards in the Asia
Pacific region and the world, and to promote free trade. The APEC Human
Resources Development (HRD) working group is one of ten working
groups that carry out projects in areas like trade, telecommunications,
and marine resource conservation. Specifically, the HRD working group
promotes APEC cooperation in education, training, business management
practices, labor issues, and related policy areas. Within HRD, the
Education Forum is responsible for initiating joint activities in the field
of education. This publication is the result of the second phase of a study
on teacher training and professional development in APEC members,
originally proposed at the first Education Forum meeting in January
1993. Phase I of the study described teacher preparation systems across
APEC members, to identify key issues and challenges for teacher
preparation and professional development, and to identify promising
practices for the future of teacher preparation. The findings are
published in Teacher Preparation and Professional Development in APEC
Members. The findings of Phase II, focusing on policy and practices of
teacher induction in 11 participating APEC members, are presented here.
This report is based on responses by member economies to an exploratory
survey, and the work and coopertq0+Pt± d host reseatGprs who conducted
a series of three case studies.
- Great Expectations: Helpful Hints for Beginning Teachers
- by Jane Bluestein, Ph.D. No one knows better than a first year teacher
that the beginning of the school year bristles with anticipation-and not
just for the kids. The weeks before school are often filled with unsettling
visions: "When the door closes and all those faces are looking up at me,
will I have something to say?" "Will I ever be able to fill all those hours
until lunch?" "What if a parent comes to meet me and can only say,
'You're the teacher?!" "Am I going to be able to keep the vows I made to
myself to treat my students in a fair and loving way?" Most beginning
teachers want to be competent and creative in a classroom where students
are inquisitive and on task. They envision themselves as flexible and fun,
enjoying their job, respected by parents, and looked upon as a valuable
addition by their school staff. These are great expectations-and important
ones. This article suggests that it is also important not to let your
expectations put undue pressure on you! Provided are suggestions to turn
your beginning teacher's dreams into achievable goals.
- Linguistic Coaching: Helping Beginning Teachers Defeat
- by Paul F. Caccia. A new slant on coaching--which focuses on
partnership, open dialogue, and continuous learning--helps novices
through those particularly challenging first days. It also helps seasoned
teachers improve their performance. A novice teacher starts the school
year full of enthusiasm and ambition. A few months, or even weeks, later
that same teacher has sunk into discouragement about ever becoming
successful in the profession. In developing this system of conversational
analysis and communication (Flores 1982, Flores and Winogrand 1986),
Fernando Flores drew on the Theory of Speech Acts pioneered by
philosopher John Austin (1962) and later refined by his student John
Searle (1969, 1979). The premise underlying their work is that all
speaking and listening can be categorized as some kind of action--stating,
promising, requesting, asserting, declaring, deciding, replying--in
which the speaker makes a commitment with the listener.
- Looking at the Process of Mentoring for Beginning Teachers
- by Lawrence T. Kajs et al. This article suggests that the national trend in
the United States is to provide first-year teachers with mentors. This is
especially true with first-year teachers in the Alternative Certification
Program (ACP). On-the-job nurturing and support by mentors can
accelerate success and effectiveness among beginning teachers as well as
prevent some of them from dropping out of the teaching profession.
Because of its importance, campus/district administrators and university
educators need to examine the elements of a successful mentoring
program. Elements include the development of a viable relationship
between beginning teacher and mentor, the assignment of a mentor who
possesses specific knowledge and skills, and the use of an accountability
system. Mentoring programs may wish to adopt the support team approach
to the mentoring process, providing opportunities for beginning teachers
to work with a group of individuals instead of one person
The NAAC Journal Online
- The National Association of Alternative Certification (NAAC) Journal
Online. The NAAC Journal Online will continuously add articles of interest
to researchers, practitioners, and policymakers on the topic of
alternative teacher and administrator certification.
- Networks: An On-Line Journal For Teacher Research
- from the Ontario Institute of Studies in Education, University of Toronto.
This on-line journal is dedicated to teacher research. With the help of
readers and writers, this journal aims to provide a forum for teachers'
voices, a place where teachers working in classrooms, from pre-school to
university, can share their experiences and learn from each other. Join
us as we embark on this exciting new venture! Share your classroom
research with colleagues from around the world. In each issue, you will
find feature-length articles, as well as short reports of work-in
progress, book reviews, and discussions on current issues in teacher
research. We welcome submissions on a wide variety of topics related to
classroom research including: curriculum, methodology, ethics,
collaboration, and community.
- Rethinking School Online: An Urban Educational Journal
- Rethinking Schools is a nonprofit, independent publisher of educational
materials. They advocate the reform of elementary and secondary
education, with a strong emphasis on issues of equity and social justice.
- San Diego County Office of Education Notes from Research on
Beginning Teacher Support
- Decades ago, conventional wisdom among administrators dictated that
"good teachers are born and not taught," and "we should hire good teachers
and then let them teach." Professional development needs of new teachers
were seldom acknowledged by previous generations of educators who
believed that "good teachers will develop skills through experience."
Fortunately, these attitudes and practices generally reflect the past, as
new teacher induction needs are being recognized by the California
Legislature, university teacher preparation programs, and individual
- The Standards: What Teachers Should Know and Be Able to Do
- The National Board for Professional Teaching Standards is developing
advanced standards for teachers in more than 30 certification fields. We
already have developed standards in 21 fields. These certificates -- and
the standards on which they are based -- are structured around student
developmental levels (early childhood, middle childhood, early
adolescence, adolescence and young adulthood) as well as by subject area.
Standards grow out of the National Board's central policy statement, What
Teachers Should Know and Be Able to Do. This statement describes a vision
of teaching based on five core propositions, which outline what the
National Board values and believes should be honored in teaching.
- Teacher Induction in an Era of Educational Reform: The Case of New
- by Jay Moskowitz and Shelley Kennedy. From Students of Teaching to
Teachers of Students: Teacher Induction Around the Pacific Rim -
- Teacher Mentoring: A Critical Review
- by: Sharon Feiman-Nemser. Mentoring is a critical topic in education
today and a favored strategy in U.S. policy initiatives focused on teacher
induction. Besides creating new career opportunities for veteran
teachers, assigning mentors to work with beginning teachers represents
an improvement over the abrupt and unassisted entry into teaching that
characterizes the experience of many novices. Still, the promise of
mentoring goes beyond helping novices survive their first year of
teaching. If mentoring is to function as a strategy of reform, it must be
linked to a vision of good teaching, guided by an understanding of teacher
learning, and supported by a professional culture that favors
collaboration and inquiry. This Digest examines the spread of mentoring
in the United States, obstacles to realizing the potential of mentoring as a
vehicle of reform, needed research, and selected issues of policy and
- Teacher Quality: A Report on the Preparation and Qualifications of
Public School Teachers
- from the National Center For Education Statistics. In his 1997 State of
the Union Address, President Clinton issued a "Call to Action" that
included as a priority improving the quality of teachers in every
American classroom. President Clinton's speech reflects growing concern
over the condition of education and the nation's need for excellent
teachers. In response to these concerns and expectations, this study,
undertaken by the National Center for Education Statistics (NCES)
provides a profile of the quality of the nation's teachers.
- What Matters Most: Teaching For America's Future
- This report from the National Commission on Teaching and America's
Future offers what they believe is the single most important strategy for
achieving America's educational goals: A blueprint for recruiting,
preparing, and supporting excellent teachers in all of America's schools.
The plan is aimed at ensuring that all communities have teachers with the
knowledge and skills they need to teach so that all children can learn, and
all school systems are organized to support teachers in this work. A
caring, competent, and qualified teacher for every child is the most
important ingredient in education reform.
ABSTRACTS FROM THE ERIC DATABASE
ON BEGINNING TEACHERS AND INDUCTION
- Please use AskERIC's no-cost, public access site to search the ERIC
Database for the abstracts on BEGINNING TEACHERS, TEACHER INDUCTION,
TEACHER EDUCATION, MENTORING, etc. Simply enter the title, phrase, or
word you are looking for in the ERIC Search Engine and it will bring up a
list of abstracts for you. For searching instructions click here.
- Below is a sampling of the abstracts that are posted in the ERIC Database
on Beginning Teaching, Beginning Teachers and Teacher Induction.
- An Evaluation of the Rationale for Required Teacher Education:
Beginning Teachers with and without Teacher Preparation
- Author: Haberman, Martin
- Beginning Teacher and Mentor Relationships
- Author: Gratch, Amy
- Beginning Teacher Induction: Five Dilemmas
- Author: Hall, Gene E.; and others.
- Beginning Teacher Induction Programs: The Role of the Principal
- Author: Brock, Barbara L.; Grady, Marilyn L.
- Careful Planning or Serendipity? Promoting Well-Being through
- Author: Scott, Neil H.
- Coaching Beginning Teachers
- Author: Veenman, Simon; de Laat, Hanneke; Staring, Corine
- A Collaborative Model for Teacher Induction
- Author: Blair-Larsen, Susan M.; Bercik, Janet T.
- Critical Issues in Mentoring and Mentoring Program for Beginning
- Author: Ganser, Tom; and others.
- Dodging Bullets and BMWs: Two Tales of Teacher Induction
- Author: Shepston, Therese J. Kiley; Jensen, Rita A.
- From Students of Teaching to Teachers of Students: Teacher
Induction around the Pacific Rim
- Author: Moskowitz, Jay, Ed.; Stephens, Maria, Ed.
- Heaven or Hell? The Teaching Environment of Beginning Teachers
- Author: Bobbitt, Sharon A.
- Increasing the Success of First Year Teachers: A Synthesis of Three
- Author: Breeding, MaLesa; Whitworth, Jerry
- Induction Practices at the District Level: Fact or Fiction
- Author: Wideen, Marvin F.; McNally, Gregory W.
- Institutions of Higher Education Involvement in Beginning Teacher
Induction: The State of Current Practice
- Author: Johnston, John M.; Kay, Richard
- Mentoring the Beginning Teacher: A Study of Influencing Variables
- Author: Looney, Joann
- New/Returning Teachers: A Perspective of Their Induction Year
- Author: Bercik, Janet T.; Blair-Larsen, Susan
- New Teacher Induction: A Study of Selected New Teacher Induction
Models and Common Practices
- Author: Robinson, Gary W.
- Off to a Good Start: Report on the 1997-98 Beginning Teacher
Induction Program in New Brunswick
- Author: Scott, Neil H.
- On Becoming a Teacher: "They Just Gave Me a Key and Said, 'Good
- Author: Camp, William G.; Heath-Camp, Betty
- The Performance Assessment System: A Portfolio Assessment Model
for Evaluating Beginning Teachers
- Author: Oakley, Karla
- Preventing Attrition through Teacher Induction and Mentoring
[and] Entry-Year Induction Programs and Practices: A
Bibliography. Information on Personnel Supply and Demand.
- Author: Smith-Davis, Judy; Cohen, Mary
- Professional Behaviors for the Beginning Teacher
- Author: Morehead, Michael A.
- Promoting Beginning Teachers' Success in Teaching Linguistically
Diverse Students: A Synthesis of Relevant Knowledge and Practice
- Author: Dianda, Marcie
- A Research-Based Staff Development Program for Beginning
- Author: Huling-Austin, Leslie; And Others
- Research on the Beginning Teacher: Implications for Teacher
- Author: Johnston, John M.; Ryan, Kevin
- "The Right Stuff": Essential Elements for Structuring an Induction
- Author: Zimpher, Nancy L.; And Others
- Strengthening the Team: An Inclusive Model of University/School
District Support for Novice Teachers
- Author: Klug, Beverly J.; Salzman, Stephanie A.
- Support for the Common Good: Beginning Teachers, Social Justice
Education, and School-University Partnerships
- Author: Cantor, James S.
- A Synthesis of Research on Teacher Induction Programs and
- Author: Huling-Austin, Leslie
- Teacher Induction: Implications of Recent Research for Educational
- Author: Dinham, Steve
- The Transition Into Teaching: The Problems of Beginning Teachers
and Programs to Solve Them. Summary Report.
- Author: McDonald, Frederick J.;Elias, Patricia
- Using Mentors to Increase New Teacher Retention: The Mentor
Teacher Induction Project
- Author: Brown, James G.; Wambach, Cecelia
ELECTRONIC DISCUSSION FORUM ON
BEGINNING TEACHER SUPPORT AND ASSESSMENT
- Live meetings, events and chats for new and seasoned teachers. Well
worth making a visit to explore the world of internet chat presented in a
- Beginning Teachers ChatBoard
- Beginning Teachers ChatBoard. This discussion forum will serve new
teachers as they dialogue about their endeavors to become "seasoned"
professionals. The teaching stories you will share, the colleagues you
will meet, and the advice you will give and receive, will all stand to
confirm the excitement shared by teachers virtually everywhere.
- The Teachers.Net Chatboard Network
- The Teachers.Net Chatboard Network brings together hundreds of
thousands of educators in an enviroment specially designed to foster peer
support and development. Take advantage of this incredible panel of
experts and friends. Provided by Teacher.Net website.
RESOURCES FOR BEGINNING TEACHERS
- Education Index - An annotated guide to
education-related sites on the Web.
- Education World - Award winning K-12
educators resource site.
- TeachersNet - An extensive online resource
for teachers of all experience levels.
- Educators Net - Over 6000 reviewed
- StudyWeb - A comprehensive index
reviewing educational and reference Web
AVAILABLE BOOKS FOR NEW TEACHERS
Becoming a Teacher: A Practical and Political School Survival Guide, by
Robin Grusko and Judy Kramer. This is an insightful guide for new
teachers about to take the plunge into the real world of teaching.
ERIC/EDINFO, fax (1-812-331-2776) or e-mail email@example.com.
The Beginning Teacher's Manual, a book full of advice and ideas for new
teachers on all the things a new teacher has to master in the first few
weeks, like classroom discipline. Available from NSDC. See NSDC info
under "Organizations" elsewhere on this site.
The First Days of School: How to Be an Effective Teacher, by Harry Wong,
352 pages available from Harry K. Wong Publications, Sunnyvale, CA Fax
Handbook of Skills Essential to Beginning Teachers, M. Goethals & R.
Howard, (1985). Lanham. MD; University Press of America.
Keys to the Classroom, is a great teacher guide for the first month of
school. Includes setting the learning environment, establishing daily
routines, sample letters in English & Spanish and activities & songs in
English & Spanish. Paperback available from Corwin Press, e-mail:
The New Elementary Teacher's Handbook, this seems to deal with just
about everything from maintaining discipline to organizational ideas, and
assessment. Paperback available from Corwin Press, e-mail,
New Teachers Helping New Teachers: Preservice Peer Coaching, a book,
- URL: <http://www.indiana.edu/~eric_rec/bks/newteach.html>
New Teacher's Survival Guide, by a new teacher. Includes traits of
effective teachers, dealing with discipline, getting a job, picking a
- URL: <http://www.dun.org/sulan/teacher/default.htm>
Profile of a Beginning Teacher, by American Association. of Colleges for
Teacher Educucation. Lists desired teacher characteristics.
Time-Saving Tips For Teachers. A book to help teachers to become more
efficient in their use of time for communications, planning, assessment,
etc. How to maximize help by volunteers, subs, and parents. Paperback
available from Corwin Press, e mail, firstname.lastname@example.org
- If You Could Recommend One Book For a Beginning Teacher, What
Would It Be?
- This site provides a list of books that were suggested in response to the
above question. Each title includeds a link to Amazon.com to provide more
information or how to order the book.
Copyright © 1999, 2000, 2001, 2002, 2003, 2004, 2005 by Michael Genzuk. All rights reserved.