Supporting New Teachers
NCTE INBOX 8-6-13
A recent post from Edudemic, "27 Tips for Mentoring New Teachers," presents ways in which teachers, mentors, and administrators can all work together to help each of those parties have a successful school year. I was lucky to teach in a district that prioritizes professional development and encourages mentoring. These things helped me to be successful in the classroom and stay with the profession. What can we do to help others who are new to our profession? -- Lisa Storm Fink, ReadWriteThink
NCTE recognizes the importance of taking a holistic approach to preparing, inducting, and retaining English language arts teachers, and offers a variety of resources to help those involved in the training and support of beginning teachers.
The blog post "What Does It Take to Become a Better Teacher?" from the Literacy in Learning Exchange shares resources and support to help teachers improve their literacy instruction and collaborate with others around problems of practice.
An effective mentor program matters a great deal. Such a program must focus consistently on professional development, extend the work begun at the university, and connect newcomers to a professional learning community, suggests this article from English Journal.
It's reported that one third to one half of new teachers leave the profession within five years. By focusing on innovative ways to support graduates even after they enter the teaching field, successful teacher ed programs may be able to combat this trend.
Supporting Beginning English Teachers: Research and Implications for Teacher Induction (read the sample chapter) shares the results of a study of beginning and veteran English teachers to determine why new teachers leave within the first few years of teaching and how to retain new teachers.
Author Susan Spangler says mentors need to be aware of some key factors that motivate us all. She offers for facilitating the growth of prospective teachers in a way that is humane, logical, and effective in "Finding the Golden Mean: Mentors and Student Teachers Working for Success."
The results of a seven-year research study identify the challenges new teachers face and how all concerned can help keep new teachers in the profession: Tensions and Triumphs in the Early Years of Teaching: Real-World Findings and Advice for Supporting New Teachers.
How do beginning teachers feel? In "Meeting the Challenge: Beginning English Teachers Reflect on Their First Year" these folks share their first-year experiences and new secondary teachers (and their college methods professor) describe the importance of reflective teaching practice for professional development.
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