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From First-Year to First-Rate
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From First-Year to First-Rate
Principals Guiding Beginning Teachers

Third Edition


January 2007 | 160 pages | Corwin
Praise for the Second Edition:'Finally, a book that is realistic and provides superb assistance. A must for every principal.'ùRonald Jockel, Executive Director, Phi Delta Kappa International'Compelling rationale and practical steps for developing a firstûyear teacher induction program.'ùLinda L. Lyman, Associate Professor, Department of Educational Leadership and Human Development, Bradley UniversityHelp new teachers be the best they can be!Beginning teachers are often filled with selfûdoubt and questions regarding school culture and principals' expectations. From FirstûYear to First-Rate: Principals Guiding Beginning Teachers, Third Edition helps you answer teachers' questions and gain strategies to prevent the isolation that many new instructors experience.Updated to meet the challenges facing new teachers today, this revision of the bestseller helps administrators develop a firstûyear induction plan to help teachers succeed. This vital resource provides:Ideas for initial orientationStrategies for measuring program successA greater focus on practical applications for the classroom You hold the key to the professional development of your teachers. Use it to unlock their potential for growth!
 
Acknowledgments
 
About the Authors
 
Introduction
 
1. Understanding the Beginning Teacher
The Mature Beginner

 
Alternative Certification

 
Beginning Teachers From Minority Groups

 
Reentry to Teaching

 
Experienced Teachers in a New School

 
Summary

 
 
2. Helping Beginning Teachers Face Problems and Barriers
Reality Shock

 
Theoretical Knowledge Base

 
Administrators and Expectations

 
Isolation

 
New Kid on the Block

 
Classroom Dilemmas

 
Addressing Differing Student Needs

 
Assessment

 
Setup for Failure

 
Inferior Working Conditions

 
Are You Old Enough to Be a Teacher?

 
Nonpublic Schools

 
Rural Schools

 
Overwhelmed

 
Summary

 
 
3. Acclimating the Beginning Teacher
The Strength of School Cultures

 
Socializing the Beginning Teacher

 
Summary

 
 
4. Working With Beginning Teachers: The Role of the Principal
The Power of the Principal

 
The Leadership of the Principal

 
Why Should Principals Work With Beginning Teachers?

 
What Expectations Do Principals Have?

 
What Is the Principal's Role With Beginning Teachers?

 
What Problems Are Within the Control of the Principal?

 
Formative and Summative Evaluation

 
Support for the Principal

 
How Do Principals Find the Time to Help?

 
Assessing Time Spent

 
Taking Charge of Your Time

 
Summary

 
 
5. Starting Orientation Before the School Year Begins
The Orientation Phase

 
Orientation Meetings: Setting the Stage

 
The Role of the Principal in Orientation

 
Summary

 
 
6. Developing a Good Induction Program
What Is Developmental Induction?

 
Organizational Structure

 
Program Delivery

 
Summary

 
 
7. Building a Teacher-Mentor Support Team
Where Did the Idea of Mentors Originate?

 
How Do We Know That Mentoring Works?

 
What Are the Benefits of Mentorships?

 
Beginning a Teacher-Mentor Program

 
The Needs of New Teachers

 
The Framework of a Mentor Program

 
What Are the Requirements for a Mentor?

 
Matching Mentors With Entry-Year Teachers

 
The Process of Mentoring

 
How Should Mentors Be Oriented?

 
Training of Mentors

 
Diagnosing Problems

 
Conferencing With Beginners

 
The Role of Other Faculty

 
Administrative Support

 
University Consultants

 
Program Evaluation

 
Summary

 
 
8. Helping Beginning Teachers With Common Problems
Helping With Specific Problems

 
The Principal's Role

 
The Teacher's Role--And Ways the Principal Can Help

 
Summary

 
 
9. Measuring Induction Program Success
Needs Assessment

 
Goals

 
Year-End Evaluation

 
Principals' Self Assessments

 
Summary

 
 
10. Integrating Induction and Career-Long Development
Development That Spans a Teaching Career

 
Strategies for Adult Learners

 
Meeting the Needs of the Developing Adult

 
When Reflection and Renewal Diminish

 
Fostering a Culture for Growth

 
A Model for Continuous Development

 
A Model for Continuous Learning

 
Summary

 
 
References

"Provides a timely and significant update to the field of new teacher induction, an accurate portait of first-year teachers and their diverse set of needs, and ways principals can support new teachers so they emerge as strong, capable professionals."

Greg Chatlain, Superintendent of Education
Greater Saskatoon Catholic Schools, Saskatchewan, Canada

Sample Materials & Chapters

Introduction

Chapter 1


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ISBN: 9781412916035