A Better Beginning: Supporting and Mentoring New Teachers by Marge Scherer

By Marge Scherer

How do we aid new academics reach the study room? Given excessive attrition premiums and lengthening instructor shortages, attracting new lecturers and assisting them thrive are one of the most vital demanding situations that colleges face.

This e-book lays out the basics for aiding new lecturers reach the colleges of the following century: What Do New academics Need?; growing an Induction software; Making Mentoring significant; making plans complete instructor aid; bettering guideline and conversation; and hearing academics.

Each part gains considerate chapters from academic leaders. together with her colleagues, Sharon Feiman-Nemser, Professor of instructor schooling at Michigan nation collage, outlines how most sensible to strengthen pros instead of easily induct new lecturers into the career. Ellen Moir, from the recent instructor middle on the collage of California, Santa Cruz, explains the levels that first-year academics more often than not endure. And English instructor Lisa Renard indicates how new academics can take a favorable, proactive method of their early expert years. The anthology bargains perspectives and views of these whose task descriptions contain the word mentor of latest lecturers.

From the way to trainer for competency to how one can hold dedication and exuberance, ''A larger starting: assisting and Mentoring New Teachers'' offers veteran and new academics clean insights into most sensible practices and courses for tomorrow's academics.

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Additional info for A Better Beginning: Supporting and Mentoring New Teachers

Sample text

F irst-year teaching is a difficult challenge. Equally challenging is determining how to assist beginning teachers as they enter the profession. Since 1988, the Santa Cruz New Teacher Project, a 16-district consortium led by the University of California, Santa Cruz, has been supporting the efforts of new teachers. After working with nearly 1,500 new teachers, my colleagues and I have noted a number of developmental phases. Although not every new teacher goes through this exact sequence, understanding these phases is useful to educators who support new teachers, including administrators, teacher education faculty, and other support personnel.

Funded as a teacher mentor through staff development in 1994–96, I had release time to research mentoring programs and mentor first- and second-year teachers in my building. Currently, I serve half-time as the site coordinator for the district Beginning Teacher Mentor Program; in the other half, I teach three junior high language arts classes. Every first-year teacher in our school district is assigned a master teacher mentor by the building principal. Mentors work with their assigned new teachers for two years (for a job description, see Figure 1).

This breathing space gives new teachers time for reflection and a chance to gain perspective. Most of all, it provides hope. Putting past problems behind them, new teachers return to school rested and reinvigorated. They now have a better understanding of the system, more acceptance of the realities of teaching, and a sense of accomplishment at having made it through the first, and hardest, part of the school year. Although still months away, the end of school becomes a beacon of hope. By now, new teachers have also gained confidence and better coping skills to prevent or manage problems that they will encounter.

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