This book provides a framework for critical components every new teacher needs to be successful and feel supported in their first year of teaching. It also serves as a guide for administrators to assure their new teachers are equipped with the tools needed to be successful. Based on interviews with new teachers conducted for this study, we offer recommendations for which resources and activities novices felt were needed to successfully navigate their first year of employment. Their suggestions emphasized the need to create new teacher induction activities and mentoring programs that are based on the specific needs of novice teachers versus veteran teachers. This guide provides critical information for administrators in creating the most positive and supportive educational experience for new teachers on their faculty while also supporting all students within their classrooms.
Sprache
Verlagsort
Verlagsgruppe
Bloomsbury Publishing Plc
Zielgruppe
Illustrationen
4 BW Illustrations, 15 Tables
Maße
Höhe: 235 mm
Breite: 157 mm
Dicke: 10 mm
Gewicht
ISBN-13
978-1-4758-6847-0 (9781475868470)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Klassifikation
Stefanie R. Sorbet is an assistant professor in the College of Education at the University of Central Arkansas. She earned her undergraduate and graduate degrees in elementary education and her doctorate in educational leadership from Southeastern Louisiana University.
Patty Kohler-Evans serves as a professor for the University of Central Arkansas College of Education. She holds degrees in special education and educational administration and has extensive experience as a Central Office Director of Programs for Students with Exceptionalities.
Renee Calhoon serves as Co-Director of the University of Central Arkansas Mashburn Center for Learning. She holds degrees from the University of Central Arkansas and Harding University.
Donna Wake currently serves as a professor for the University of Central Arkansas College of Education. She holds degrees from Temple University, La Salle University, and Hendrix College.
Table of Contents
Voices from the Field
Meetings Teacher's Basic Needs
The Pilot-Data and Research of our Guide in Action
District-Wide and School-Level Policies
Teacher Responsibilities
Positive Classroom Design, Guidance, and Management
Family Involvement
Social and Emotional Needs of New Teachers
Professional Development and Ongoing Support Strategies
Calendar of Support
Suggested supplies for new teachers
Administrator's Checklist for New Teachers
Teacher Toolbox
Appendix
References