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WHAT'S NEW - NOVEMBER 2001
Nominating a teacher is an ‘excellent’ idea.
INFORMATION OF INTEREST TO BEGINNING TEACHERS
The theme for this month will be of interest to beginning teachers.
This site makes available scholarly information, practical guidance, and useful tips to support new teachers, both in and out of the classroom.
The first two sections collate information from books and peer reviewed articles.
The last section identifies several weblinks related to the topic.
WATCH FOR THE FOLLOWING TOPICS IN UPCOMING MONTHS:
Classroom Management (Managing the Learning Environment) in December
Teaching Quality in January
Teacher Professionalism in February
Ethics and Law in Teaching in March
ISSUES AND CONCERNS OF BEGINNING TEACHERS
JOURNAL ARTICLES
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Breaking through the isolation: Mentoring beginning teachers. |
| Source: |
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Journal of Adolescent & Adult Literacy. (2000). Vol 44. Issue 2, pages 152-164. |
| Author(s): |
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Boreen, Jean.; Niday, Donna. |
| Abstract: |
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This journal article presents information on two case studies which focus on mentoring novice teachers.
The article also includes analysis of mentoring by veteran teachers; details on peer mentoring, and a discussion on mentoring strategies. |
| ISSN: |
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1081-3004 |
| Title: |
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Programs in practice: Teachers mentoring—benefits all around. |
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Kappa Delta Pi Record. (2000). Vol 36. Issue 3, pages 134-136. |
| Author(s): |
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David, Tom. |
| Abstract: |
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This journal article describes a beginning teacher mentoring in which veteran teachers serve as coaches, confidants, role models, and friends to all new teachers
in the district (experienced or not).
These relationships benefit everyone involved.
The program involves a collaborative staff development project with a nearby university.
Evaluation of the program has been very positive. |
| ISSN: |
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0022-8958 |
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| Title: |
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Administrators and mentors: Keys in the success of beginning teachers. |
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Journal of Instructional Psychology. (2001) Vol 28. Issue 1, Pages 44-49. |
| Author(s): |
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Johnson, Harlan R. |
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Abstract: |
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This journal article addresses problems and concerns of beginning teachers through a review of professional literature and through the testimony of individuals who are new to the teaching profession.
Strategies for school administrators and mentors to assist beginning teachers are presented.
A major goal for administrators and veteran teachers should be to help teachers new to the profession remain in teaching.
That goal may be achieved through administrators, experienced teachers, and beginning teachers all working together. |
| ISSN: |
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0094-1956 |
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| Title: |
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Assistance and review: Helping new teachers get started. |
Source: |
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Teaching & Change. (1999). Vol 6. Issue 3, Pages 295-314. |
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Author(s): |
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Lohr, Linda |
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Abstract: |
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In Columbus, Ohio, The Columbus Education Association, The Board of Education, and the Ohio State University have combined to provide on-going professional assistance to entry-year teachers.
Successful experienced teachers are released from classroom duties to observe, mentor, and evaluate their novice colleagues.
Together, mentor and beginner join experience with enthusiasm to engage in a year-long dialogue designed to begin a career characterized by effective teaching strategies, thoughtful reflections, and commitment to professional enrichment.
Since 1986, Peer Assistance and Review has offered each new teacher in Columbus the practical advice and theoretical foundations necessary for the transition from formal teacher preparation to successful professional practice in an urban setting. |
| ISSN: |
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1068-378X |
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BOOKS
| Title: |
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Starting teaching: How to succeed and survive. |
| Source: |
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NY: Cassell Education. (1999). Pages 130. |
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Author(s): |
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Cowley, Sue |
| Abstract: |
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This book offers practical guidance for those starting out on a teaching career, Sue Cowley's book covers all aspects of the profession, both in and out of the classroom.
It provides information, advice, useful tips and plenty of examples, closely linked to situations that working teachers will actually experience.
Rather than being an academic textbook, Starting Teaching is written as an aid for the practicing teacher.
This book suggests ways of dealing with all the typical issues that arise during the school year - how to plan for, control and teach classes; how to cope with the administrative workload; how to develop positive relationships with students colleagues and parents; and how to prepare for mentoring sessions, inspections and promotion. |
| ISBN: |
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0-304-70514-4 |
| Title: |
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The collaborative guide for early career educators. |
| Source: |
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Toronto, ON: Paul H. Brookes. (2000). Pages 245. |
| Author(s): |
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Fishbaugh, Mary Susan E. |
| Abstract: |
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Each issue focused chapter covers key skills needed by every new educator, such as communicating effectively, resolving conflict, and developing appropriate co-teaching lesson plans.
Goals, objectives, activities, photocopiable forms, and vignettes also are included in this book, making this a great supplement to any teacher preparing course.
Whether used as a text in undergraduate, graduate, or induction programs or as a guide for a practicing educator's first year, this innovative book guarantees that new teachers will be ready for the “real world” of professional education. |
| ISBN: |
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1-55766-394-7 |
| Title: |
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How to help beginning teachers succeed, 2nd Edition. |
| Source: |
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Alexandria, VA: Association for Supervision and Curriculum. (2000). Pages 111. |
| Author(s): |
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Gordon, Stephen P., Maxey Susan. |
| Abstract: |
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Gordon and Maxey explore the reasons beginning teachers struggle and provide research-based plan for helping these newcomers make the most of their initial teaching years.
They propose 'Beginning Teacher Assistance Programs' as a practical strategy for success.
'Beginning Teacher Assistance Programs' have a proven track record for improving beginning teachers' skills, attitudes, and chances of fulfilling their potential as educators.
The authors guide the reader through several options and ideas that can be used to support beginning teachers, allowing the reader to tailor a 'Beginning Teacher Assistance Program' to fit new teachers' needs in the school community. |
| ISBN: |
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0-87120-382-0 |
| Title: |
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Classroom teaching: A primer for new professionals. |
| Source: |
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Upper Saddle River, NJ: Prentice-Hall. (2000). Pages 197. |
| Author(s): |
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Guillaume, Andrea M. |
| Abstract: |
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This text is a quick but thorough book for beginning teachers.
This book is not intended to be a complete book on any one topic.
Instead, it attempts to present useful, practical points of view that can provide meaning and direction for new teachers' action related to a number of educational issues.
The format of this book is based on six propositions of teaching.
The primary propositions of teaching are (a) teaching looks easy from the outside, (b) every teacher is part of a system, (c) teaching is directed toward the of fostering change, (d) teaching is more than telling, (e) there is agreement on what teachers need to know and be able to do, and (f) teachers can be effective and yet not just alike. |
| ISBN: |
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0-13-099844-3 |
| Title: |
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Lessons for new teachers, 1st Edition. |
| Source: |
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Toronto, ON: McGraw-Hill. (2000). Pages 200. |
| Author(s): |
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Perrone, Vito. |
| Abstract: |
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Lessons for new teachers combines an historical perspective on teaching with the daily issues and challenges of today's classroom.
The text creates a basis for ongoing reflection on the teaching exchange.
It introduces pre-service teachers to core concerns within the profession such as assessment, classroom management, and different approaches to teaching.
The book begins with the belief that those going into teaching already possess strong social and intellectual commitments, that they are desirous for ways to think about teaching and learning, schools and communities, in more constructive ways, to develop strong dispositions towards reflection, a more powerful professionalism.
It is also premised on the understanding that teachers want the teaching-learning exchange to be more productive and the schools more engaging for children and young people. |
| ISBN: |
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0-07-232446-5 |
| Title: |
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500 questions and answers for new teachers: A survival guide. |
| Source: |
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Norwood, MA: Christopher-Gordon Publishers, Inc. (2000). Pages 176. |
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Author(s): |
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Torreano, Joanna M. |
| Abstract: |
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This book is intended for anyone who is a beginning teacher.
The format of this book is question and answer.
Primary topics of discussion are (a) getting your act together, (b) getting to know you, (c) getting to know your students, (d) how to help students succeed, (e) how to keep your stress down, and (f) the finals.
The author tries to simplify the information as much as possible, since she knows that beginning teachers may not have time to read every single page at one sitting.
Beginning teachers are encouraged to read what they need and skip the rest.
In order to make this book a fast read, if a question is repeated in a previous chapter, Torreano asks the reader to refer to the page where it was noted first.
There is a “see page” reference. |
| ISBN: |
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1-929024-09-6 |
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WEBSITES AND ARTICLES FOR NEW TEACHERS
Easing The Way For New Teachers
http://www.ascd.org/readingroom/edlead/9802/halford.html
A Better Beginning: Supporting And Mentoring New Teachers
http://www.ascd.org/readingroom/books/scherer99.html
One District's Model for Teacher Induction and Why It Is Working
http://www.mentors.net/LibraryFiles/OneDistModel.html
Great Expectations: Helpful Hints For Beginning Teachers
http://www.positiveparenting.com/jane4.html
Beginning Teachers—Publications
http://fcis.oise.utoronto.ca/~acole/files/tedpub2.html
Survival Guide For New Teachers
http://www.ed.gov/pubs/survivalguide/
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