Work with Beginning Teachers

1. Three or more conferences per year; not just one

2. Stagewise orientations to tasks and District expectations; not just one at the beginning of the year

3. Appropriate, supportive assignments, not just the leavings of senior faculty

4. Continuing, targeted professional education, not just off the shelf inservice for all teachers in the school

5. Mentors and teacher networks found, not just happenstance introductions

6. Visitations of other classrooms, not jus an occasional vague recommendation

7. Support groups of fellow beginning teachers, not just casting beginners on their own

8. Career-long evaluation program begun, not ignoring beginner needs for feedback and documentation of success


Reference: Peterson, K.D. (1990). Assistance and assessment for beginning teachers. In J. Millman & L. Darling-Hammond (Eds.), The new handbook of teacher evaluation: Assessing elementary and secondary school teachers (pp. 104-115). Newbury Park, CA: Sage.