ERIC Number: ED447104
Record Type: RIE
Publication Date: 2000
Lifelines to the Classroom: Designing Support for Beginning Teachers. Knowledge Brief.
Stansbury, Kendyll; Zimmerman, Joy
This paper examines the development of beginning teacher support programs, noting that the attrition rate for beginning teachers is extremely high. Support programs can help schools and districts improve teacher retention rates by enhancing new teacher satisfaction. Support for beginning teachers can include personal and emotional support; task- or problem-focused support; and critical reflection on teaching experience. Low-intensity support strategies include providing orientation for new teachers, matching beginning and veteran teachers, adjusting working conditions, and promoting collegial collaboration. High-intensity support strategies include selecting and training effective support providers, providing release time, using mini-courses to address common challenges, and examining the evidence. Additional strategies from abroad include networking new teachers and using group observation and advice. Institutional policies and practices that strengthen beginning teacher support efforts include early identification of beginning teachers by the personnel office, realistic expectations for beginners, cooperative agreements with unions, coordination of efforts, and release time. Inevitable challenges for support programs include choosing and preparing support providers, providing time for support activities, managing the relationship between beginning teacher support and beginning teacher evaluation, and getting resources to struggling teachers. (SM)
Descriptors: Beginning Teacher Induction, Beginning Teachers, Collegiality, Elementary Secondary Education, Mentors, School Role, Teacher Collaboration, Teacher Evaluation, Teaching Conditions
WestEd, 730 Harrison Street, San Francisco, CA 94107-1242; Tel: 415-565-3004 or 877-4WestEd (toll-free); Web site: http://www.WestEd.org.
Publication Type: Reports - Descriptive
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: WestEd, San Francisco, CA.