ERIC Number: ED460085
Record Type: Non-Journal
Publication Date: 1995-May
Reference Count: N/A
Swimming Upstream: The First-Year Experiences of Teachers Working in New York City Public Schools.
This study investigated problems in retaining New York City public school teachers beyond their first year of employment. In 1991 and 1993, researchers interviewed new teachers and people who unsuccessfully sought teaching positions, examining hiring, licensing, and teaching experiences, professional development and support, and attitudes about teaching. In 1994, Board of Education and school district officials were interviewed. Most teachers obtained their positions through someone they knew or because they had worked in the school in some capacity. Principals made most hiring decisions in this informal process, though they had to hire unlicensed teachers. The official hiring process was via central assignment of teachers. New teachers in 1993 better understood state and city certificate requirements than did new teachers in 1991. Most teachers relied on the Board of Education for information on licensing, but many complained about their treatment. Classroom management, time management, lesson planning, and student behavior were the greatest problems during teachers' first years. Staff development opportunities ranged from none to very little. Most respondents viewed their student teaching experience positively, though some did not feel prepared for the classroom. Teachers strongly identified with public education. Teacher stories are included. An appendix presents the 1993 New Teacher Retention Telephone Survey. (SM)
Descriptors: Beginning Teachers, Elementary Secondary Education, Faculty Development, Preservice Teacher Education, Public Schools, Teacher Attitudes, Teacher Certification, Teacher Persistence, Teacher Recruitment, Teacher Salaries, Teacher Selection, Teaching Conditions, Teaching Experience, Urban Schools
Educational Priorities Panel, 225 Broadway, New York, NY 10007 ($3).
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Authoring Institution: Educational Priorities Panel, New York, NY.