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ERIC Number: ED500546
Record Type: Non-Journal
Publication Date: 2006-Mar
Pages: 18
Abstractor: ERIC
The Emerging Practices of the National Writing Project's New Teacher Initiative
Houghton, Nina; Heenan, Barbara
Inverness Research Associates
This report describes the teaching practices that emerged from the planning, implementing and refining of the New Teacher Initiative (NTI) programs over the first three years of the initiative. During this period, the 18 New Teacher Initiative (NTI) sites developed a repertoire of practices for educating and supporting beginning teachers. As an experienced classroom teacher's repertoire of strategies influences student outcomes, so did the practices the NTI programs developed shape the outcomes accrued to the novice teachers participating in the New Teacher Initiative. Though many strategies were developed in the NTI through the process of implementation and revision, a handful emerged as especially viable. Drawing on specific site examples as illustrations, the authors discuss four most commonly adopted NTI program practices: (1) Workshop Series; (2) On-site Mentoring and Coaching; (3) On-line Support; and (4) Teacher Research. The report highlights benefits and challenges of each practice, and discusses cross-cutting lessons learned from the four practices. The report concludes with broader perspectives on the emerging practices of the New Teacher Initiative, sharing knowledge that NTI sites accrued about conducting new teacher support within a National Writing Project context. The report was written with the assistance of Dawn Huntwork, Ellen Meyer, and Mark St. John. (Contains 1 footnote.) [For associated reports, see ED500549, ED500550, and ED500556.]
Inverness Research Associates. P.O. Box 313, Inverness, CA 94937. Tel: 415-669-7156; Fax: 415-669-7186; e-mail:; Web site:
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Inverness Research Associates, CA.
Grant or Contract Numbers: N/A