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ERIC Number: EJ1008376
Record Type: Journal
Publication Date: 2013-Jan
Pages: 7
Abstractor: ERIC
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0036-6439
Redefining First-Year Teacher Support
Fox, Kathy R.; McNulty, Carol P.
School Administrator, v70 n1 p36-42 Jan 2013
Monique was the kind of student every college professor remembers fondly. She seemed to excel in all areas. She enrolled in additional course work to earn a double academic major, completed an academic honors program for which she received national recognition, earned accolades for her high grade-point average and competed on the university swim team. Upon graduation from her teacher education program, she received multiple job offers and chose to work in a small, urban school district with a diverse population of elementary students who had failed to meet annual yearly progress as defined by No Child Left Behind. She slowly began transforming from a high-achieving preservice teacher to a "flight risk," unsure if she wanted to remain in her chosen field. Ultimately, the authors came to realize that Monique's self-evaluation of her teaching was a determining factor of whether or not she would stay in the field.
American Association of School Administrators. 801 North Quincy Street Suite 700, Arlington, VA 22203-1730. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A