ERIC Number: EJ1008376
Record Type: Journal
Publication Date: 2013-Jan
Reference Count: 0
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.
Descriptors: Preservice Teacher Education, Teacher Education Programs, Elementary School Students, Preservice Teachers, Teacher Evaluation, Teaching (Occupation), Administrators, Beginning Teachers
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: firstname.lastname@example.org; Web site: http://www.aasa.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Higher Education
Authoring Institution: N/A