NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1154836
Record Type: Journal
Publication Date: 2017-Mar
Pages: 11
Abstractor: As Provided
ISSN: EISSN-2379-4690
Mitigating First Year Burnout: How Reimagined Partnerships Could Support Urban Middle Level Teachers
Cross, Stephanie Behm; Thomas, Clarice
Middle Grades Review, v3 n1 Article 3 Mar 2017
Given what we know about new teacher attrition--most teachers leave within their first five years in the field--specialized support during early years of teaching is critical. But should this support look different across different contexts and grade bands? What does supportive teacher education and induction look like for middle level educators preparing to teach in urban settings? This essay describes steps taken to design a cross-institutional, collaborative three-year residency program for K-8 educators, and speaks to the importance of reimagined co-teaching, critical, and cross-institutional partnerships in middle grades teacher education. The authors urge readers to consider how to implement similar modifications in their own spaces to create powerful, collaborative middle grades teacher education and induction.
University of Vermont - Middle Grades Review. Waterman Hall, Burlington, VT 05405. Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: Department of Education (ED)
Authoring Institution: N/A
Grant or Contract Numbers: U411C140133