ERIC Number: EJ946600
Record Type: Journal
Publication Date: 2011-Oct
Reference Count: 0
Myth of the "Last-In" Superstar
Chesley, Gary M.; Hartman, Diane M.
School Administrator, v68 n9 p28-32 Oct 2011
In the new political landscape, lawmakers in state after state are anxiously sponsoring legislation eliminating "last-in, first-out" policies. News reports would have people believe every untenured teacher, with just a few months of experience, is a "Teacher of the Year" candidate, while every tenured professional is a money-grabbing, lazy and incompetent leech on the public payroll. With such thinking in today's environment, superintendents will be under increasing pressure to retain less expensive "last-in stars" at the expense of more highly compensated classroom veterans. Becoming a master teacher is a developmental process starting with the inexperienced young people graduating from colleges. The last-in stars currently graduating from universities seek sound direction from older and respected leaders. The recent hires need to understand the potential path of their careers and how to reach their long-term goals. The millennial generation of teachers, more than the baby boomers and the Gen-Xers, wants to understand and put into practice the components of good instruction. The millennials are more likely to flourish when they understand the school administration has an established professional growth and evaluation plan that acknowledges the initial stages of teacher development, including increasingly more sophisticated performance standards, and allows their input into the process. One-third of all beginning teachers quit before they complete three years in the profession. To improve these statistics, principals need a coaching/evaluation model to first teach inexperienced teachers and then provide them with feedback for growth.
Descriptors: School Administration, Master Teachers, Beginning Teachers, Teacher Evaluation, Beginning Teacher Induction, Tenure, Personnel Policy, Professional Development, Coaching (Performance), Educational Practices, Personnel Management, Teacher Effectiveness
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 Secondary Education
Authoring Institution: N/A