What are you doing to sustain new teachers?
Fifty percent of new teachers leave within the first five years of teaching. Why? Surveys cite paperwork, discipline, communication, and feelings of isolation. But exiting teachers say lack of support from the administration, specifically the principal, causes them to leave the profession.
Today’s educational landscape requires administrators to balance management and instructional leadership. While many understand management, creating a supportive environment that builds capacity and fosters positive communication isn’t so intuitive. This guide provides leaders with realistic and simple-to-implement strategies that support new teachers. Every chapter includes:
- Stories From the Field — features common challenges and practical strategies
- Administrator’s Role — frames solutions within job function, current trends, and research-based practices
- Self-Reflection — guides action planning with checklists and worksheets
If leadership makes the difference in keeping new talent, get this guide to stop the new teacher exodus.
‘Lynn Howard reinforces the fact that what we do every day to support teachers, specifically new teachers, impacts student learning. The self-reflection questions in each chapter provide an opportunity to honestly reflect on current practices as an instructional leader. Building on your own individual strengths and challenges in providing new staff support through self-reflection will provide the tools for the development of a realistic plan of action to support, develop, and retain new teachers.’Dr. Lena Marie Rockwood, Assistant Principal at Rumney Marsh Academy
Revere Public Schools, Massachusetts
‘I wish I had this book my first year as an Assistant Principal.’
Lisa Parker, First Year Teacher, Assistant Principal, Principal of the Year
Bertie County Schools, NC
Inhoudsopgave
Foreword by Lisa Parker
Preface
A Vision of Teaching
Looking Through the Eyes of a New Teacher
Acknowledgments
About the Author
Introduction
Why Teachers Quit
New Teacher Support Programs
Rationale for Supporting New Teachers
How to Use the Book
How the Book Is Organized
Chapter 1. Instructional Leadership
Quote
Story From the Field
The Administrator’s Role
What Else Can I Do?
Self-Reflection Questions
Chapter 2. Planning for New Teacher Support
Quote
Story From the Field
The Administrator’s Role
What Else Can I Do?
Self-Reflection Questions
Chapter 3. Building Relationships
Quote
Story From the Field
The Administrator’s Role
What Else Can I Do?
Self-Reflection Questions
Chapter 4. New Teachers and Stress
Quote
Story From the Field
The Administrator’s Role
What Else Can I Do?
Self-Reflection Questions
Chapter 5. Before School Starts
Quote
Story From the Field
The Administrator’s Role
What Else Can I Do?
Self-Reflection Questions
Chapter 6. Classroom Management
Quote
Story From the Field
The Administrator’s Role
What Else Can I Do?
Self-Reflection Questions
Chapter 7. Curriculum Standards and Planning
Quote
Story From the Field
The Administrator’s Role
What Else Can I Do?
Self-Reflection Questions
Chapter 8. Collaboration and Communication
Quote
Story From the Field
The Administrator’s Role
What Else Can I Do?
Self-Reflection Questions
Chapter 9. Effective Teaching and Best Practices
Quote
Story From the Field
The Administrator’s Role
What Else Can I Do?
Self-Reflection Questions
Chapter 10. Observations and Evaluations
Quote
Story From the Field
The Administrator’s Role
What Else Can I Do?
Self-Reflection Questions
Chapter 11. Celebrating Success
Quote
Story From the Field
The Administrator’s Role
What Else Can I Do?
Self-Reflection Questions
Final Thoughts
References and Suggested Readings
Index
Over de auteur
Lynn Howard is an author, professional development associate and teacher. She has worked for the Leadership and Learning Center for the past ten years and worked in the Charlotte-Mecklenburg School System for over 30 years as a middle grades science and math teacher, coordinator of the gifted program, and a K- 12 Regional Assistant Superintendent for Curriculum and Instruction. She served on the National Association of Geoscience Education’ Speakers Bureau as a keynoter, board member and professional developer.Lynn has presented at the Association of Supervision and Curriculum Development, National Science Teachers Association, Phi Delta Kappa, Learning Forward, International Reading Association, Association for Middle Level Educators and state and regional conferences. She has published numerous books including Ready for Anything: Supporting New Teachers for Success and three grade levels of Five Easy Steps to a Balanced Science Program. She wrote “Connecting Science Standards and Assessments”, a chapter in Standards and Assessment: The Core of Quality Instruction. Her latest chapters, “Success in the Beginning: Supporting New Teachers and “Balanced Science Instruction” are published in Engaged Instruction: Thriving Classroom in the Age of the Common Core. Lynn also contributed to the new Response to Instructional Strategies and Interventions: Scenarios for K-12 educators by Dr. Linda Gregg. Lynn holds a Master′s of Earth Science and Education and a Bachelor′s Degree in Biology from the University of North Carolina at Charlotte, Academy Certification from the National Staff Development Council, and national certification in Gifted and Talented.
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