Keeping New Teachers in MindThe beg

Keeping New Teachers in Mind
The beginning was awful, Laura recalled, describing her first days of teaching science in an inner-city middle school. She hadn't begun with high expectation for professional support: "I assumed that the teachers would be unsupportive, sort of that sink-or-swim mentality... I assumed that I was all on my own, and it was me or nothing."
Yet she was still surprised by the lack of organized induction. When she attended the district's orientation meeting for all new teachers, she found nothing there to help her begin her work as a classroom teacher. A day had been set aside when "we were supposed to come to our schools and get oriented," but Laura's principal "didn't do anything." In fact, Laura only learned which classes she would teach when she received the schedule at a faculty meeting the day before school started.
In an effort to understand new teachers' experiences and determine best practices in teacher recruitment, support, and retention, the Project on the Next Generation of Teachers at the Harvard Graduate School; of Education is conducting a five-year, qualitative study of 50 new Massachusetts teachers. Results from the first phase of the study, in which Project staff interviewed first-and second-year teachers in diverse school settings, indicate that, unfortunately, Laura's experience is not unusual.
Some new teachers were warmly welcomed in their schools, introduced to their colleagues, and provided with information about the classes that they would teach. Very few, however, were engaged in discussions about the pressing, school-specific questions of curriculum, instruction, and classroom management that most concern new teachers: What is expected of them at this school? What can they expect from their students? Which teaching strategies work? Which don't? What curriculum and books should they use? How should they organize their classrooms or their grade books? How will they know if their students are learning what they're trying to teach?
Laura was assigned a mentor who might have helped her answer such questions over time. He taught a different grade an subject, however, and they met "zero times." Many new teachers in this study went through their first months of school believing that they should already know how their schools work, what their students need, and how to teach well. When they had questions about their schools and their students, they eavesdropped on lunchroom conversations and peered through classroom doors seeking clues to expect practice. Having no access to clear answers or alternative models compromised the quality of their teaching, challenged their sense of professional competence, and ultimately caused them to question their choice of teaching as a career.
Wanted: School-Based Professional Development
Unfortunately, the mismatch between the needs of these new teachers and the support they received reflects the experiences of countless new teachers across the United States. The questions and uncertainty that new teachers bring to school require fat more than orientation meetings, a mentor in the building, directions to the supply closet, and a written copy of the school's discipline policy.
What new teachers want in their induction is experienced colleagues who will take their daily dilemmas seriously, watch them teach and provide feedback, help them develop instructional strategies, model skilled teaching, and share insights about students' work and lives. What new teachers need is sustained, school-based professional development-guided by expert colleagues, responsive to their teaching, and continual throughout their early years in the classroom.
The Importance of a School's Professional Culture
Most of the new teachers we interviewed hoped to find support and guidance in their schools, but some were more fortunate than others in entering entering environments that addressed their needs. To learn about the assistance they received, we asked teachers about their interactions with their colleagues and their principals. As our respondents described their interactions with colleagues in their schools, clusters, departments, or teams, three types of professional culture emerged.
Some teachers found themselves in what we called veteran-oriented professional cultures, where the modes and norms of professional practice are determined by and aimed to serve veteran faculty members. According to the new teachers, these schools, or subunits within schools, typically had a high proportion of veteran teachers with well-established, independent patterns of work. Sometimes collegial interactions were cordial in such settings; sometimes they were cold.
Regardless of the type of teacher interaction, these schools were not organized to engage new teachers or to acquaint them with expert practice. New teachers who experienced veteran-oriented cultures in their schools generally remained on the margins, without induction into the professional life of the school. Res

結果 (中文) 1:

Keeping New Teachers in MindThe beginning was awful, Laura recalled, describing her first days of teaching science in an inner-city middle school. She hadn't begun with high expectation for professional support: "I assumed that the teachers would be unsupportive, sort of that sink-or-swim mentality... I assumed that I was all on my own, and it was me or nothing."Yet she was still surprised by the lack of organized induction. When she attended the district's orientation meeting for all new teachers, she found nothing there to help her begin her work as a classroom teacher. A day had been set aside when "we were supposed to come to our schools and get oriented," but Laura's principal "didn't do anything." In fact, Laura only learned which classes she would teach when she received the schedule at a faculty meeting the day before school started.In an effort to understand new teachers' experiences and determine best practices in teacher recruitment, support, and retention, the Project on the Next Generation of Teachers at the Harvard Graduate School; of Education is conducting a five-year, qualitative study of 50 new Massachusetts teachers. Results from the first phase of the study, in which Project staff interviewed first-and second-year teachers in diverse school settings, indicate that, unfortunately, Laura's experience is not unusual.在他们的学校介绍给他们的同事，并提供有关他们会教类的信息，一些新的教师受到热烈的欢迎。很少，然而，从事关于课程、 指令和课堂管理的紧迫、 学校具体问题的讨论最关注新教师: 什么预期的他们在这所学校?从他们的学生，他们能指望什么?其中教学策略工作?哪些不?他们应该使用什么样的课程和书籍?他们应如何组织他们的教室或他们年级的书?他们怎么会知道是否他们的学生正在学习他们想教什么?劳拉是一位导师负责可能帮助过她的回答这样的问题随着时间的推移。他教不同等级的主题，然而，和他们见面"零时间"。在这项研究的很多新老师经历了其首个月的学校相信他们应该已经知道他们学校的工作，他们的学生的需要以及如何教好。当他们有了他们的学校和学生的疑问时，他们偷听餐厅谈话，透过教室门寻找线索，期望实践。在没有获得明确的答案或替代模式损害他们的教学质量，质疑他们的专业能力，感和最终引起他们怀疑他们的教学作为一种职业的选择。Wanted: School-Based Professional DevelopmentUnfortunately, the mismatch between the needs of these new teachers and the support they received reflects the experiences of countless new teachers across the United States. The questions and uncertainty that new teachers bring to school require fat more than orientation meetings, a mentor in the building, directions to the supply closet, and a written copy of the school's discipline policy.What new teachers want in their induction is experienced colleagues who will take their daily dilemmas seriously, watch them teach and provide feedback, help them develop instructional strategies, model skilled teaching, and share insights about students' work and lives. What new teachers need is sustained, school-based professional development-guided by expert colleagues, responsive to their teaching, and continual throughout their early years in the classroom.The Importance of a School's Professional CultureMost of the new teachers we interviewed hoped to find support and guidance in their schools, but some were more fortunate than others in entering entering environments that addressed their needs. To learn about the assistance they received, we asked teachers about their interactions with their colleagues and their principals. As our respondents described their interactions with colleagues in their schools, clusters, departments, or teams, three types of professional culture emerged.Some teachers found themselves in what we called veteran-oriented professional cultures, where the modes and norms of professional practice are determined by and aimed to serve veteran faculty members. According to the new teachers, these schools, or subunits within schools, typically had a high proportion of veteran teachers with well-established, independent patterns of work. Sometimes collegial interactions were cordial in such settings; sometimes they were cold.Regardless of the type of teacher interaction, these schools were not organized to engage new teachers or to acquaint them with expert practice. New teachers who experienced veteran-oriented cultures in their schools generally remained on the margins, without induction into the professional life of the school. Res