From First-Year to First-Rate: Principals Guiding Beginning Teachers / Edition 3

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Overview

This book is a guide for administrators on how to implement a year-long induction programme for new teachers. The following methods are provided to: cut teacher attrition rates; improve continuity for students; minimize interruptions to school programmes; and enhance the overall quality of teaching.

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Editorial Reviews

Greg Chatlain
"Provides a timely and significant update to the field of new teacher induction, an accurate portait of first-year teachers and their diverse set of needs, and ways principals can support new teachers so they emerge as strong, capable professionals."
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Product Details

  • ISBN-13: 9781412916035
  • Publisher: SAGE Publications
  • Publication date: 1/9/2007
  • Edition description: Third Edition
  • Edition number: 3
  • Pages: 160
  • Product dimensions: 6.34 (w) x 8.90 (h) x 0.42 (d)

Meet the Author

Barbara L. Brock is a professor of education at Creighton University in Omaha, Nebraska.She has held a variety of positions in education, including education department chair, director of school administration, elementary principal, and K-12 teacher.She presents nationally and internationally on topics of beginning teacher induction, leadership succession, teacher and principal burnout, and educators with disabilities.She is coauthor with Marilyn Grady of Principals in Transition: Tips for Surviving Succession, From First-Year to First-Rate: Principals Guiding New Teachers, Rekindling the Flame: Principals Combating Teacher Burnout, Avoiding Burnout: A Principal’s Guide to Keeping the Fire Alive, and Launching Your First Principalship.She has published in a number of journals, including The Journal of the Mid-Western Research Association, Educational Considerations, Connections, Clearinghouse, and Catholic Education: A Journal of Inquiry and Practice. She received her bachelor of arts degree in art education from Briar Cliff University, a master of arts with a specialty in school administration from Creighton University, and a doctorate in administration, curriculum, and instruction from the University of Nebraska-Lincoln.

Marilyn L. Grady, is professor of educational administration at the University of Nebraska-Lincoln (UNL). She is the author or coauthor of 23 books, including From Difficult Teachers to Dynamic Teamwork (2009) with Brock, Getting it Right from the Start (2009) with Kostelnik From First Year to First Rate (2007) with Brock, 194 High-Impact Letters for Busy Principals (2006), 20 Biggest Mistakes Principals Make and How to Avoid Them (2004) and Launching Your First Principalship (2004) with Brock. Her research areas include leadership, the principalship, and superintendent-board relations. She has more than 175 publications to her credit. She is the editor of the Journal of Women in Educational Leadership. Her editorial board service has included Educational Administration Quarterly, International Studies in Educational Administration, International Journal of Learning, Rural Educator, Journal of At-Risk Issues, Journal of School Leadership, Advancing Women in Leadership On-Line Journal, Journal for Rural School and Community Renewal, International Journal of Learning, and Journal for a Just and Caring Education. She is the recipient of the Stanley Brzezinski Research Award, NCPEA’s Living Legend Award, the Donald R. and Mary Lee Swanson Award for Teaching Excellence, UNL’s Distinguished Teaching Award, and UNL’s Award for Outstanding Contributions to the Status of Women.

Grady coordinates an annual conference on women in educational leadership that attracts national attendance and is in its 24th year. She has been an administrator in K-12 schools as well as at the college and university levels. She received her bachelor’s degree in history from Saint Mary’s College, Notre Dame, Indiana, and her doctorate in educational administration with a specialty in leadership from The Ohio State University.

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Table of Contents

Acknowledgments
About the Authors
Introduction 1
1 Understanding the Beginning Teacher 5
2 Helping Beginning Teachers Face Problems and Barriers 16
3 Acclimating the Beginning Teacher 28
4 Working With Beginning Teachers: The Role of the Principal 40
5 Starting Orientation Before the School Year Begins 51
6 Developing a Good Induction Program 60
7 Building a Teacher-Mentor Support Team 70
8 Helping Beginning Teachers With Common Problems 86
9 Measuring Induction Program Success 98
10 Integrating Induction and Career-Long Development 106
References 121
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