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

Paperback (Print)
Used and New from Other Sellers
Used and New from Other Sellers
from $10.24
Usually ships in 1-2 business days
(Save 63%)
Other sellers (Paperback)
  • All (6) from $10.24   
  • New (2) from $26.88   
  • Used (4) from $10.24   

Overview

This new edition of the bestsellerfeatures more voices from first-year teachers and provides strategies for developing a first-year induction plan to help teachers become first-rate educators.

Read More Show Less

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. "
Read More Show Less

Product Details

  • ISBN-13: 9781412916035
  • Publisher: Corwin Press
  • 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.

Read More Show Less

Table of Contents

Acknowledgments
About the Authors
Introduction
1. Understanding the Beginning Teacher
The Mature Beginner
Alternative Certification
Beginning Teachers From Minority Groups
Reentry to Teaching
Experienced Teachers in a New School
Summary
2. Helping Beginning Teachers Face Problems and Barriers
Reality Shock
Theoretical Knowledge Base
Administrators and Expectations
Isolation
New Kid on the Block
Classroom Dilemmas
Addressing Differing Student Needs
Assessment
Setup for Failure
Inferior Working Conditions
Are You Old Enough to Be a Teacher?
Nonpublic Schools
Rural Schools
Overwhelmed
Summary
3. Acclimating the Beginning Teacher
The Strength of School Cultures
Socializing the Beginning Teacher
Summary
4. Working With Beginning Teachers: The Role of the Principal
The Power of the Principal
The Leadership of the Principal
Why Should Principals Work With Beginning Teachers?
What Expectations Do Principals Have?
What Is the Principal's Role With Beginning Teachers?
What Problems Are Within the Control of the Principal?
Formative and Summative Evaluation
Support for the Principal
How Do Principals Find the Time to Help?
Assessing Time Spent
Taking Charge of Your Time
Summary
5. Starting Orientation Before the School Year Begins
The Orientation Phase
Orientation Meetings: Setting the Stage
The Role of the Principal in Orientation
Summary
6. Developing a Good Induction Program
What Is Developmental Induction?
Organizational Structure
Program Delivery
Summary
7. Building a Teacher-Mentor Support Team
Where Did the Idea of Mentors Originate?
How Do We Know That Mentoring Works?
What Are the Benefits of Mentorships?
Beginning a Teacher-Mentor Program
The Needs of New Teachers
The Framework of a Mentor Program
What Are the Requirements for a Mentor?
Matching Mentors With Entry-Year Teachers
The Process of Mentoring
How Should Mentors Be Oriented?
Training of Mentors
Diagnosing Problems
Conferencing With Beginners
The Role of Other Faculty
Administrative Support
University Consultants
Program Evaluation
Summary
8. Helping Beginning Teachers With Common Problems
Helping With Specific Problems
The Principal's Role
The Teacher's Role—And Ways the Principal Can Help
Summary
9. Measuring Induction Program Success
Needs Assessment
Goals
Year-End Evaluation
Principals' Self Assessments
Summary
10. Integrating Induction and Career-Long Development
Development That Spans a Teaching Career
Strategies for Adult Learners
Meeting the Needs of the Developing Adult
When Reflection and Renewal Diminish
Fostering a Culture for Growth
A Model for Continuous Development
A Model for Continuous Learning
Summary
References

Read More Show Less

Customer Reviews

Be the first to write a review
( 0 )
Rating Distribution

5 Star

(0)

4 Star

(0)

3 Star

(0)

2 Star

(0)

1 Star

(0)

Your Rating:

Your Name: Create a Pen Name or

Barnes & Noble.com Review Rules

Our reader reviews allow you to share your comments on titles you liked, or didn't, with others. By submitting an online review, you are representing to Barnes & Noble.com that all information contained in your review is original and accurate in all respects, and that the submission of such content by you and the posting of such content by Barnes & Noble.com does not and will not violate the rights of any third party. Please follow the rules below to help ensure that your review can be posted.

Reviews by Our Customers Under the Age of 13

We highly value and respect everyone's opinion concerning the titles we offer. However, we cannot allow persons under the age of 13 to have accounts at BN.com or to post customer reviews. Please see our Terms of Use for more details.

What to exclude from your review:

Please do not write about reviews, commentary, or information posted on the product page. If you see any errors in the information on the product page, please send us an email.

Reviews should not contain any of the following:

  • - HTML tags, profanity, obscenities, vulgarities, or comments that defame anyone
  • - Time-sensitive information such as tour dates, signings, lectures, etc.
  • - Single-word reviews. Other people will read your review to discover why you liked or didn't like the title. Be descriptive.
  • - Comments focusing on the author or that may ruin the ending for others
  • - Phone numbers, addresses, URLs
  • - Pricing and availability information or alternative ordering information
  • - Advertisements or commercial solicitation

Reminder:

  • - By submitting a review, you grant to Barnes & Noble.com and its sublicensees the royalty-free, perpetual, irrevocable right and license to use the review in accordance with the Barnes & Noble.com Terms of Use.
  • - Barnes & Noble.com reserves the right not to post any review -- particularly those that do not follow the terms and conditions of these Rules. Barnes & Noble.com also reserves the right to remove any review at any time without notice.
  • - See Terms of Use for other conditions and disclaimers.
Search for Products You'd Like to Recommend

Recommend other products that relate to your review. Just search for them below and share!

Create a Pen Name

Your Pen Name is your unique identity on BN.com. It will appear on the reviews you write and other website activities. Your Pen Name cannot be edited, changed or deleted once submitted.

 
Your Pen Name can be any combination of alphanumeric characters (plus - and _), and must be at least two characters long.

Continue Anonymously

    If you find inappropriate content, please report it to Barnes & Noble
    Why is this product inappropriate?
    Comments (optional)