A View from the Inside [electronic resource] : A Report of the Select Seminar on Needs of Beginning Teachers (Albany, New York, April 30, May 21, 1987; Renssaelerville, New York, June 7-9, 1987)
Attempting to address the unique situation of beginning teachers and respond to increasing interest in teacher training, certification, support systems, and teacher empowerment, the Select Seminar for Beginning Teachers drew together 11 new teachers, 4 returning teachers, and 5 administrators from 1...
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Full Text (via ERIC) |
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| Corporate Authors: | , , |
| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1987.
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| Subjects: |
MARC
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| 099 | |f ERIC DOC # |a ED291131 | ||
| 110 | 2 | |a State University of New York at Albany. |b School of Education. | |
| 245 | 1 | 2 | |a A View from the Inside |h [electronic resource] : |b A Report of the Select Seminar on Needs of Beginning Teachers (Albany, New York, April 30, May 21, 1987; Renssaelerville, New York, June 7-9, 1987) |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1987. | ||
| 300 | |a 25 p. | ||
| 500 | |a ERIC Document Number: ED291131. | ||
| 500 | |a Availability: Publications, The Capital Area School Development Association, Husted 211, State University of New York at Albany, 135 Western Ave., Albany, NY 12222 ($8.00). |5 ericd. | ||
| 500 | |a Educational level discussed: Elementary Secondary Education. | ||
| 520 | |a Attempting to address the unique situation of beginning teachers and respond to increasing interest in teacher training, certification, support systems, and teacher empowerment, the Select Seminar for Beginning Teachers drew together 11 new teachers, 4 returning teachers, and 5 administrators from 16 school districts in upstate New York. This divergent group met over a three-month period to reflect on the first year of teaching. Participants identified the problems and frustrations plaguing new teachers, discussed ways to support neophytes, and prepared recommendations to serve as guidelines for districts planning induction and support programs. The report lists five observations, including the need for (1) induction and support preparations well before classroom responsibilities begin; (2) collaborative program planning involving teachers, educator associations, and the community; (3) support systems containing carefully sequenced activities and balancing content, pedagogy, and interpersonal skills; (4) supportive and growth-oriented supervision and evaluation practices; and (5) recognition of the social and emotional needs of beginning teachers. Recommendations are provided concerning entering the profession, supporting new teachers, managing classrooms, and measuring beginning teachers' progress. The last section treats the deleterious effects of at-risk students on first-year teachers' well-being. Several recommended considerations are also included. (MLH) | ||
| 521 | 8 | |a Practitioners. |b ericd. | |
| 521 | 8 | |a Policymakers. |b ericd. | |
| 650 | 1 | 7 | |a Beginning Teachers. |2 ericd. |
| 650 | 0 | 7 | |a Elementary Secondary Education. |2 ericd. |
| 650 | 0 | 7 | |a High Risk Students. |2 ericd. |
| 650 | 1 | 7 | |a Needs Assessment. |2 ericd. |
| 650 | 1 | 7 | |a Participative Decision Making. |2 ericd. |
| 650 | 1 | 7 | |a Teacher Orientation. |2 ericd. |
| 650 | 1 | 7 | |a Teaching Conditions. |2 ericd. |
| 710 | 2 | |a Capital Area School Development Association. | |
| 710 | 2 | |a Greater Capital Region Teacher Center. | |
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