Summary
Contents
Subject index
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
Celebrating Success
Celebrating Success
Quote
You get more of what you celebrate.
Story From the Field
Working with new teachers over the years has been very rewarding. After spending a year with about 200 beginning educators and their principals, I realized that it really was the small things that made a difference. One of my new social studies teachers called me on a workday after school was out and asked if I would visit his classroom. He invited his principal and me to his room and showed us the inside door of his tall file cabinet. On it he had taped all of the seminar invitations and sticky notes that we both had left him during the year. He told us that when he ...
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