Benefits of Providing Quality Support for New Teachers

[ What Do New Teachers Need? ]

Although there have been few large-scale studies of new teacher induction programs, existing data confirm that schools that provide high levels of support for beginners do retain more teachers (Goodwin, 1999). The Santa Cruz New Teacher Project (SCNTP), for example, which has been in existence since 1993, reports that 90 percent of participating teachers have remained in the profession (Moir, n.d.). Weiss and Weiss (1999) cite a 93 percent retention rate in urban districts that provide formal induction programs for beginners.

Higher retention rates are not the only benefit associated with programs for new teachers, however. Structured mentoring and induction programs in particular have been linked to numerous benefits for students and schools, as well as for participating teachers (Breaux, 1999; Weiss & Weiss, 1999).

Benefits for students and schools:

• Higher student achievement and test scores (Ganser, Marchione, & Fleischmann, 1999; Geringer, 2000; Goodwin, 1999).
  
• Higher-quality teaching and increased teacher effectiveness (Goodwin, 1999; Schaffer, Stringfield & Wolffe, 1992; Weiss & Weiss, 1999).
  
• Stronger connections among the teaching staff, leading to a more positive and cohesive learning environment for students.
  
• Less time and money spent on recruiting and hiring replacements (Halford, 1999).

Benefits for teachers:

• Larger and more sophisticated repertoire of teaching strategies (Schaffer, Stringfield & Wolffe, 1992).
  
• Stronger classroom management skills (Educational Resources Information Center, 1986).
  
• Ability to deal with behavior and discipline problems more effectively.
  
• Increased job satisfaction for both new and veteran teachers (Moir, n.d.).
  
• Lower levels of stress, anxiety and frustration for beginning teachers.
  
• Opportunities for veteran educators to revisit and reflect on teaching practices and philosophy.

The problem, many researchers note, is that effective programs to support new teachers are still few and far between (Renard, 1999; Weiss & Weiss, 1999). Despite the popularity and spread of programs for new teachers, too many lack what it takes to be effective: adequate funding, staff training, administrative support, and careful attention to beginners' needs (Moskowitz & Stephens, 1997). Although many schools provide orientation programs for new hires, they often focus primarily on school policies and procedures, falling short of the ongoing professional support, training, and encouragement that new teachers need. The following sections identify areas in which beginners most need assistance and highlight "best practices" for building successful and effective programs.

What Do New Teachers Need?

The first step in developing effective strategies to support new teachers is to identify the areas in which beginners need the most help. Most agree that it's the day-to-day issues that are first priority: where to find necessary supplies, how to deal with behavioral problems, and exactly what classroom materials they need (Gordon, 1991).

Other areas in which beginning teachers frequently need help include:

• Setting up a classroom for the first time.
  
• Learning school routines and procedures (Ganser, Marchione, & Fleischmann, 1999; Gordon, 1991; Heidkamp & Shapiro, 1999).
  
• Designing lesson plans (Gordon, 1991).
  
• Developing classroom management skills (Brock & Grady, 1998; DePaul, 2000; Gordon, 1991).
  
• Responding effectively to behavior and discipline problems.
  
• Teaching with limited resources (DePaul, 2000).
  
• Motivating students and engaging them in class activities (Gordon, 1991; Kestner, 1994).
  
• Creating a community of learners.
  
• Working effectively with English-language learners (ELL), learning disabled, and special needs students (Brock & Grady, 1998).
  
• Understanding social and environmental factors that may contribute to student behavior and performance (Kestner, 1994).
  
• Assessing student performance (Gordon, 1991; Kestner, 1994).
  
• Understanding new state and district standards and assessments, and how they affect teaching strategies.
  
• Understanding procedures and policies related to curriculum adoption .
  
• Learning to communicate with and involve parents (Gordon, 1991; Kestner, 1994).
  
• Developing organization and time management skills (Brock & Grady, 1998; Kestner, 1994).
  
• Identifying opportunities for professional development (DePaul, 2000).
  
• Connecting theories and teaching methods learned in college to classroom practice (Brock & Grady, 1998).

Danin and Bacon (1999) suggest that program planners ask new teachers to identify areas to cover in orientations and induction program meetings. This not only increases buy-in for the program, but also ensures that program offerings are relevant to participating teachers (Gordon, 1991).