Conclusion

Unlike most other fields, in which new hires spend years training and building up to more challenging assignments, first-year teachers are generally expected to take on the same duties and responsibilities as people who have been teaching for 20 years. It is no wonder, when new teachers are left simply to "sink or swim" under these circumstances, that so many beginners leave the profession.

As we look at ways to improve teachers' first experiences in the classroom, it is important to remember that learning to teach effectively takes time (Huling-Austin, 1992). No matter how well new teachers are prepared in college, they will require guidance, support, and opportunities to learn from more experienced educators as they make the transition from being a student to having students of their own. Schools that provide high levels of support for beginners will not only retain more teachers, but better teachers — and students will reap the rewards of a more positive and effective learning environment overall (Goodwin, 1999).