From First-Year to First-Rate
Purchase
Description
Praise for the Second Edition:
"Finally, a book that is realistic and provides superb assistance. A must for every principal."
—Ronald Jockel, Executive Director, Phi Delta Kappa International
"Compelling rationale and practical steps for developing a first–year teacher induction program."
—Linda L. Lyman, Associate Professor, Department of Educational Leadership and Human Development, Bradley University
Help new teachers be the best they can be!
Beginning teachers are often filled with self–doubt and questions regarding school culture and principals' expectations. From First–Year to First-Rate: Principals Guiding Beginning Teachers, Third Edition helps you answer teachers' questions and gain strategies to prevent the isolation that many new instructors experience.
Updated to meet the challenges facing new teachers today, this revision of the bestseller helps administrators develop a first–year induction plan to help teachers succeed. This vital resource provides:
- Ideas for initial orientation
- Strategies for measuring program success
- A greater focus on practical applications for the classroom
You hold the key to the professional development of your teachers. Use it to unlock their potential for growth!
Contents
Acknowledgments
Acknowledgments
About the Authors
About the Authors
Introduction
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
References
Additional materials
Description
Praise for the Second Edition:
"Finally, a book that is realistic and provides superb assistance. A must for every principal."
—Ronald Jockel, Executive Director, Phi Delta Kappa International
"Compelling rationale and practical steps for developing a first–year teacher induction program."
—Linda L. Lyman, Associate Professor, Department of Educational Leadership and Human Development, Bradley University
Help new teachers be the best they can be!
Beginning teachers are often filled with self–doubt and questions regarding school culture and principals' expectations. From First–Year to First-Rate: Principals Guiding Beginning Teachers, Third Edition helps you answer teachers' questions and gain strategies to prevent the isolation that many new instructors experience.
Updated to meet the challenges facing new teachers today, this revision of the bestseller helps administrators develop a first–year induction plan to help teachers succeed. This vital resource provides:
- Ideas for initial orientation
- Strategies for measuring program success
- A greater focus on practical applications for the classroom
You hold the key to the professional development of your teachers. Use it to unlock their potential for growth!
Contents
Acknowledgments
Acknowledgments
About the Authors
About the Authors
Introduction
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
References
Additional materials
Reviews
From First-Year to First-Rate
Principals Guiding Beginning Teachers
January 2007 | 160 pages | Corwin
| Format | Published Date | ISBN | Price |
|---|---|---|---|
| Paperback | 01/02/2026 | 9781412916035 | $37.95 |
Praise for the Second Edition:
"Finally, a book that is realistic and provides superb assistance. A must for every principal."
—Ronald Jockel, Executive Director, Phi Delta Kappa International
"Compelling rationale and practical steps for developing a first–year teacher induction program."
—Linda L. Lyman, Associate Professor, Department of Educational Leadership and Human Development, Bradley University
Help new teachers be the best they can be!
Beginning teachers are often filled with self–doubt and questions regarding school culture and principals' expectations. From First–Year to First-Rate: Principals Guiding Beginning Teachers, Third Edition helps you answer teachers' questions and gain strategies to prevent the isolation that many new instructors experience.
Updated to meet the challenges facing new teachers today, this revision of the bestseller helps administrators develop a first–year induction plan to help teachers succeed. This vital resource provides:
- Ideas for initial orientation
- Strategies for measuring program success
- A greater focus on practical applications for the classroom
You hold the key to the professional development of your teachers. Use it to unlock their potential for growth!
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