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From First-Year to First-Rate - Book Cover

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Updated Edition of Bestseller

From First-Year to First-Rate

Principals Guiding Beginning Teachers

Third Edition
By: Barbara L. Brock, Marilyn L. Grady

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. Brock and Grady help 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, the third edition 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
More voices from first-year teachers

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Product Details

Grade Level: K-12
ISBN: 9781412916035
Published By: Corwin
Year: 2007
Page Count: 160
Publication date: January 10, 2007

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This book is not available as a review copy.

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!

Author(s)

Barbara L. Brock

Barbara L. Brock is a professor of education at Creighton University in Omaha, Nebraska. She has held a variety of positions in education, including education department chair, director of school administration, elementary principal, and K-12 teacher. She presents nationally and internationally on topics of beginning teacher induction, leadership succession, teacher and principal burnout, and educators with disabilities. She is coauthor with Marilyn Grady of Principals in Transition: Tips for Surviving Succession, From First-Year to First-Rate: Principals Guiding New Teachers, Rekindling the Flame: Principals Combating Teacher Burnout, Avoiding Burnout: A Principal’s Guide to Keeping the Fire Alive, and Launching Your First Principalship. She has published in a number of journals, including The Journal of the Mid-Western Research Association, Educational Considerations, Connections, Clearinghouse, and Catholic Education: A Journal of Inquiry and Practice. She received her bachelor of arts degree in art education from Briar Cliff University, a master of arts with a specialty in school administration from Creighton University, and a doctorate in administration, curriculum, and instruction from the University of Nebraska-Lincoln.

Marilyn L. Grady

Marilyn L. Grady, is professor of educational administration at the University of Nebraska-Lincoln (UNL). She is the author or coauthor of 23 books, including From Difficult Teachers to Dynamic Teamwork (2009) with Brock, Getting it Right from the Start (2009) with Kostelnik From First Year to First Rate (2007) with Brock, 194 High-Impact Letters for Busy Principals (2006), 20 Biggest Mistakes Principals Make and How to Avoid Them (2004) and Launching Your First Principalship (2004) with Brock. Her research areas include leadership, the principalship, and superintendent-board relations. She has more than 175 publications to her credit. She is the editor of the Journal of Women in Educational Leadership. Her editorial board service has included Educational Administration Quarterly, International Studies in Educational Administration, International Journal of Learning, Rural Educator, Journal of At-Risk Issues, Journal of School Leadership, Advancing Women in Leadership On-Line Journal, Journal for Rural School and Community Renewal, International Journal of Learning, and Journal for a Just and Caring Education. She is the recipient of the Stanley Brzezinski Research Award, NCPEA’s Living Legend Award, the Donald R. and Mary Lee Swanson Award for Teaching Excellence, UNL’s Distinguished Teaching Award, and UNL’s Award for Outstanding Contributions to the Status of Women.

Grady coordinates an annual conference on women in educational leadership that attracts national attendance and is in its 24thyear. She has been an administrator in K-12 schools as well as at the college and university levels. She received her bachelor’s degree in history from Saint Mary’s College, Notre Dame, Indiana, and her doctorate in educational administration with a specialty in leadership from The Ohio State University.

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

Reviews

"Provides a timely and significant update to the field of new teacher induction, an accurate portait of first-year teachers and their diverse set of needs, and ways principals can support new teachers so they emerge as strong, capable professionals."

Greg Chatlain, Superintendent of Education
Greater Saskatoon Catholic Schools, Saskatchewan, Canada

Other Titles in: Teacher Induction | Principalship | Staff Supervision / Evaluation / Retention

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