From First-Year to First-Rate: Principals Guiding Beginning Teachers Book

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