¶ … New Teachers
SPECIAL EDUCATION GRADES 8 -- 12
The objective of this study is to interview a teacher and have them review their experiences in a graduate program and discuss components of the program that have been of particular value to them and why these program components have been of value. This study will have the teacher discuss their practicum or field work, observation lessons, including strengths and limitations of the lessons, what areas were discussed during post-observation conference with the observing professor, including recommendations for strengthening teaching skills and building positive relationships with students on the high school level. This study will additionally review five articles that address the problems facing new teachers (in both general and special education) and the kinds of documented supports that have been found to help new teachers effectively respond to such problems.
Introduction
The work of Stansbury and Zimmerman (2000) reports that one-third of all new teachers quit the teaching profession within the first three years and that this highlights the importance of creating supports to assist new teachers so that they persevere in what is a very difficult although rewarding profession. In addition, the teaching profession is one that "needs to rise dramatically in the coming decade." (Stansbury and Zimmerman, 2000, p.1) The reason for this is not just the loss of new teachers but the high rate of retirement among teachers who have been in the profession for many years. Added to this is the expanding population of new students in the school system. According to one estimate schools in the United States will "need to hire anywhere from 1.7 to 2.7 million new teachers within the next decade." (Stansbury and Zimmerman, 2000, p.2)
II. Teacher Interview
The teacher interviewed in this study is known simply by the name Carrie who shares her experienced in the graduate program and the information shared by her professor after observing Carrie teach. Carrie states that the lessons in the graduate program were insightful but lacked in the knowledge of what it would be really like when applied. The lessons in the graduate program fell short of informing her practicum. For example, in one classroom where she was sent to teach in an inner-urban school, there were snakes in the classroom found among the children's toys and in the coat locker. When parents were contacted about the problem absolutely none of the parents were surprised leaving Carrie to understand that the homes in this inner-urban setting were dealing with the same thing so it was not considered a big deal to them. Disruptions in the classroom such as these were not included in the lessons in the graduate program and this resulted in Carrie handling the situation the best she knew how. In this case, Carrie ensured that the snakes were removed at her own cost but this cut down on the time that she had left to actually provide instructions to the students. The professor upon observing Carrie provide instruction to students advised Carrie that she had an excellent method of instruction, that she paid attention to the student's questions and that she was very good at noting which students were not following the instruction and was able to draw their attention toward the lesson. The professor noted that Carrie would develop her strengths in the area of the specific planning for individualized instruction with experience.
III. Support Strategies
Among the support strategies identified for new teachers are those which are labeled: (1) low-intensity support strategies; and (2) high-intensity support strategies. (Stansbury and Zimmerman, 2000, p. 3-4) Low-intensity support strategies are reported to include such as orientation of new teachers, matching of veteran and beginning teachers, adjustment of working conditions, and promotion of collegial collaboration. (Stansbury and Zimmerman, 2000, paraphrased) High intensity support strategies are reported to include such as the selection and training of effective support providers, provision of release time, mini-courses addressing common challenges, and assistance...
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