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

Praise for the Second Edition:'Finally, a book that is realistic and provides superb assistance. A must for every principal.'ùRonald Jockel, Executive Director, Phi Delta Kappa International'Compelling rationale and practical steps for developing a firstûyear teacher induction program.'ùLinda L. Lyman, Associate Professor, Department of Educational Leadership and Human Development, Bradley UniversityHelp new teachers be the best they can be!Beginning teachers are often filled with selfûdoubt and questions regarding school culture and principals' expectations. From FirstûYear 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 firstûyear induction plan to help teachers succeed. This vital resource provides:Ideas for initial orientationStrategies for measuring program successA 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

About the Author :
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, 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 24th year. 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.

Review :
"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."