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Navigating the Course of Change The Principal’s Role in Supporting Beginning Teachers. Texas Beginning Educator Support System (TxBESS) Linda Wurzbach Resources for Learning. What do beginning teachers say about their principals?. “The most difficult part of my
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Navigating the Course of ChangeThe Principal’s Role in Supporting Beginning Teachers Texas Beginning Educator Support System (TxBESS) Linda Wurzbach Resources for Learning
“The most difficult part of my new job was the expectations of the principal. I didn’t know what to expect ... and how I was to relate. At the beginning, all I saw the principal do was act as a welcomer. I didn’t know what his expectations for me would be. I was left on my own to develop a style of teaching and classroom management. I hoped that it was one he approved of.”
The Principal’s Role in Supporting Beginning Teachers • Understanding Beginning Teachers • Why do beginning teachers need support? • What phases do beginning teachers go through? • What can a principal do?
Why Do Beginning Teachers Need Support? • Retention • Effective instruction • Increased student achievement
Dave’s Top Nine List of Most Commonly Reported Problems by Beginning Teachers 9. Relationships with colleagues 8. Students’ personal problems 7. Insufficient materials and supplies 6. Evaluating student work 5. Planning class work 4. Parent relationships 3. Dealing with individual differences 2. Motivating students 1. Classroom discipline
Why Do Schools Need To Support Beginning Teachers? http://www.pbs.org/merrow/index2.htm
What Are the Consequences of Not Sealing the Leak? Many Texas students who most need skilled, experienced teachers are continually subjected to a revolving door of novice teachers.
What Is TxBESS? An initiative of the State Board for Educator Certification (SBEC) to develop a beginning teacher support system for Texas to increase beginning teacher retention and effectiveness
Bridge Between Preparation and Instruction Educator Preparation Public Schools Educator Standards Instructional Materials Student Testing (TAAS) (TAKS) (SDAA) (RPTE) Educator Testing (ExCET) (TExES) (Master Teacher) TEKS Educator Certification Teacher Evaluation (PDAS) Accountability System for Educator Preparation (ASEP) Texas Beginning Educator Support System (TxBESS) Academic Excellence Indicator System (AEIS)
Phases of Teaching: Attitudes Toward Teaching *from: Moir, E. (1990). Phases of first-year teaching. Newsletter of the California New Teacher Project, 2(2): 6-7, Sacramento: Commission on Credentials and the California Department of Education. Copyright 1998, Austin Educational Associates
Phase One: Anticipation • Begins during student teaching • Marked by romanticization and a commitment to making a difference • Carries through the first weeks of school
Phase Two: Survival • Reality hits. Teachers in this stage are primarily focused on SELF. • Some key Survival Stage questions are • How am I doing? • Will I make it? • Do others approve of my performance?
Phase 3: Disillusionment • Extensive time commitment—seventy hours per week • High stress • Self-doubt • Lower self-esteem
Phase 4: Rejuvenation • Focus on time and task • Some key questions are • Is there a better way? • How can I do all that is expected of me? • How can I improve this?
Phase 5: Reflection • Begins to assess impact • Focus on student learning • Some key questions are • Are students learning? • What are students learning? • How can I raise achievement levels? • Is this meaningful to students?
Support Matters • Needs of beginning teachers change when they are supported. • The dips for supported beginning teachers are not as great.
Teaching Assignments Arrange beginning teachers’ classes and schedules so they have an opportunity to be successful: • Types of students • Number of preparations • Limited extracurricular activities • One well-supplied classroom • Assignment to area of certification • Stable teaching assignment
Initial Assistance: What Principals Can Do for Beginning Teachers • Celebrating the beginner’s arrival • Establishing rapport and building trust • Orientation • The community • School district policies and procedures • The curriculum • Beginning teacher support • The school
Initial Assistance: What Principals Can Do for Beginning Teachers • Be clear about the beginner’s specific responsibilities • Plan for informal interactions • Provide assistance for the crucial first week of school
What Else? • Participate in training to understand the needs of beginning teachers and demonstrate effective means of communicating with them. • Support mentors and be part of the support team. • Develop a school climate that is supportive of beginning teachers.
When You Have Mentors… • Assign mentors in similar grade/subject areas • Assign mentors with classrooms in close proximity to beginning teachers • See that mentors are trained • Provide beginning teachers and mentors release time • Respect beginning teacher-mentor confidentiality
The most helpful professional development is ... • Principal input on an informal basis. • Planned and spontaneous observations by the principal, followed by an informational conference.
The first things I want to know are ... • What are the rules of my relationship with the principal? • What are the school goals and expectations?
“The relationship between new teachers and their principals is the key component in the success of the new teacher.”
For More Information… • State Board for Educator Certification • www.sbec.state.tx.us • Resources for Learning • firstname.lastname@example.org • ESC, Region 20 • email@example.com
What Are Three Things You Will Do To Support Beginning Teachers on Your Campus? 1. 2. 3.