Supporting Beginning Science Teachers
July 2007
Experienced science teachers can use the research-based strategies presented in this article to assist beginning science teachers. As science teacher educators who work with and study the development of beginning teachers, the authors’ found the support offered knowingly and unknowingly by the teacher next door was a critical factor in assisting the new teacher (Luft and Roehrig 2006). Other research has expanded on this and found that support creates a positive learning and teaching environment and contributes to the development of the new teacher (Dangel 2006).
Mentoring New Science Teachers
July 2007
Most experienced high school science teachers are asked at some point to serve as a mentor to a novice teacher. While mentor-training programs have been established in many states, they often only focus on how the mentor can help new science teachers understand and negotiate the school culture, such as how the school runs and where supplies are kept. Less attention is given to teaching mentors how to assist new science teachers to develop their content knowledge, general pedagogical knowledge, and science-specific pedagogical content knowledge. This article provides a checklist for mentor teachers to use when assessing the teaching skills and knowledge of new science teachers. This checklist helps prioritize what and how much assistance the new teacher needs.
Editor’s Corner: Supporting New Teachers
July 2007
Many new teachers who leave schools after the first year report lack of support and poor working conditions as the primary reasons for leaving. New teachers can feel alone and vulnerable, even when working in a school building alongside scores of other teachers. At a time when many of our teachers are approaching retirement, and science and mathematics teachers are scarce, especially in urban settings, it is imperative that we support and retain teachers new to the profession. In this month’s column, the field editor discusses this critical issue and shares his positive experience working along side a new teacher during the 2006–2007 school year.
First Year 101
September 2002
The first year in the classroom is probably the most challenging of a science teacher’s career. While many science and education classes are offered in college, they do not always teach the basics of getting started. This article presents tips, tricks, and suggestions for getting through the first few weeks, staying organized, and keeping things interesting.