Beginning Teachers and Professional Development

This monograph reflects the perspective that programs for beginning teachers should include some broader goal of enhancing the status and image of the entire profession. This approach links goals and activities for beginning teachers with goals and activities for other individuals, organizations, and institutions. Chapter 1 discusses interactions among the qualities and concerns of beginning teachers, demands of their work, and other environments which influence them. Chapter 2 includes some considerations to be made before teaching begins. Chapter 3 focuses on creating mentor, peer, and other developmental relationships during an initial period of teaching. Chapter 4 tells how to provide other support activities during the initial period of teaching. Chapter 5 focuses on making decisions on certification, licensing, and continued employment. Chapter 6 describes activities and characteristics that foster continuous school improvement. Chapter 7 includes notes on planning, evaluating, and financing in relation to professional development programs for beginning teachers. Seven pages of references and eight appendixes containing forms and resources for professional development programs conclude the volume. (JD)