From First-Year to First-Rate

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.

• AcknowledgmentsAbout the AuthorsIntroduction1. Understanding the Beginning TeacherThe Mature BeginnerAlternative CertificationBeginning Teachers From Minority GroupsReentry to TeachingExperienced Teachers in a New SchoolSummary2. Helping Beginning Teachers Face Problems and BarriersReality ShockTheoretical Knowledge BaseAdministrators and ExpectationsIsolationNew Kid on the BlockClassroom DilemmasAddressing Differing Student NeedsAssessmentSetup for FailureInferior Working ConditionsAre You Old Enough to Be a Teacher?Nonpublic SchoolsRural SchoolsOverwhelmedSummary3. Acclimating the Beginning TeacherThe Strength of School CulturesSocializing the Beginning TeacherSummary4. Working With Beginning Teachers: The Role of the PrincipalThe Power of the PrincipalThe Leadership of the PrincipalWhy 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 EvaluationSupport for the PrincipalHow Do Principals Find the Time to Help?Assessing Time SpentTaking Charge of Your TimeSummary5. Starting Orientation Before the School Year BeginsThe Orientation PhaseOrientation Meetings: Setting the StageThe Role of the Principal in OrientationSummary6. Developing a Good Induction ProgramWhat Is Developmental Induction?Organizational StructureProgram DeliverySummary7. Building a Teacher-Mentor Support TeamWhere Did the Idea of Mentors Originate?How Do We Know That Mentoring Works?What Are the Benefits of Mentorships?Beginning a Teacher-Mentor ProgramThe Needs of New TeachersThe Framework of a Mentor ProgramWhat Are the Requirements for a Mentor?Matching Mentors With Entry-Year TeachersThe Process of MentoringHow Should Mentors Be Oriented?Training of MentorsDiagnosing ProblemsConferencing With BeginnersThe Role of Other FacultyAdministrative SupportUniversity ConsultantsProgram EvaluationSummary8. Helping Beginning Teachers With Common ProblemsHelping With Specific ProblemsThe Principal′s RoleThe Teacher′s Role--And Ways the Principal Can HelpSummary9. Measuring Induction Program SuccessNeeds AssessmentGoalsYear-End EvaluationPrincipals′ Self AssessmentsSummary10. Integrating Induction and Career-Long DevelopmentDevelopment That Spans a Teaching CareerStrategies for Adult LearnersMeeting the Needs of the Developing AdultWhen Reflection and Renewal DiminishFostering a Culture for GrowthA Model for Continuous DevelopmentA Model for Continuous LearningSummaryReferences

"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."