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From First-Year to First-Rate
Updated Edition of Bestseller

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

Third Edition

January 2007 | 160 pages | Corwin

Praise for the Second Edition:

"Finally, a book that is realistic and provides superb assistance. A must for every principal."
—Ronald Jockel, Executive Director, Phi Delta Kappa International

"Compelling rationale and practical steps for developing a first–year teacher induction program."
—Linda L. Lyman, Associate Professor, Department of Educational Leadership and Human Development, Bradley University

Help new teachers be the best they can be!

Beginning teachers are often filled with self–doubt and questions regarding school culture and principals' expectations. From First–Year 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 first–year induction plan to help teachers succeed. This vital resource provides:

  • Ideas for initial orientation
  • Strategies for measuring program success
  • A 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!

About the Authors
1. Understanding the Beginning Teacher
The Mature Beginner

Alternative Certification

Beginning Teachers From Minority Groups

Reentry to Teaching

Experienced Teachers in a New School


2. Helping Beginning Teachers Face Problems and Barriers
Reality Shock

Theoretical Knowledge Base

Administrators and Expectations


New Kid on the Block

Classroom Dilemmas

Addressing Differing Student Needs


Setup for Failure

Inferior Working Conditions

Are You Old Enough to Be a Teacher?

Nonpublic Schools

Rural Schools



3. Acclimating the Beginning Teacher
The Strength of School Cultures

Socializing the Beginning Teacher


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


5. Starting Orientation Before the School Year Begins
The Orientation Phase

Orientation Meetings: Setting the Stage

The Role of the Principal in Orientation


6. Developing a Good Induction Program
What Is Developmental Induction?

Organizational Structure

Program Delivery


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


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


9. Measuring Induction Program Success
Needs Assessment


Year-End Evaluation

Principals' Self Assessments


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



"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."

Greg Chatlain, Superintendent of Education
Greater Saskatoon Catholic Schools, Saskatchewan, Canada

Sample Materials & Chapters


Chapter 1

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ISBN: 9781412916035
CAD$ 41.95

For large school/district orders, volume discounts, availability and shipping times contact customer service at 800-233-9936

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