Supporting First Year Teachers – Podcast Episode 39

Supporting First Year Teachers – Podcast Episode 39 | Podcast Episode 39

Classnotes Podcast (September 2, 2008) Becoming a good teacher is a process that requires years of experience and commitment. But from the first day in the classroom, new teachers are expected to assume the same job responsibilities as teachers who have taught for 20 years. And most face this task with little assistance or guidance during their first year of teaching. As we open a new school year, Dr. Adela Solís, an IDRA senior education associate, gives practical examples of things schools can do to support their new teachers and some strategies for new teachers during their first days with their students. Adela is interviewed by Bradley Scott , Ph.D., director of the IDRA South Central Collaborative for Equity.

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Show length: 20:58

Resources

Coaching and Mentoring for Novice Teachers
IDRA’s New Teacher Induction Model

Assist the New Teacher

Education World
“The Educator’s Best Friend”

Classroom Management
e-Learning course (web site plays music)

¡Colorín’ Colorado!
A bilingual site for families and educators of English language learners

Inspiring Teachers
A community of educators networking for mutual growth and support in the teaching profession.

New Teacher
Non-commercial web site funded by The First Days of School Foundation, a nonpartisan, nonprofit, public benefit corporation. Founded by former teachers.

Teacher Net
Online community for K-8 teachers

Your feedback
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Show Notes

Host Bradley Scott, Ph.D., director of the IDRA South Central Collaborative for Equity, welcomes Adela Solís, Ph.D., an IDRA senior education associate, for a discussion of how schools can support their new teachers and of strategies for new teachers during their first days with their students.

Adela gives a definition of a "new teacher." Adela explains that externally, new teachers are assessed on their readiness to teach in subject areas of expertise on Day 1, as well as their ability to adapt to the culture of their school.

Adela adds that teachers are also assessed through direct conversations with the teachers themselves, classroom observation and through self-assessment.

Adela talks about the difference between perceived teacher needs and actual teacher needs.

Adela describes the coaching and mentoring of new teachers that IDRA offers.

Adela outlines three main strategies for schools to follow in supporting their new teachers from Day 1, Year 1.

Adela offers her final piece of advice for new teachers: Create a vision of success for your students, and then share it.

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