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Mentoring the Beginning Teacher: Providing Assistance in Differentially Effective Middle Schools

Mentoring the Beginning Teacher: Providing Assistance in Differentially Effective Middle Schools Introduction Statistics regarding the teaching profession are alarming. Over the next ten years, American school systems will need to hire an average of 200,000 K-12 teachers; in the urban and rural areas with high rates of poverty, the figure jumps to a need to hire 700,000 teachers (Fideler & Haselkorn, 1999). The estimates regarding new teachers are even more alarming. • The annual attrition rate for beginning teach- ers is twice that of more experienced teachers Mentoring the Beginning Teacher: (Odell and Ferraro, 1992). Providing Assistance in • Fideler & Haselkorn (1999) note that 9.3% of Differentially Effective Middle new teachers leave before they complete the Schools first year of teaching in public schools. • In the 1990-1991 school year 15% of all schools, both public and private, could not fill Pamela S. Angelle teaching vacancies with qualified teachers and Louisiana Department of Education had to resort to substitutes (National Center for Education Statistics, 1997). Trial by fire for the beginning teacher is a way of life for those novices relegated to large urban schools throughout the country. Teachers who feel overwhelmed by the system, who feel iso- lated in their autonomy, and who work in an environment that http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The High School Journal University of North Carolina Press

Mentoring the Beginning Teacher: Providing Assistance in Differentially Effective Middle Schools

The High School Journal , Volume 86 (1) – Oct 1, 2002

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Publisher
University of North Carolina Press
Copyright
Copyright © 2002 The University of North Carolina Press.
ISSN
1534-5157

Abstract

Introduction Statistics regarding the teaching profession are alarming. Over the next ten years, American school systems will need to hire an average of 200,000 K-12 teachers; in the urban and rural areas with high rates of poverty, the figure jumps to a need to hire 700,000 teachers (Fideler & Haselkorn, 1999). The estimates regarding new teachers are even more alarming. • The annual attrition rate for beginning teach- ers is twice that of more experienced teachers Mentoring the Beginning Teacher: (Odell and Ferraro, 1992). Providing Assistance in • Fideler & Haselkorn (1999) note that 9.3% of Differentially Effective Middle new teachers leave before they complete the Schools first year of teaching in public schools. • In the 1990-1991 school year 15% of all schools, both public and private, could not fill Pamela S. Angelle teaching vacancies with qualified teachers and Louisiana Department of Education had to resort to substitutes (National Center for Education Statistics, 1997). Trial by fire for the beginning teacher is a way of life for those novices relegated to large urban schools throughout the country. Teachers who feel overwhelmed by the system, who feel iso- lated in their autonomy, and who work in an environment that

Journal

The High School JournalUniversity of North Carolina Press

Published: Oct 1, 2002

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