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1、KeepingNewTeachersinMindThebeginningwasawful,Laurarecalled,describingherfirstdaysofteachingscienceinaninner-citymiddleschool.Shehadn'tbegunwithhighexpectationforprofessionalsupport:"Iassumedthattheteacherswouldbeunsupportive,sortofthatsink-or-swimmentality...IassumedthatI
2、wasallonmyown,anditwasmeornothing."Yetshewasstillsurprisedbythelackoforganizedinduction.Whensheattendedthedistrict'sorientationmeetingforallnewteachers,shefoundnothingtheretohelpherbeginherworkasaclassroomteacher.Adayhadbeensetasidewhen"weweresupposedtocometoourschoolsand
3、getoriented,"butLaura'sprincipal"didn'tdoanything."Infact,Lauraonlylearnedwhichclassesshewouldteachwhenshereceivedthescheduleatafacultymeetingthedaybeforeschoolstarted.Inanefforttounderstandnewteachers'experiencesanddeterminebestpracticesinteacherrecruitment,support,andre
4、tention,theProjectontheNextGenerationofTeachersattheHarvardGraduateSchool;ofEducationisconductingafive-year,qualitativestudyof50newMassachusettsteachers.Resultsfromthefirstphaseofthestudy,inwhichProjectstaffinterviewedfirst-andsecond-yearteachersindiverseschoolsettings,in
5、dicatethat,unfortunately,Laura'sexperienceisnotunusual.Somenewteacherswerewarmlywelcomedintheirschools,introducedtotheircolleagues,andprovidedwithinformationabouttheclassesthattheywouldteach.Veryfew,however,wereengagedindiscussionsaboutthepressing,school-specificquestions
6、ofcurriculum,instruction,andclassroommanagementthatmostconcernnewteachers:Whatisexpectedofthematthisschool?Whatcantheyexpectfromtheirstudents?Whichteachingstrategieswork?Whichdon't?Whatcurriculumandbooksshouldtheyuse?Howshouldtheyorganizetheirclassroomsortheirgradebooks?H
7、owwilltheyknowiftheirstudentsarelearningwhatthey'retryingtoteach?Laurawasassignedamentorwhomighthavehelpedheranswersuchquestionsovertime.Hetaughtadifferentgradeansubject,however,andtheymet"zerotimes."Manynewteachersinthisstudywentthroughtheirfirstmonthsofschoolbelievingth
8、attheyshouldalreadyknowhowtheirschoolswork,whattheirstudentsneed,andhowtoteachwell.Whentheyhadqu