They are uncertain where to go for help or which actions to take with their students. Teachers look warily at commercial packages that make unrealistic promises, but they often do not have the time or resources to collect and read the research discussing which strategies would work best for their students. Many teachers work in isolation and so do not have the opportunity to share successes or failures with colleagues. In addition to the concern over reading, the Secondary Section is concerned about the shortage of teachers through the country. New teachers are being hired, but the number of prepared teachers does not match the need.
Many teachers join the ranks without certification.
Many of these teachers are not even enrolled in a credentialing program. While experienced teachers sympathize with these new teachers' plight, they usually are not given the time to support these new, and often unprepared teachers with the kind of mentoring they need. Urban schools often have fewer resources, more inexperienced teachers, and more crowded classrooms. While we don't have all the answer to address these serious challenges, we plan to increase our responsiveness to the needs of urban classrooms. In addition to connecting urban educators to resources already available through NCTE, the Secondary Section will refine its services with special attention to the urban classroom.