Create opportunities for new teachers to become part of collegial relationships and teams, by designing time and processes for collaborative planning, grade level meetings, peer coaching, and action research. They thrive in schools where open, collaborative professional practice is the norm. A teaching credential is a license to learn, as well as a license to teach. New teachers need assistance in identifying the most appropriate and productive staff development opportunities. New teachers are often faced with a confusing menu of inservice options, and overwhelmed by the demands of the classroom.
New teachers require staff development that is responsive to their classroom teaching needs.
To the largest extent possible, it should not make extraordinary new time demands. Even the most experienced and accomplished teachers are often quite insecure about their craft. This is because teaching is an art that is never mastered, because there is always room for improvement in even the most polished lesson. The best new teachers, those who are willing to observe and reflect upon their own shortcomings, may need the most reassurance and support. New teachers need to know what is expected of them, in terms of classroom performance, participation in staff and extracurricular duties, and in every other aspect of the job.