of the year. Many feel a great sense of relief that they have made it events that were successful and those that were not. They think about through the first half of the year. During this phase, new teachers focus the various changes that they plan to make the following year in on curriculum development, long-term planning and teaching strategies. management, curriculum, and teaching strategies. The end is in sight, and they have almost made it; but more importantly, a vision emerges as "I'm really excited about my story writing center, although the to what their second year will look like, which brings them to a new organization of it has at times been haphazard. Story writing has phase of anticipation. "I think that for next year I'd like to start the definitely revived my journals." The rejuvenation phase tends to last letter puppets earlier in the year to introduce the kids to more letters." It into spring with many ups and downs along the way. Toward the end of is critical that we assist new teachers and ease the transition from this phase, new teachers begin to raise concerns about whether they can student teacher to full-time professional. Recognizing the phases new get everything done prior to the end of school. They also wonder how teachers go through gives us a framework within which we can begin to their students will do on the tests, questioning once again their own design support programs to make the first year of teaching a more effectiveness as teachers. "I'm fearful of these big tests. Can you be fired positive experience for our new colleagues. if your kids do poorly? I don't know enough about them to know what I haven't taught, and I'm sure it's a lot." This article was originally written for publication in the newsletter for the California New Teacher Project, published by the California Department of Education (CDE), REFLECTION PHASE 1990. Article found at The reflection beginning in May is a particularly invigorating time for first-year teachers. Reflecting over the year, they highlight
of the year. Many feel a great sense of relief that they have made it through the first half of the year. During this phase, new teachers focus on curriculum development, long-term planning and teaching strategies. "I'm really excited about my story writing center, although the organization of it has at times been haphazard. Story writing has definitely revived my journals." The rejuvenation phase tends to last into spring with many ups and downs along the way. Toward the end of this phase, new teachers begin to raise concerns about whether they can get everything done prior to the end of school. They also wonder how their students will do on the tests, questioning once again their own effectiveness as teachers. "I'm fearful of these big tests. Can you be fired if your kids do poorly? I don't know enough about them to know what I haven't taught, and I'm sure it's a lot." REFLECTION PHASE The reflection beginning in May is a particularly invigorating time for first-year teachers. Reflecting over the year, they highlight events that were successful and those that were not. They think about the various changes that they plan to make the following year in management, curriculum, and teaching strategies. The end is in sight, and they have almost made it; but more importantly, a vision emerges as to what their second year will look like, which brings them to a new phase of anticipation. "I think that for next year I'd like to start the letter puppets earlier in the year to introduce the kids to more letters." It is critical that we assist new teachers and ease the transition from student teacher to full-time professional. Recognizing the phases new teachers go through gives us a framework within which we can begin to design support programs to make the first year of teaching a more positive experience for our new colleagues. This article was originally written for publication in the newsletter for the California New Teacher Project, published by the California Department of Education (CDE), 1990. Article found at
Secondary%20PDS%20Handbook.docx