Professional Development for Beginning Teachers at an Urban High School in the Northeast United States

Autor/in	McClain, William C.
Titel	Professional Development for Beginning Teachers at an Urban High School in the Northeast United States
Quelle	(2013), (85 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Virginia
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3031-5039-5
Schlagwörter	Hochschulschrift; Dissertation; Faculty Development; Beginning Teachers; High Schools; Urban Schools; Secondary School Teachers; Job Satisfaction; Teacher Persistence; Personnel Needs; School Schedules; Principals; Higher Education; Acceleration (Education); Dual Enrollment; College Preparation + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Junior teacher; Junglehrer; High school; Oberschule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Personnel requirement; Personalbedarf; Schulzeiteinteilung; Principal; Schulleiter; Hochschulbildung; Hochschulsystem; Hochschulwesen; Acceleration; Beschleunigung; Doppelstudium
Abstract	Teachers in any school community must confront immense contextual pressures: developing parent and community relationships, implementing curriculum and content, preparing students for state assessment examinations, along with navigating the professional relationships that exist within the school community. These pressures are amplified in the case of beginning teachers in their first three years leading their own classroom as they settle in to the profession and understand the nuances that go in to implementing the curriculum and nurturing professional relationships. The present study focuses on teachers at a newly formed high school, Riverside Technical School, and their perceptions of the implementation of professional development initiatives during an academic year. Teachers at Riverside Technical School face unique challenges due to the truncated academic calendar and preparing students for the Early College Initiative relationship River Tech had with the neighboring City University for Technology. This study describes the perceived needs of three beginning teachers in this unique academic environment, and examines the professional development they are provided in an effort to promote job satisfaction and teacher retention beyond the first three years in the classroom. At the end of the study, a series of action communications for the administration at River Tech, based on the findings from the study, were presented to the principal to inform his planning and implementation of professional development activities in the future in response to the needs of beginning teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01