Abstract
According to recent attrition rates, novice teachers may soon be considered “at risk” for staying in the classroom. There are nationwide attempts to help beginning teachers ease their transition into the profession, equip them more effectively to deal with diverse student populations, and help them develop as increasingly capable teachers. In California, state-funded programs are in their fourth year, following an extended experimental project to determine the best means of offering support that is geared to individual teacher assessment. This article describes one local beginning teacher support and assessment program, designed and carried out jointly by a public university and two elementary school districts. Program strengths and changes that have been made based on various ongoing forms of feedback and evaluation are also discussed.
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