Abstract
Novice teachers are added to campuses every year. The principals' challenge is to work with novice teachers to promote high levels of classroom practice, ensure the academic success of all students, and encourage new ways of being in schools for novice and veteran teachers alike. Principals can address these demands by understanding the issues novice teachers encounter as they assimilate into the work of the school, understanding the expectations of novice teachers for principals and colleagues, and developing strategies to meet the needs of novice teachers. The author discusses two proven mentoring strategies—establishing regular developmental meetings and providing meaningful, instructive feedback. The principal is the critical factor in novice teacher success.
Published Version
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