Job Title: New Teacher Developer
Type of Company: I work for a large city public school system.
Education: BA in Russian Language & Literature, Brandeis University EdM in Education, Harvard Graduate School of Education EdD in Education, Harvard Graduate School of Education
Previous Experience: Teacher
Job Tasks: I am a "teacher on assignment" -- which means I am a member of the teacher's union, but not providing direct service to students in a classroom. Instead I serve as a full-time mentor to 14 first-year teachers in five different schools.
I meet with each new teacher for about 45 minutes per week and spend an equal amount of time in each teacher's classroom. My time in the classroom is spent primarily in observing instruction, modeling lessons, and/or working with students. I use observational tools developed by the New Teacher Center in Santa Cruz, CA, to record things such as student participation, a teacher's movement around the classroom, or actions of particular students.
My daily work involves a lot of listening. New teachers respond to prompts of, "What's working well?" and "What are you current concerns and/or challenges?" while I listen, occasionally asking clarifying questions. We then discuss possible ways to address the challenges and develop a list of next steps for the new teacher's practice.
I also need to spend a lot of time on the computer, as I communicate regularly with new teachers, colleagues, administrators, and various community resource people via e-mail. New Teacher Developers in my city meet weekly and also come together for professional development.
Best and Worst Parts of the Job: The best part of my job is supporting new teachers. I remember how difficult my own first year is... and understand how overwhelming teaching can be. I think this program provides an ideal way to "give back" to the profession as a veteran teacher.
The worst part of my job is being in so many different schools. This makes it nearly impossible to provide support for new teachers outside of our 1:1 time together. Research shows that teachers often leave the profession because of the culture of the school and I believe our work should include whole-school change.
1. REALLY believe in the teachers you're supporting... that they can and will do well, that they care about their students and want to be effective. 2. REALLY listen and trust that new teachers can solve their own problems with coaching. 3. BE an excellent teacher yourself... a lifelong learner who can model "best" practices. 4. Develop resources and contacts that might be useful to others. 5. Have patience with the changes that take time. 6. Be a positive role-model of professional behavior.
These schools offer particularly quick info upon request, and we have written detailed profiles for each (click school names to see the profiles).
Request info from multiple schools, by clicking the Request Info links.
Earn your graduate degree online with Northcentral University.
Concordia University - Portland offers several fully online 14-month Master of Education (M.Ed.) programs and a fully online Doctorate of Education (Ed.D.) program.
Advance your teaching career with an online master's degree from University of Southern California Rossier School of Education.
The inside stories from people actually working in the field.
Click a story title to show the story, and click the title again to hide it.
Career Stories are concise, real-world career overviews written by people relating their personal career experiences and wisdom. They provide invaluable insights and mentoring advice to students and career changers.
Most stories include:
Please also see our detailed information about Elementary School Teachers, including: