Describes extent of out-of-field teaching and negative impact on teachers and students. Suggests that out-of-field teaching is the result not of an inadequate supply of qualified teachers, but of expedient assignment decisions by school principals. (PKP)

A noted educator reflects on six satisfactions that he experienced during his career in teaching: introducing students to great ideas, getting a foothold on immortality, improvising on the job, enjoying teaching as a meaningful aesthetic experience, sharing your love of what you teach, and knowing you made a difference in a student's life.

Veteran teachers do not have to be official mentors to help their new colleagues. Experienced educators can be lifesavers for isolated novices by reaching out informally. The most practical opportunities occur through chance meetings in hallways and scheduled discussions during common preparation times. (MLH)

When carefully conceived, portfolios can significantly advance a teacher's professional growth and preserve evidence of exemplary teaching. More than a scrapbook or steamer trunk of eye-catching materials, a teaching portfolio is an ongoing, collaborative process that carefully and thoughtfully documents a set of accomplishments attained over an…

Discusses three essential components of successful cooperative education programs (commitment, pacing, and support) and offers practical suggestions to teachers, such as arranging groups efficiently, determining group size, deciding how long groups should stay together, and deciding when group learning is appropriate. Teaching social skills is…

Personal narratives can reveal the nurturing dimension of the teaching role, characterize important changes in teachers' professional lives, and encourage more reflective practice. Such stories are not superfluous features of teachers' lives, but rather are basic to their continued individual and professional growth. (25 references) (MLH)

The lack of instructional continuity in schools negates every effort of principals to provide an environment where all students would be successful. One solution could be to bridge the gap between the professional knowledge and skills of experienced teachers and the energy and fresh ideas of new recruits so that the latter are provided support…

Superintendent in West Chester County, New York, describes her experiences teaching fifth-grade students research and writing skills while continuing to serve as superintendent of schools. (PKP)

Figures from the National Center for Education Statistics for 1993-94 show that most of the nation's 3 million teachers are female, experienced (over 40), and typically enjoy the support of their principals and colleagues. Fully 87% are Caucasian. Schools have yet to provide sufficient numbers of minority teachers. Most teachers would appreciate…

Like wildflowers blooming in the cracks of city sidewalks, reflective practice celebrates the organic over the artificial. Inquiry-oriented teaching, rejecting logical-positivist methods, engages teachers in a cycle of thought and action based on professional experience. Teachers subjected to quality control pressures reduce their teaching to the…

In "The First Year of Teaching: Real World Stories from American Teachers," editor Pearl Rich Kane collects 25 stories probing male-female differences, moral classroom dilemmas, and teacher training deficiencies. In "A Lifetime of Teaching: Portraits of Five Veteran High School Teachers," Rosetta M. Cohen examines outstanding teachers' passionate…

The classroom observations to encourage strong link between teachers and young students using variety of approaches and techniques are discussed. The experience of a teacher to learn the accurate ways to read the minds of students during the 130 days spent in California high school is described.

Reports on results of an undergraduate elementary education program at Hunter College, New York, taught on premises of city elementary schools. (DS)

Student teachers should observe and be involved with curriculum decisions at an early stage of their teacher education. (AF)

The typical education professor has fewer than 5 years of K-12 teaching experience; those who haven't taught in public schools for 20 years undermine prospective teachers' attitudes about teaching and have little understanding about teachers' professional problems. It is hoped the character of teacher education may be altered by the massive…