Describes how one beginning English teacher learned about the profession through her experiences working with a special education student. (HB)

Discusses the ways that seemingly minor events and incidents can provide the encouragement needed by beginning English teachers to make it through the ordeal of the first year of teaching. (HB)

Describes a project undertaken by a university teacher educator and a veteran high school teacher in which these two professionals exchanged jobs for an academic year. Provides excerpts from extensive field notes by both participants as well as analysis of what they both learned through the experience. (HB)

Describes methods and strategies for building the relationships between beginning English teachers and those who serve as their mentors. Offers practical advice for cooperating and student teachers. (HB)

Describes the findings of an extensive survey of secondary teachers regarding how first-year English teachers might be better prepared. Analyzes the opinions of practicing professionals regarding the best ways of preparing beginning English teachers for their new profession. (HB)

Examines the issue of responsibility regarding the proper development of teaching skills among new members of the English teaching profession. Argues that cooperating teachers and mentors are essential in the formation of beginning teachers. (HB)

Describes the techniques and strategies suggested by seasoned teachers by which beginning teachers might successfully survive their first full-time semester in the classroom. Discusses the primary needs of beginning teachers. Advocates regular reflection on teaching experiences. (HB)

Reflects on the author's 30 years as an English teacher. Ponders how and when the job turned into a professional career, and what it means to be a professional. Notes mentors along the way who promoted the enrichment of his teaching career. Encourages new teachers to take the step into professional opportunities and to stretch into new arenas of…

High school teacher Emily Sims shares her experiences co-teaching inclusive classes as a first-year teacher. She imparts practical advice for successful co-teaching relationships between the content teacher and the special education teacher, from which both students and teachers can thrive. (Contains 1 figure.)

Experienced English teachers recommend worthwhile books for beginning English teachers. (MS)

Notes that one of the major challenges facing a new teacher is reconciling all of the education and research with moment-by-moment real-life classroom action. Converts what the authors have learned from students into a set of seven guidelines that should be given to every graduating student teacher. (SG)

Presents eight responses from practicing teachers to the question, "What have you learned about record-keeping in the classroom that you would like to share with beginning teachers?" (HB)

Effective professional development programs focus on maintaining and nurturing the young traits like great enthusiasm and energy as other knowledge is gained to meet the teachers' evolving professional needs. The difficulties and experiences of many first-year teachers and some guidance to avoid them are described.

Describes attempts to invite new teachers to explore, extend, and even transform their beliefs about multicultural education in the context of language arts and literacy. Shares examples of activities completed by two groups of beginning teachers. (RS)

How can we prepare and encourage new teachers to take on the challenge of changing traditional views of literacy education? Teacher educator William Kist shares a first-year teacher's story of incorporating new literacies within an eighth-grade alternative classroom.