This paper explores a model of professional development that theoretically extends to new teachers a bridge from inquiry-oriented preparation into the first years of teaching. Inquiry-oriented teacher education habituates novice teachers into professional habits of heart and mind that are difficult to sustain given the reigning modes of…

Describes a novice teacher learning community (STEP+) formed though the multiyear collaboration among northern California teachers and two university researchers. (Contains 35 references.) (PKP)

This qualitative case study identified how various conditions supported one voluntary novice teacher learning community called STEP+. Participants were all graduates of Stanford University's teacher education program (STEP), a fifth-year, combined master's and credential program. STEP+ teachers convened for as many as 5 years away from their…

Nine San Francisco (California) second-year teachers who had conducted structured weekly meetings during their preservice program continue to meet monthly with two Stanford University researchers. At these meetings they discuss emerging values, philosophies, and pedagogical practice. The meetings involve formal check-in times for individuals to…