An analysis of the education system in New York City from a teacher's perspective.
Written in 2004; 1,759 words; 4 sources; MLA; $ 56.95
Paper Summary:
This paper discusses the teacher's view of the New York City education department and the norms prevalent regarding the treatment of new teachers. The paper examines the issue of volunteering for after school activities or events. The division that team teaching creates is discussed. The change in one's 'peer pool' due to changing from a staff member to administrator is explored. The paper offers several suggested intervention tactics to improve unfavorable situations.
From the Paper:
"It wasn't until my third year of teaching at The Clinton School for Artists and Writers in lower Manhattan that I fully caught on to and embraced this shared belief among the staff. The belief was that to be given even the slightest chance of survival, new teachers needed as much in-house help as possible including sharing lesson plans, recommending discipline tactics, reviewing plans prior to an administrative observation and allowing new teachers to do classroom observations. Matthews and Crow (2003) describe these mentoring innovations and collaborations as central practices in helping new teachers develop values that are central to the school's vision. The reason behind these practices at the Clinton School was quite simple; the staff was tired of losing potentially strong teachers to burnout. They felt by developing a support group new teachers would be able to overcome what Clover (2002) suggests are the two most difficult obstacles, fear and apathy. "
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