Supporting a First Year Teacher

Abstract

This action research project is a qualitative study that examines the different kinds of support a first year teacher needs to be effective in the classroom and feel successful. The goal of this research is to understand what types of support are in place for novice teachers and to examine their effectiveness. This study followed two kindergarten and one first grade teacher to chronicle the support they were provided, challenges they faced and suggestions for improving their experiences.

Research shows that lack of support is one of the reasons more than 30 percent of beginning teachers leave the teaching profession within the first three years (Andrews & Quinn, 2005). Among the many strategies used to support teachers, mentoring was introduced in the early 1980’s. It is now mandated by over 30 states and implemented in some form by at least 47 states (Marable & Raimondi, 2007). However, attrition rates remain high within the profession. High teacher turnover rates affect student performance, annual budgets and camaraderie within a school. Research suggests that is takes three to five years for most beginning teachers to become proficient, thus beginning teachers must be retained to ensure a proficient teaching force. This action research examines the effectiveness of mentor teachers and the support they provide for first year teachers. This study will include the perspectives of the novice teachers, administrators and mentor teachers.