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Essay / Research Paper Abstract
This 7 page paper evaluates teacher training and mentoring and how this differs by district. An article by Grossman & Thompson (2004) is discussed in depth. Other literature is used to support claims. The article is critically evaluated. Bibliography lists 5 sources.
Page Count:
7 pages (~225 words per page)
File: RT13_SA526tt.rtf
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Unformatted sample text from the term paper:
for a shock. Few teachers really appreciate how difficult the task is and today, there is attention to discipline and the problems that go with it. The first year is
difficult and there are many challenges that crop up. To address such issues, many school districts implement programs for the teachers first year in order to help them not only
to adjust to the teaching life, but also to mold good teachers for the future. School districts view retention as important, which is one reason that tenure is given.
Teachers often tend to embrace characteristics that have been ingrained in them since their beginning days as teachers, which is why this subject is so relevant. Education is important and
all too often the role of the teacher is ignored. In a journal article, Grossman & Thompson (2004) examine the lives of three teachers who are starting out in the
field. Authors also examine their respective districts (Grossman & Thompson, 2004). How district policies are relevant in terms of mentoring, teaching and the design of the curricula is discussed (Grossman
& Thompson, 2004). Of course, these are important considerations in the scheme of things. Teachers often begin their careers with enthusiasm but find that they are sometimes faced with difficult
challenges concerning barriers they confront in school districts. Many school districts have their staff adhere to rigid school policies, thus tying the hands of the teachers in terms of both
course content and teaching technique. Disciplinary requirements mandate that for certain actions, either detentions or suspensions are given. No tolerance rules further create a situation where teacher input becomes irrelevant.
Authors make the point that districts, and the way in which they are ordered make a significant difference in terms of how the teacher is able to embrace his or
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