ERIC Number: ED674123
Record Type: Non-Journal
Publication Date: 2025-Feb
Pages: 191
Abstractor: As Provided
ISBN: 978-1-4166-3327-3
ISSN: N/A
EISSN: N/A
Available Date: 0000-00-00
Building a Strong Foundation: How School Leaders Can Help New Teachers Succeed and Stay
Michelle Hope
ASCD
With the growing teacher shortage, leaders need to know how to support new teachers and keep them in the profession. In "Building a Strong Foundation", experienced principal Michelle Hope lays out specific strategies and solutions that school leaders can use to help teachers build critical skills and confidence during their first five years in the classroom. The first step is to create a welcoming, emotionally safe culture with support systems, and the book provides advice for building trust and establishing operational, relational, and instructional conditions to set teachers up for success. With that strong foundation in place, leaders can focus on providing professional development, modeling, and coaching related to the six key areas of practice where new and novice teachers tend to need the most support: (1) Putting relationships first; (2) Managing classrooms effectively; (3) Encouraging family involvement; (4) Planning lessons; (5) Communicating and maintaining high academic expectations; and (6) Ensuring equity. Dr. Hope's guidance is actionable, focused, and informed by years of experience and research. When leaders help establish expectations and offer targeted training and mentorship, teachers will quickly develop the confidence and skills they need to stay and thrive in the profession.
Descriptors: Teacher Shortage, Teacher Persistence, Principals, Administrator Role, Leadership Styles, Self Efficacy, Work Environment, Trust (Psychology), Faculty Development, Coaching (Performance), Interpersonal Relationship, Classroom Techniques, Family Involvement, Lesson Plans, Planning, Expectation, Educational Quality
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Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Audience: Administrators
Language: English
Sponsor: N/A
Authoring Institution: ASCD
Grant or Contract Numbers: N/A
Author Affiliations: N/A