Despite extensive preparation in high-quality programs, novice teachers face a daily deluge of moments when their understandings about teaching are called into question in the living context of their new classrooms. These encounters often challenge new teachers' ideals about what teaching truly entails as well as their abilities to succeed in…

In 2002, when the authors began their three-year study of the problems new teachers face ("Supporting Beginning English Teachers"), No Child Left Behind (NCLB) had yet to have a significant impact on the lives of most classroom teachers. When they were interviewing beginning teachers, they had no idea that Jonathan Kozol was also in the…

Describes some of the activities of the New York City Association of Teachers of English designed to reach out to new colleagues. Describes a survey of the needs of new teachers, as well as in-depth interviews with 11 new K-12 teachers. Discusses plans for supporting new teachers based upon these findings. (SR)