Table Of ContentExtending the Learning Community: The Birth
of a New Teacher Support Group
Donna R. Sanderson
West ChesterUniversity
Abstract
This article shares the results of a study that explored the need, and consequential birth, of a new teacher support
group for newly graduated elementary education majors. Constructed of a university supervisor and five newly
graduated novice teacher’s, this study examines their first semester as classroom teachers. Research related to the
induction stage of teacher’s careers and their identity provides a lens through which to explore socialization experiences
of the novice teachers during their transition from pre-service to professional practice. Additionally, ways in which first
year teachers navigate the organizational environment are highlighted. The analysis finds that many of the group
members struggled with issues of classroom management and discipline and experienced feelings of isolation and
loneliness. Additionally, these beginning teachers discuss fitting into a school culture that has already been established
and the pressures to meet each student's individual needs. These data suggest that while beginning teachers are often
afforded other avenues of support, such as a veteran mentor teacher and a new faculty induction program, an informal
support group made up of all beginning teachers can be beneficial in providing “a bridge to the real world of teaching
outside of the university walls.”
As an assistant professor new to the supervision During the summer of 2002 I corresponded with a
of student teachers in elementary education, I am handful of my former students by electronically
astounded and appalled at the research identifying emailing with them as they began to prepare for
the high attrition rates among teachers in the induc- their first teaching assignment. As anxiety mounted
tion stage of their career. Sadly it has been reported and the summer shortened, and as I read many
that the most talented new educators are often the articles centering on the difficulties novice teachers
most likely to leave the profession (Gonzales & Sosa, face, I decided to ask my former student teachers if
1993). As many as forty percent resign during their they would be interested in extending their learning
first two years of teaching (Haselkorn, 1994, Gunder- community by conversing with other novice teach-
son & Karge, 1992) and a higher resignation rate ers about to embark into the unknown—their first
exists for new teachers in comparison to veterans year of teaching. I sent into cyber space an invitation
who have been teaching for ten years or more. In- to join a new teacher support group in an attempt to
trigued by this research and searching for a way to ease the challenges of the first year of teaching. For
assist newly graduated student teachers, I developed me it was an attempt to continue assisting my for-
a New Teacher Support Group to provide a support- mer students from the world of student teaching
ive learning community for novice teachers and right into the real world of the classroom. The re-
assist them throughout their first year of teaching. sponse was overwhelmingly positive and five nov-
ice teachers signed on for the journey.
Idea Construction and Rationale At our first meeting in late August, I shared my
During the 2001–2002 school year I supervised rationale as to why I thought a support group for
thirty elementary education student teachers at novice teachers was a worthy idea. Based on the fact
West Chester University, outside of Philadelphia, that as the summer progressed, and more former
Pennsylvania. Many of these thirty talented students student teachers were securing teaching positions
were hired by local school districts after graduation. for the approaching school year, I was being emailed
Volume XXVI • Number 1 • Fall 2003 63
Donna R. Sanderson
by former student teachers at an alarming rate. program mandated by their new employers, I feared
Many of these calm and confident student teachers that these novice teachers might stumble and want-
were now riddled with anxiety about the approach- ed to create a support system to help keep their feet
ing school year. Many asked very focused organiza- firmly on the ground.
tional questions, especially questions centering on
classroom management and discipline. Other ques- Main Goals and Objectives
tions that surfaced were if it was appropriate to call The development of a teacher’s identity is a
their new grade partners, or how to effectively set continuing and dynamic process that is ever chang-
up a seating chart, and what is the best way to wel- ing. Cooper and Olson (1996) suggest teacher iden-
come parents into the classroom? I realized that tity is continually being informed, formed, and
these students were simply asking me, but what reformed as individuals develop over time and
they needed was the opportunity to widen their through interactions with others. Scholars identify
learning community and ask each other these in- multiple influences that shape teacher identity,
triguing questions as well. ranging from personal experiences to media images
Before our first group meeting I read an article to pedagogical beliefs supported by pre-service
centering on novice teachers and the organizational instruction. This newly designed New Teacher
environment by Walsdorf & Lynn (2002) and shared Support Group was formed to support novice teach-
part of it with the group, for it talked about how the ers in a multitude of ways during their first year of
induction stage of a teacher’s career is exceptionally teaching. The groups objectives included: (1) provid-
difficult and riddled with challenges (Gold, 1996; ing a forum for scholarly dialogue pertaining to new
Huling-Austin, 1990). Yet, more specifically, it stated challenges that may be faced; (2) collaboratively
that: brainstorming suggestions for questions that arise
throughout the school year; and (3) promoting and
Beginning teachers’ transitions from pre-service supporting on another’s professional growth as
to professional practice are often unsettling, these novice teachers form their “teacher identity.”
because there is not a gradual induction into job
responsibilities as is characteristic in other pro- Participants and Their Goals
fessions. Customarily assigned teaching loads As mentioned, five newly graduated elementary
from their fist day of employment, beginning education majors quickly signed on to take part in
teachers soon realize the challenges they will this new venture. All had recently secured a contract
face with students’ lack of enthusiasm, manage- with a school district as a full-year long-term substi-
ment and discipline issues, and the exhausting tute or a temporary professional (non-tenured) first
nature of their work (Stroot, Faucette, & year teacher. Four of the participants were teaching
Schwager, 1993; Veenman, 1984; Walsdorf & in Pennsylvania in three different suburban school
Lynn, 2002). districts and one in a suburban school environment
in southern New Jersey. Grade level assignments
I quickly realized that while these students were ranged from two teachers in kindergarten, one
still pre-service teachers, they had a support system teacher in third grade, one teacher in fourth grade,
already in place to help them succeed. This was and one teacher in sixth grade.
especially true during their last semester of student The five beginning teachers were invited to
teaching with both a cooperating teacher and a participate in this endeavor based on the fact each
university supervisor available everyday for ques- would be a classroom leader for the first time during
tions and answers and to offer guidance. I was the upcoming school year. It must be added that two
worried that some of these very talented student additional novice teachers were asked to join but
teachers would find themselves in an unsupported declined because of time constraints and geographic
and therefore, stressful teaching situation. Even with proximity.
a new teacher mentor and a new teacher induction Of the five participants, four had previously
64 The Professional Educator
Extending the Learning Community
completed their student teaching semester with me had the ability to truly support one another through-
as their university supervisor, and was a student of out their first year of teaching.
mine for two elementary education specialized pre-
paration classes which were completed before her Organizing the Support Group
student teaching semester. Many education scholars agree that the first year
As the leader of this support group I quickly of teaching is exceptionally challenging (Huling-
wanted to know why these former students wanted Austin, Odell, Ishler, Kay & Edelfelt, 1989; Veen-
to be part of this initiative. Since no grades would be man, 1984). First year teaching experiences are pow-
issued and each of these participants were already erful influences on teachers’ practice and attitude
college graduates, I was curious to know why they throughout the remainder of their careers (Kuzmic,
would dedicate time and energy to this “new learn- 1994). Because of the importance and complexity of
ing community.” What was their motivation? What beginning teachers’ experiences, their socialization
did they think was in it for them? What did they has received increased attention in educational
want to learn? research and reform during the past two decades
At our first meeting in August 2002 they were (Huling-Austin, 1990; Kuzmic, 1994).
asked to share their thoughts and goals for the sup- For over a decade, reformers have called for
port group. Although the group did not have any induction programs with mentors to ease the transi-
professional teaching experience their answers were tion of beginning teachers into full-time teaching
mature and well developed. The youthful teachers (Huling-Austin, 1990). Many (Cochran-Smith, 1991;
each shared a vision that they would like to: Feiman-Nemser, 1983; Koerner, 1992; Staton &
Hunt, 1992) believe that working with an experi-
• Get new ideas for different situations, and to enced teacher will help shape a beginning teacher’s
hear what works and doesn’t work in other beliefs and practices. Most induction programs
classrooms. attempt to increase teacher retention and improve
• Have an outlet to discuss issues that others the instruction of new teachers.
can’t really relate to, or don’t want to hear This support group was designed to offer stu-
about. dents a “bridge to the real world of teaching outside
• Possibly get current information that West of the university walls.” These five newly graduated
Chester University is presenting to their elementary education students along with a univer-
current student teachers (if it was different sity student teaching supervisor were about to ex-
from what has been learned). plore the challenges of beginning teaching through
• Have other first year teachers grow and the vehicle of an informal “self-help/group-help”
learn by sharing ideas and experiences. support system. Different than a formalized school
• Relate/vent to first year teachers who are district induction program, the strength of this new
going through the same things and ex- teacher support group, came from putting new
change workable ideas. teachers in contact with each other to generate pro-
• Have support from other first year teachers fessional dialogue and provide a feeling of together-
minimizing the notion of isolation. ness as they realize they are not alone in their newly
found professional struggles.
After reading these responses I was very opti- When organizing the support group two words
mistic about the support group. Their answers were used to sum up the tone of the support: “infor-
showed a desire to better themselves as educators mal” and “doable.” As their leader, I strove for a
and to work collaboratively to attain their goals. format that would let each of the participant’s feel
They wanted to communicate with each other by comfortable and at ease so they could trust the
discussing, listening and sharing. They used words group and become true learning partners with each
such as grow, learn, adapt, and support. I was confi- other. Realizing that all of the new teachers were
dent that our goals harmonized and that this group anxious about what challenges waited in the near
Volume XXVI • Number 1 • Fall 2003 65
Donna R. Sanderson
future, we quickly tried to bond as one group with- methods and resources were used. These methods
out having individuals try to outshine one another. included participant’s daily jottings, electronic
We tried to create a safety zone where we could ask emails in both structured question format and un-
questions, make mistakes, and stumble without structured conversations, and notes from monthly
feeling embarrassed or alone. Since many of the meetings. Multiple sources of data and different
teachers already knew each other from taking class- methods of collecting these data lend credibility to
es together we gelled quite easily and quickly. our conclusions.
The support group also had to be “doable,”
meaning as the group leader I was quickly reminded Daily Jottings
how time consuming the first year of teaching can Born from Walsdorf and Lynn’s 2002 article
be. Just a few weeks into September I remembered entitled, “The Early Years: Mediating the Organiza-
my first year of teaching and how you can eat, sleep tional Environment,” and our discussion during our
and breath your first teaching position. We needed initial meeting, a guide was created to help organize
to be supportive of one another and available to give the teachers’ thoughts into categories. These catego-
and receive help, but not to be overbearing and ries, centering on different organizational areas,
demand too much of each other’s precious and were to be commented on at a later time when these
limited time. teachers could reflect and write about their day’s
With the challenge of being both “informal” and experiences; preferable at the end of the day when
“doable” we decided to meet monthly as a group time was available and the issues were still fresh in
and to be available by electronic mail at all times. As their minds.
a united front we agreed that even in our busy lives The categories focused on what research states
we could all commit to one meeting a month to de- as areas for concern for first year teaching profes-
stress, unwind, and bring fresh, real-life educational sionals. Fessler (1992) contends that teachers move
issues to the group that were problematic. In addi- through their careers in response to the organiza-
tion, having each other only a click away gave us the tional factors in their environment. He also contends
security that help was not far if an emergency were that the induction stage is a crucial period of transi-
to arise. tion and that there is a need to provide support from
As a group we decided that the meetings would the organizational environment.
be semi-structured with topics born from the real Participants were asked to make daily jottings
world and real issues/problems/situations that during the fall semester in the appropriate catego-
groups members were facing. Weekly emails would ries, plus they were given the freedom to create new
be sent from me posing questions related to research categories if they saw the need. They were told that
centering on novice teachers, plus emails at any time “jottings will consist of something that happened
could be sent from group members looking for during the day that stands out, makes you question
help/advice/answers/feedback. We decided to al- something, frustrates you, etc.” The categories chos-
ways use the “reply to all” button to keep all the en for the daily jottings were: (1) isolation and loneli-
members electronically “in the conversation.” Over- ness, (2) classroom management and discipline, (3)
all, we viewed our correspondences as an ongoing conflicts with colleagues, (4) understanding stu-
electronic conversation that would support us as we dents’ individual needs, (5) difficult teaching assign-
journeyed into uncharted waters from pre-service to ments (content), 6) formal mentor program, (7) lack
professional practice relying on other group mem- of spare time, (8) parent communication, (9) motivat-
bers as a life preserver. ing students, and (10) pacing of the curriculum.
Data Collection Electronic Emails
To create an awareness centering on the partici- Since communicating electronically is both fast
pant’s teaching identity and socialization, and their and efficient, this was the primary mode of commu-
new role as “teacher,” a number of ethnographic nication we shared as a group. During the first
66 The Professional Educator
Extending the Learning Community
semester, structured open-ended questions covering lected, they were continually reviewed, organized,
a multitude of areas were emailed to the partici- and categorized. This was accomplished so the data
pants. The questions forced the group members to could be recorded efficiently and managed in ways
critically evaluate their own teaching performance, that allowed for easy retrieval. “The experienced
compare their first year of teaching to their student qualitative researcher begins data analysis immedi-
teaching experience, and explore their rationale for ately after finishing the first interview or observation
why they are using certain procedures in their class- and continues to analyze that data as long as he or
rooms. The aim of these questions was to force the she is working on the research” (Maxwell, 1996, p.
members to critically review and reflect on why they 77).
are utilizing certain practices in the classrooms. The The initial step in qualitative analysis is reading
questions invited students to engage in discussion the documents that are to be analyzed (Dey, 1993).
with other group members and to analyze what is I found that reading and rereading the electronic
and isn’t working in regard to their chosen teaching emails afforded me the opportunity to live through
methods. These questions were intended to be used the electronic discussions a second time and allowed
as a springboard for self-reflection and gentle prod- me to become familiar with the data. During this
ding for improvement as each group member saw reading time I wrote notes (analytic memos) in order
fit. Likewise, informal conversations took place to develop tentative ideas about categories and
through email in which participants quickly re- relationships. Referred to as “an essential technique
sponded to one another. Each group member was for qualitative analysis” these memos not only as-
encouraged to ask questions or provide encourage- sisted in my reflection of the data collected, but
ment as the school year progressed. captured my analytical thinking about the data by
Additionally, informal notes were taken during facilitating such thinking and stimulating analytical
our unstructured conversations each time we met as insights (Marshall & Rossman, 1995, p. 78). Overall,
a group. These meetings always produced many data were collected and used in a number of ways.
avenues for collaboration as members shared a meal, The data generated from the electronic emails were
laughed, and talked about life as a new teacher. coded, indexed and synthesized, as well as the data
Throughout the first semester four meetings were gathered from the daily jottings and meetings.
held and the new teachers informally talked about
their experiences in a supportive environment. Results and Discussion
During each of our meetings we heard from all of Daily Jottings
the group members and further examined how each Over a five-week period during the fall semester
was coping with their new professional challenges. the teachers took the needed time to complete their
daily jottings at the end of the teaching day. Analy-
Data Analysis sis of the data suggested that the most popular
categorical areas that novice teachers had to com-
Data analysis is the process of bringing order, ment on were classroom management and disci-
structure, and meaning to the mass of collected pline, conflict with colleagues, isolation and loneli-
data. It is a messy, ambiguous, time-consuming, ness, and meeting students’ individual needs.
creative, and fascinating process. It does not pro- Comments expressing frustration during non-
ceed in a linear fashion; it is not neat. Qualitative academic times during the school day were fre-
data analysis is a search for general statements quent. Teachers talked about transition times during
about relationships among categories of data, it the school day, the end of the day routines, remind-
builds grounded theory. (Marshall & Rossman, ing students to work quietly, and general disrespect
1995, p. 111) among the students. One teacher wrote about a
behavioral incident that happened on the play-
The analysis of data did not occur in a linear ground and wondered whose responsibility it is to
manner, but rather recursively. As data were col- handle the problem when the classroom teacher
Volume XXVI • Number 1 • Fall 2003 67
Donna R. Sanderson
isn’t present at the time of the incident. Overall, heading understanding students’ individual needs.
these new teachers, with teaching assignments Some found assistance from talking with parents
ranging from kindergarten to sixth grade, com- about what has worked with youngsters in the past,
mented on similar classroom experiences and the while others felt they were just beginning to “sort”
struggles they endured during their first semester as the students according to their academic levels
the classroom leader. In regards to management and which would help with grouping, seating and the
discipline these feelings are all too frequent for teacher workload as well. Comments were made
beginning teachers. Brock and Grady (1998) believe praising the special teachers (such as the Title I,
that new teachers have been left to discover for English as a Second Language, and Seminar teach-
themselves the answers to effective classroom man- ers) for knowing much about their students since
agement and discipline. Walsdorf and Lynn (2002) they had tracked them over a few years. One novice
concur that these two teaching demands are interde- teacher in particular felt she had trouble meeting her
pendent, and a teacher needs to succeed on both students’ social and emotional needs in the class-
areas. room; in fourth grade, tears over lost homework and
These new professionals also wrote about feel- the inability to make friendships plagued her.
ings of competition, jealousy, and a general uncom- Walsdorf and Lynn (2002) believe that under-
fortableness as they described personal incidents standing students’ needs and interests is an essential
happening in their schools. One teacher, who was factor in recognizing strategies to motivate students
hired as a long term substitute like all of the other to learn. Ganser (1999) and Veenman (1984) agree
first year teachers in her district, told of the unspo- that the ability to motivate students has consistently
ken competition for teaching contracts in her build- been one of the top ten concerns of beginning teach-
ing between the four new teachers. In October, ers.
when it was decided which two new teachers would
be made permanent and which two would lose their Electronic emails
positions at the end of the school year, there was While some of the earlier questions, which were
obvious hurt and jealousy. Similarly, complaints send out during the first weeks of the school year,
were made centering on teachers who talk nega- were used to acquaint the group with each other,
tively about students and other teachers and when they gradually became more centered and focused.
teaching assistants, who you count on to be there, In October, when asked the question, “What has
are consistently absent. been the most challenging part of your job thus far?”
In addition, many of these new teachers wrote a variety of responses were given. One teacher spoke
openly about the isolation and loneliness they feel as of her struggle with “motivating the students’ who
they are trying to assimilate into an already cohesive are not motivated,” and another teacher wrestled
school culture. Lunchtime and faculty meetings with interpreting the teachers’ manuals and getting
were times that newcomers felt isolated. One teacher acquainted with the curriculum.
wrote she felt like a burden constantly asking her Two kindergarten teachers concentrated solely
grade partners for assistance. She also felt left out on management and discipline, since for many of
when all her grade partners were invited to a party their students this is their first real school experience.
for another co-worker and she was not. Breeding One kindergarten teacher grappled with not being
and Whitworth (1999) believe that these feelings of able to “save” every student and was disappointed
psychological loneliness, even in a setting with that a pupil needed to leave her room to attend
many children and adults, can be quite common. another school that could specialize in giving the
New teachers join faculties wherein friendships and student the specific behavioral help he desperately
social groups are already established, and the cul- needs. The other kindergarten teacher wrote of
tural norms of the school are unknown to them exerting much effort in keeping order in her class-
(Brock & Grady, 1995). room and “finding a management system that
The teachers had many comments under the works for more than just a couple of days.”
68 The Professional Educator
Extending the Learning Community
Still another first year teacher felt her biggest themselves. I noticed a surge of emails being shared
problem is pleasing herself. While she continually that gave suggestions on what to do during certain
acclimates herself with the teacher’s guides, she incidents, and group members provided helpful
wrote of how she wants every lesson to shine and be management hints to each other, regardless of the
dynamic. She wrote about wanting to do these differences in the grade levels being taught.
“really cool lessons like some of her grade partners,” I realized this “internal dialogue” was part of
but struggles with the issue of time and the feeling our original goals and it was beginning to take form.
of being overloaded. While she has realized that This was especially noticeable between the two
“although the fluff lessons look and sound great, teachers who taught kindergarten. Although they
they are extremely difficult to incorporate day in and are in the same district, but in different schools, their
day out. There is so much to do that I find myself emailing seemed to take on a life of it’s own as it
limited to sticking to the curriculum and then mov- centered on the distinct needs of five-year-olds. As
ing on.” the semester wore on and the formal emails contin-
These comments correlate with the research ued I realized that a definite connection was being
tracking other novice teacher’s struggles. Feeling of formed between the support group members. Yet,
self doubt, insecurity, and failure are common to after closely analyzing our correspondences, I no-
beginning teacher’s during the induction phase. ticed it wasn’t my formal email questions that were
Furthermore, induction research indicates that or- bringing us closer, but instead the informal email
ganizational factors, like the ones that have been conversations and the times when we met for our
spoken of in this study, frequently affect beginning meetings.
teachers’ feeling of success and ultimately their Even though these beginning teachers were tea-
desire to remain in the profession (Brock & Grady, ching different grades in different districts they
1995; Ganser, 1999; Valli, 1992). During the informal began to realize that many similarities still existed
email conversations, which took place throughout between them. Analysis of our informal discussions
the semester and were initiated by all group mem- suggests that each teacher wanted to succeed in the
bers, I noticed a pattern of responses centering on classroom and felt extremely overloaded. These tea-
classroom management and discipline. It was mid- chers felt so pressed for time and that they “should
November and I decided to ask a formal question always be doing something for school” they con-
focusing strictly upon that topic. I was curious to see fessed that emailing their responses to the formal
what was and wasn’t working in their classrooms questions was becoming exceedingly difficult. Be-
now that the students had “settled-in” for the year. cause of their lack of time, and at their request, it
When asked “What rules, routines or procedures was decided we would do away with the formal
did you establish early on in the school year that you questions and keep our email conversations on a
are starting to see the benefits of now? What would “need be” basis.
you change next year in regards to management?”, From reading current literature the concept of
many similar answers were received. All of the tea- time has consistently been an issue for educators,
chers explained how they had been consistent with and this support group has been no exception. Out-
the rules from day one, a trait they had been taught side of the classroom teachers must spend many
in undergraduate classes. From walking in the hall- hours with clerical work, lesson planning, and eval-
way to sharpening pencils and lining up, consis- uation of student work. In fact, beginning teachers
tency was a common theme they highlighted. Simi- rank these added demands as some of the most dif-
lar to the research of Brock and Grady (1998), these ficult burdens they face (Ganser, 1999; Brock &
beginning teachers were left to discover on their Grady, 1998). Through our discussions we realized
own what worked and didn’t work in their class- that many of our group members were getting only
rooms. Perhaps the most positive benefit from this 5–6 hours of sleep a night because of planning late
email exchange was that it encouraged and pro- into the night.
moted each of the teachers to dialogue between At our informal meetings we realized how very
Volume XXVI • Number 1 • Fall 2003 69
Donna R. Sanderson
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