Principals as Mentors in Teacher Education: How Preservice Teachers’ Voices Informed Practice
Academic Leadership - Online Journal,
Vol. 6 No. 4 (2005): Vol-6-Issue-4-April-2005
Principals in today’s schools clearly have their work cut out for them. The job has never been easy and
the addition of accountability for state standards and assessments just adds to the load. The
implications of No Child Left Behind (NCLB) for principals involve spending significant amounts of time
on the development of effective classroom teachers. The content of induction programs for new
teachers now includes federal and state requirements for licensing and recertification (Highly Qualified
Teachers) in addition to aligning new teacher needs with school mission and goals. As a result, the
principal’s role with beginning teachers has never been more important than in today’s era of school
reform. What impact do accountability measures have on the attrition and retention of new teachers?
According to Hoerr (2005), 25 percent of new teachers will leave the profession within four years.
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