How to help beginning teachers succeed. (Book Reviews).

Gordon, S.P., & Maxey, S. (2000). How to help beginning teachers succeed (2nd Ed.). Alexandria, VA: Association for Supervision and Curriculum Development (111 pp., $13.95 pb, ISBN 0-87120-382-0).

How to help beginning teachers succeed is a short, easy-to-read guide designed to do just that - review the elements critical to assisting novice teachers and use that knowledge to create a plan to ensure their success. The purpose of this brief manual is made clear in the first chapter, as Gordon and Maxey (2000) provide an overview of the major concerns faced by beginning teachers, as well as the twelve corresponding needs of new teachers suggested by research. Based on these needs, and the alarming fact that "the attrition rate for each of the first two years of teaching is about 15 percent" (p. 8), the authors provide a potential solution: a beginning teacher assistance program (BTAP). The remaining seven short chapters in the book (ranging from 8 to 20 pages in length with charts) are devoted to describing such a program, providing examples of effective BTAPs, reviewing essential characteristics of BTAPs, and emphasizing the necessary evaluation components to ensure a successful program.

The content of this book is clearly organized around the suggested model for a BTAP and the strategies necessary to implement such a program. Chapters are devoted to establishing Mentors, creating and executing a Needs Assessment, delineating necessary Initial Assistance and On-going Assistance, as well as conducting Summative Evaluation once the BTAP is in place. While these chapters address topics crucial to the success of any beginning teacher program, the content of each chapter provides more of an overview to each topic and does not deal specifically with skill development. For example, while mentor training is strongly suggested and particular skills such as communication are mentioned, this text does not go into detail about how such training would occur. The authors mention that "induction team members can share tricks of the trade" (p.71) but do not describe what those tricks are or might be.

The authors suggest that the target audience for this book is staff members who have been charged with developing programs to assist beginning teachers. Because this text is more general than specific in nature, the authors' suggestion is warranted. Teacher educators may heartily agree with everything stated and could possibly use the refresher, but the majority of the content herein would be review. On the other hand, school members responsible for staff development and teacher support would be an appropriate target audience, as would any site administrator. In addition, beginning teachers themselves may enjoy this reading, as it would provide a forum for discussions and open communication with their site personnel, as well as letting them know that they are not alone in their frustrations.

A definite merit of this book is its ease of reading. Because time is one of the most frequently mentioned concerns for any educator, this "quick read" highlights all of the major areas of potential difficulty for novice teachers and provides brief but valid suggestions to meet those needs. Another strength of the text is that it defines BTAPs by what they are and what they are not - an important consideration. In addition, the authors include models of purpose and program rationale statements (pp.26-28) that sites can use as a springboard for their own statements. Examples of forms and charts are provided that are also clear and can be used as templates for new programs (e.g., Relationship among BTAP goals, roles and responsibilities, p. 30; Needs Assessment Questionnaires for beginning teachers and mentors, pp.53-56). Finally, there is a Resources section at the back of the book, which corresponds to each chapter of the text itself. These resources primarily consist of additional readings in the form of journal articles or books, but there are also some suggested videotapes which could aid in skill building for novice teachers.

Persons extremely familiar with the field of teacher education will find this book quite basic, providing little new guidance in the area of beginning teacher programs. There is nothing in this work that specifically addresses gifted education or delineates the concerns, reports, or attrition of beginning teachers working with talented and gifted students as compared to general educators. In fact, in the sample calendar of "Examples of BTAP topics" (pp.68-69) suggested for coverage with new teachers in a school year, the needs of exceptional learners (to include gifted and talented students, slow learners, and students referred for special education) does not take place until March of that year. However, if the audience is right (someone with basic knowledge about teacher development but rather new to the task of organizing a beginning teacher program) and the purpose is right (desire for an easy-to-read manual on creating a general beginning teacher assistance program), then this book will be a welcome guide.

Dr. Wendy Murawski is an Assistant Professor in Special Education at the California State University, Northridge, where she works with teacher education preparation.