Abstract
Purpose. The purpose of this study was: to assess the needs and concerns of beginning kindergarten through fifth grade teachers; to assess how needs and concerns change during the first sixty days of teaching; and to assess what support new teachers view as helpful. Methodology. One hundred forty three beginning kindergarten through fifth grade teachers, of urban unified school districts of Riverside County in California were surveyed regarding their needs, concerns and desired methods of support prior to and after sixty days of initial teaching experience. Comparison of needs were examined using descriptive techniques, frequency distribution, t-test for correlated samples and coefficients when relationships were being questioned. Findings. (1) There is a difference in both the number and priority of needs of beginning teachers prior to and after initial teaching experience. (2) Assessing students needs is the high need priority both prior to and after teaching experience. (3) Informal one to one discussion with colleagues is the most helpful support prior to teaching experience. (4) Observing other teachers is the most desired support after teaching experience. (5) Receiving feedback on your own teaching practices is the least desired support both prior to and after initial teaching experience. Recommendations. (1) Teacher preparation institutions should work with public school practitioners to develop an extended curriculum for professional teaching that extends from college years through professional development years. Teacher candidates should have maximum clinical experience with model teachers, and flexible support training based on needs of each beginning teacher. (2) School districts should develop a curriculum for professional teaching that states expectations and sequences training content. (3) Training should be followed by observation of effective teaching models and feedback on their own teaching practices. (4) Professional development sites should be available, where experienced teachers are selected, trained and rewarded for assuming responsibilities and where practice and feedback is expected and knowledge, skills and pedagogy are clearly understood. (5) Districts should provide resources that set the development of new teachers as a top priority.