Earn Your Doctorate In
apprenticeships, career academies,
and partnerships; and furthering 21st
century learning skills.
Deadline: November 1, 2011
Improve The World.
. . Online.Coursework
. . Core.Curriculum
. . Customizable.Areas.of.
. . Dissertation.Integrated.with.
Dr. Craig Mertler, Professor and Director
Doctoral Program in School Improvement
678-839-6096 · firstname.lastname@example.org
Margaret W. Parrish, Program Assistant
678-839-6062 · email@example.com
Supporting Beginning Teachers
Beginning teachers, both recent college
graduates and second-career teachers,
face a host of challenges. Often placed
in a classroom to sink or swim, they
must take responsibility for their stu-
dents’ learning, even as they are learning
to manage the basics of their new role.
This issue will examine common
characteristics and needs of new
teachers. What training should pro-
spective teachers receive before they
enter the classroom? Do alternative
certification programs provide adequate
preparation? What are the most effective
ways schools can support new teachers,
whatever path they took into the pro-
fession? When so many teachers stay in
the profession for fewer than five years,
how can schools retain the beginning
teachers with the most potential?
Articles by teachers in their first
five years of teaching are especially
welcome. What do you wish you had
known when you began your career?
Deadline: December 1, 2011
College of Education
0130 EdDsi ad.indd 1
10/7/10 12: 51 PM
Submitting Your Manuscript
Information on the article submission
process and guidelines for writers are
available at www.ascd.org/writeforel.
For a brochure describing the
guidelines and themes, contact
Lucy Robertson ( firstname.lastname@example.org).
Please submit manuscripts by mail to
Marge Scherer, Editor in Chief
1703 N. Beauregard St.
Alexandria VA 22314-1714
or by e-mail to
92 Educational lEadErship / FEbruary 2011