A comprehensive review of the professional and popular literature resulted in four overarching themes and seven subthemes that categorized how principals assisted novice teachers’ professional growth and development. Actions (26) were extrapolated from these themes that defined how principals effectively facilitate novice teacher success. Next, this study examined novice teachers’ responses to a series of questions about their experiences of learning to teach in an urban “high need and hard to staff” context. The purpose of the study was to explore school leaders’ interactions that were identified in the existing scholarship as influences for facilitating, or hindering, beginning teacher success. The study’s findings offer insights about core knowledge and skills that school leaders should possess to enact general supports and specific supervisory strategies that sustain novice teachers’ professional growth and development at particular grade levels.

FULL MANUSCRIPT AT: http://cnx.org/content/m24004/latest/

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