Reviewed by Helen Trevethan, University of Otago, published in the New Zealand Journal of Educational Studies Vol 46, Number 1, 2011.
Marie Cameron’s book arrived for review just as we were confirming course readings for our postgraduate mentoring paper and it is now a compulsory text. This is a very useful, relevant, and readable book which emphasizes the importance of early experiences in teaching. Cameron and her research team tracked 57 promising new primary and secondary school teachers as they entered the profession and found that only half of them were provided with supportive induction. She has used their beginning teacher stories and research literature to explore the conditions necessary to give teachers a good start in teaching and to remind professional leaders about how to provide quality learning environments for their teaching staff.
This book highlights the challenges that new teachers face and gives examples that resonate and remind more experienced teachers of their own early years in the profession. The first four chapters address the features of supportive work environments, describing practices that support teacher learning, mentoring and the continuing professional growth of teachers. Each chapter ends with a summary and questions to help school leaders examine their own practices. The final chapter is aimed at those who are finishing initial teacher education programmes and includes advice on applying for jobs, getting an interview, and how to look after themselves in the early years of teaching. It suggests that applicants being interviewed always ask questions about school procedures for support of beginning teachers.
There is a positive flavour to this book, although it is interspersed with cautionary tales that provide considerable food for thought and reinforce the importance of sound mentoring practices. It provides a good balance of theory and case studies, linked skilfully to give convincing and valuable messages. Cameron is a credible and experienced researcher and her practitioner background is very apparent in this book.
John Hattie’s foreword suggests that this might become bedtime reading for new teachers. While taking work to bed might be counter to the advice for beginning teachers in the book, at 103 pages it is certainly the right size and is both engaging and accessible
Recent changes to the New Zealand Teachers Council requirements for full registration require school leaders and mentor teachers to re-consider how they support new teachers. This book is the ideal resource. One suggestion is that schools undertake a school culture stocktake when a new teacher joins the staff and some guiding questions are provided. Anyone who is concerned about the attrition rates of new teachers and wants to ensure that they have the best possible start in their chosen profession will find this book useful. Beginning teachers, mentor teachers and school leaders, this book is for all of you.