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LOST AT SEA: NEW TEACHERS' EXPERIENCES WITH CURRICULUM
AND ASSESSMENT
Despite the development of standards and statewide assessments,
new teachers in Massachusetts receive little or no guidance about
what to teach or how to teach it. Left to their own devices, they
struggle day to day to prepare content and materials. According
to a new study from Harvard, the standards and accountability environment
creates a sense of urgency for these teachers, but did not provide
them with the support they needed. The absence of a coherent curriculum
has implications for student achievement and teacher retention,
in that students may learn less than they otherwise might, and many
new teachers who could have succeeded with more support may leave
teaching prematurely because of the overwhelming nature of the work
and the pain of failing in the classroom. This suggests an urgent
need to reconsider the curricula and support provided to new teachers.
http://www.gse.harvard.edu/~ngt
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