Embracing Contraries: Combing Assistance and Assessment in New Teacher Induction

written by Brian Yusko and Sharon Feiman-Nemser

Though induction literature traditionally recommends separating assistance and assessment, there has been growing recognition that assessment is integral to promoting and gauging teacher quality. This has led to increased interest in approaches to new teacher induction that meld support, development, assessment and accountability. This article provides images of mentoring from two well-regarded induction programs – the Peer Assistance and Evaluation Program in Cincinnati and the Santa Cruz New Teacher Project – that integrate assistance and assessment to promote quality teaching. This article highlights the possibilities and pitfalls of each approach.

http://www.tcrecord.org/content.asp?contentid=12789

The Role, Education, Qualifications, and Professional Development of Secondary School Physics Teache

written by Beverly Cannon, Patrick Callahan, Elizabeth Chesick, Joan Mackin, Shannon Mandel, and Carl Wenning

Candidates for secondary school physics teaching positions may be drawn from a variety of sources. Some may have completed an accredited physics or physics teaching program, others may have training in other educational, science, engineering, or business disciplines. Still others may be entering the profession as an alternative or second career. The purpose of this document is to provide some guidance for administrators to gauge a candidate's qualifications to teach physics.

http://www.aapt.org/Resources/upload/Secondary-School-Physics-Teacher-Role_booklet.pdf