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the knowledge put into teaching are at least doubled Conferring regularly with another professional provides teachers with relief and support in a job that inundates them The presence of more personnel also makes additional guidance available and provides students with more options regarding whom they might consult Students can choose to work with the teacher with whom they feel more comfortable
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Two kinds of innovative programs under way around the country assemble even more professionals to address the growth and development of children, youth, and families The professional development school, a collaboration between a school and a college or university, expands the school staff to include college professors, interns and student teachers, researchers, teacher aides, volunteers, parents, and others This kind of school, often compared with a teaching hospital, is designed to serve K 12 students, to provide supervised experience for prospective teachers, to support research and experimentation in schools, and to demonstrate promising practices An extension of the professional development school is the interprofessional development school, which uses not only educators but personnel from other human services social workers, psychologists, child care workers, nurses, physicians, other health professionals, tutors, mentors from business and industry, adult literacy specialists, and more to serve the multiple needs of children and families Some herald the interprofessional development school as the successor to the traditional school a familycentered, community-based collaborative that integrates various components of human service At least 100 interprofessional development schools are in existence today (For more information, see 6 of Teachers for the New Millennium, edited by Leonard Kaplan and Roy A Edelfelt)
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To help new teachers, a number of schools have begun mentor programs, often nanced by the state Selected experienced teachers, many of them with special training, assist beginners in the rst year or two Often called mentors, these teachers serve in an advisory rather than a supervisory role They do not evaluate beginners for job retention Rather, they help beginners with such problems as preparing lessons, nding materials, organiz-
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ing time, managing discipline, and individualizing instruction Also, they provide con dential feedback on teaching performance Help for the career teacher has been slower to develop and more dif cult to bring about because experience usually establishes habits and routines that are hard to break Also, seasoned professionals often have dif culty admitting that long-used practices and procedures could be improved or might be outdated Assisting career teachers is more effective when it happens at the request of the veteran That has happened in a few instances when the school climate is right and the work of mentors for beginning teachers has been so successful that regular teachers seek out mentors for help
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Progress has been made in reducing class size, which tends to improve student learning In 1999 2000, classes in elementary schools averaged 212 children; in departmentalized secondary schools, 234 youngsters
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Change of Assignment
Another approach to stimulating and revitalizing teachers is to encourage them to change assignments For example, a third-grade teacher might switch to fth grade, or a teacher of senior English might teach sophomores The idea seems to work best when it originates with the teacher or at least is implemented with his or her concurrence
Other Approaches
Among other efforts to break with tradition and seek more effective ways to teach are career ladder programs and use of lead teachers Career ladder programs are arrangements that allow paraprofessional personnel (teacher assistants, teacher aides, and the like) to step gradually into the role of licensed teacher, as one might do in a work-study program Lead teachers are highly competent, experienced teachers in charge of a team of teachers in various arrangements of staf ng One such arrangement is differentiated staf ng, in which teachers take different roles and responsibilities depending on their level of skill or specialty, and are paid accordingly A growing number of school districts have given teachers more latitude in decision making for example, a greater voice in curriculum and teaching and a voice in hiring, promotion, instruction, and budget decisions
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