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"Lost at Sea": New Teachers' Experiences with Curriculum and Assessment
by David Kauffman, Susan Moore Johnson, Susan M. Kardos, Edward Liu & Heather G. Peske - 2002
To better understand how new teachers experience curriculum and assessments in the face of standards-based reform, we interviewed a diverse sample of 50 1st- and 2nd-year Massachusetts teachers working in a wide range of public schools. We found that, despite the state’s development of standards and statewide assessments, these new teachers received little or no guidance about what to teach or how to teach it. Left to their own devices, they struggled day to day to prepare content and materials. The standards and accountability environment created 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.
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- David Kauffman
Harvard Graduate School of Education
E-mail Author
David Kauffman is an advanced doctoral student at the Harvard Graduate School of Education and a research assistant with the Project on the Next Generation of Teachers. Building on his experience as a classroom teacher and his training as a school principal, Kauffman’s primary research interests are teachers’ professional development, school leadership, and education policy. Recent publications include “Counting on Colleagues: New Teachers Encounter the Professional Cultures of Their Schools” (Educational Administration Quarterly, 2001) and “The Next Generation of Teachers: Changing Conceptions of a Career in Teaching” (Phi Delta Kappan, forthcoming).
- Susan Moore Johnson
Harvard Graduate School of Education
Susan Moore Johnson is the Carl H. Phorzheimer, Jr. Professor of Education in Learning and Teaching at the Harvard Graduate School of Education. She is the principal investigator for the Project on the Next Generation of Teachers. Johnson studies school organization, educational policy, leadership, and change in school systems. Recent publications include Leading to Change: The Challenge of the New Superintendency (1996) and “Can Professional Certification for Teachers Reshape Teaching as a Career?” (Phi Delta Kappan, January 2001.)
- Susan Kardos
Harvard Graduate School of Education
E-mail Author
Susan M. Kardos is an advanced doctoral student at the Harvard Graduate School of Education and a research assistant with the Project on the Next Generation of Teachers. Kardos works on policy issues that affect teacher recruitment, support, and retention with a particular interest in professional culture, school leadership, and teacher unions. Recent publications include “Counting on Colleagues: New Teachers Encounter the Professional Cultures of Their Schools” (Educational Administration Quarterly, 2001) and “The Next Generation of Teachers: Changing Conceptions of a Career in Teaching” (Phi Delta Kappan, forthcoming).
- Edward Liu
Harvard Graduate School of Education
E-mail Author
Edward Liu is an advanced doctoral student at the Harvard Graduate School of Education and a research assistant with the Project on the Next Generation of Teachers. His research interests center on teacher hiring, organizational theory, school reform, leadership, and the nonprofit sector. Recent publications include “The Next Generation of Teachers: Changing Conceptions of a Career in Teaching” (Phi Delta Kappan, forthcoming) and “Counting on Colleagues: New Teachers Encounter the Professional Cultures of Their Schools” (Educational Administration Quarterly, 2001).
- Heather Peske
Harvard Graduate School of Education
E-mail Author
Heather G. Peske is an advanced doctoral student at the Harvard Graduate School of Education and a research assistant with the Project on the Next Generation of Teachers. Peske studies new teachers, alternative certification programs, education policy, and issues related to teacher supply and quality. Recent publications include “The Next Generation of Teachers: Changing Conceptions of a Career in Teaching” (Phi Delta Kappan, forthcoming) and “Counting on Colleagues: New Teachers Encounter the Professional Cultures of Their Schools” (Educational Administration Quarterly, 2001).
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