# Fifty Massachusetts Novice Teachers ## expand\_more We were curious about who would enter teaching in this new context. Why did they choose to teach and how did they prepare? What would they experience as novices? Would they remain in schools and teaching long-term, as their predecessors had done? And what factors would influence their career decisions? With those questions in mind, we conducted an exploratory study of 50 first- and second-year teachers in a diverse sample of Massachusetts public schools. We wanted to learn about the full range of new teachers—individuals with different types of preparation, those working in urban and suburban schools, and those teaching various subjects and students at different levels. We interviewed these teachers in person, asking questions such as “How did you decide to teach?” “How did you come to teach at this school?” “What support have you received as a new teacher within your school or district?” “What formal or informal contact do you have on a regular basis with other teachers?” “Do you have a curriculum for the subjects you’re assigned to teach?” Our study focused on individuals and was intended to illuminate characteristics of the new generation of teachers. It proved to be so informative that we followed those novices for four years. During that time Sarah Birkeland and Morgaen Donaldson joined our team. We found that most of these novices chose teaching for the same reasons their predecessors had—seeking meaningful work that would “make a difference,” enjoying young people, and loving the subjects they taught. However, their paths to the classroom differed, with many entering at mid-career and through alternative preparation programs. Also, many were making a tentative commitment to teaching as a career. They knew that if the work didn’t suit them they could pursue careers in an array of other fields that were now open to to women and to men of color--teaching's traditional recruits. Initially we wanted to know about our participants as members of a new generation who might have different priorities and preferences than their predecessors. However, when we asked about their experiences, these novices told us again and again about their school and what it was like to teach there. Although we saw obvious similarities among individuals in this new generation of teachers, what seemed much more notable was what they experienced in their particular school. Their work environments differed widely, even within the same district. And those differences appeared to matter, influencing not only teachers’ day-to-day satisfaction, but also their career decisions. After 4 years, approximately 1/3 of these 50 teachers were still in the same school, 1/3 had changed schools, and 1/3 had left public school teaching. Some left for personal reasons, but most explained that they decided to stay or leave largely because of their school’s work environment. If they were not assigned to courses that matched their areas of expertise, if they did not get support from their colleagues and principal, if they did not have an adequate curriculum, or if the school lacked order and discipline, they might well leave. ## Fifty Massachusetts Novice Teachers Download 6 citations download- [BibTeX](/bibcite/export?pager_style=no_pager&number_of_items=30&sort_field=bibcite_year--desc&taxonomy_filters%5Bfield_hwp_c_researchpublications%5D%5B0%5D%5Btarget_id%5D=116205&&&format=bibtex) - [EndNote X3 XML](/bibcite/export?pager_style=no_pager&number_of_items=30&sort_field=bibcite_year--desc&taxonomy_filters%5Bfield_hwp_c_researchpublications%5D%5B0%5D%5Btarget_id%5D=116205&&&format=endnote8) - [EndNote 7 XML](/bibcite/export?pager_style=no_pager&number_of_items=30&sort_field=bibcite_year--desc&taxonomy_filters%5Bfield_hwp_c_researchpublications%5D%5B0%5D%5Btarget_id%5D=116205&&&format=endnote7) - [Endnote tagged](/bibcite/export?pager_style=no_pager&number_of_items=30&sort_field=bibcite_year--desc&taxonomy_filters%5Bfield_hwp_c_researchpublications%5D%5B0%5D%5Btarget_id%5D=116205&&&format=tagged) - [Marc](/bibcite/export?pager_style=no_pager&number_of_items=30&sort_field=bibcite_year--desc&taxonomy_filters%5Bfield_hwp_c_researchpublications%5D%5B0%5D%5Btarget_id%5D=116205&&&format=marc) - [PubMedId](/bibcite/export?pager_style=no_pager&number_of_items=30&sort_field=bibcite_year--desc&taxonomy_filters%5Bfield_hwp_c_researchpublications%5D%5B0%5D%5Btarget_id%5D=116205&&&format=pubmed_id) - [RIS](/bibcite/export?pager_style=no_pager&number_of_items=30&sort_field=bibcite_year--desc&taxonomy_filters%5Bfield_hwp_c_researchpublications%5D%5B0%5D%5Btarget_id%5D=116205&&&format=ris) ### 2004 Susan Moore Johnson and The Project Next Generation Teachers. 2004. [Finders and Keepers: Helping New Teachers Survive and Thrive in Our Schools](https://smile.amazon.com/Finders-Keepers-Helping-Teachers-Survive/dp/0787969257/ref=sr_1_1?keywords=Finders+and+Keepers+Susan+Moore+Johnson&qid=1564149356&s=books&sr=1-1). Jossey-Bass Susan Moore Johnson and The Project Next Generation Teachers. 2004. [Finders and Keepers: Helping New Teachers Survive and Thrive in Our Schools](https://smile.amazon.com/Finders-Keepers-Helping-Teachers-Survive/dp/0787969257/ref=sr_1_1?keywords=Finders+and+Keepers+Susan+Moore+Johnson&qid=1564149356&s=books&sr=1-1). Jossey-Bass - add\_circle do\_not\_disturb\_on Abstract - [ picture\_as\_pdfFinders and Keepers Table...](/sites/g/files/omnuum4506/files/gse-projectngt/files/fak_table_of_contents.pdf) - [ picture\_as\_pdfFinders and Keepers Order...](/sites/g/files/omnuum4506/files/gse-projectngt/files/fak_one_pager.pdf) *Finders and Keepers* is based on a longitudinal study of fifty new teachers during their first years in the classroom. It highlights the cases of ten, whose stories vividly illustrate the joys and disappointments of new teachers in today's schools. The... - [ picture\_as\_pdfFinders and Keepers Table...](/sites/g/files/omnuum4506/files/gse-projectngt/files/fak_table_of_contents.pdf) - [ picture\_as\_pdfFinders and Keepers Order...](/sites/g/files/omnuum4506/files/gse-projectngt/files/fak_one_pager.pdf) ### 2003 Susan Moore Johnson and Sarah E. Birkeland. 2003. “[Pursuing a ’Sense of Success’: New Teachers Explain Their Career Decisions](/publications/pursuing-sense-success-new-teachers-explain-their-career-decisions)”. American Educational Research Journal, 40, 3, Pp. 581-617 Susan Moore Johnson and Sarah E. Birkeland. 2003. “[Pursuing a ’Sense of Success’: New Teachers Explain Their Career Decisions](/publications/pursuing-sense-success-new-teachers-explain-their-career-decisions)”. American Educational Research Journal, 40, 3, Pp. 581-617 - add\_circle do\_not\_disturb\_on Abstract - [ picture\_as\_pdfjohnson-birkeland\_aerjour...](/sites/g/files/omnuum4506/files/gse-projectngt/files/johnson-birkeland_aerjournal_fall03.pdf) This article, based on a longitudinal interview study of 50 new teachers in Massachusetts, presents respondents' reasons for staying in their schools, moving to new schools, or leaving public school teaching within their first 3 years of teaching... - [ picture\_as\_pdfjohnson-birkeland\_aerjour...](/sites/g/files/omnuum4506/files/gse-projectngt/files/johnson-birkeland_aerjournal_fall03.pdf) ### 2002 David Kauffman, Susan Moore Johnson, Susan M. Kardos, Edward Liu, and Heather G. Peske. 2002. “[’Lost at Sea’: New Teachers’ Experiences With Curriculum and Assessment](/publications/lost-sea-new-teachers%E2%80%99-experiences-curriculum-and-assessment)”. Teachers College Record, 104, 2 David Kauffman, Susan Moore Johnson, Susan M. Kardos, Edward Liu, and Heather G. Peske. 2002. “[’Lost at Sea’: New Teachers’ Experiences With Curriculum and Assessment](/publications/lost-sea-new-teachers%E2%80%99-experiences-curriculum-and-assessment)”. Teachers College Record, 104, 2 - add\_circle do\_not\_disturb\_on Abstract - [ descriptionPublisher's Version](https://journals.sagepub.com/doi/abs/10.1111/1467-9620.00163) In “**Lost at sea”: New teachers’ experiences with curriculum and assessment**" by D. Kauffman, S. M. Johnson, S. M. Kardos, E. Liu, & H. G. Peske (*Teachers College Record*, Vol. 104 No. 2, March 2002), we describe how curriculum and assessment are important... - [ descriptionPublisher's Version](https://journals.sagepub.com/doi/abs/10.1111/1467-9620.00163) ### 2001 Heather G. Peske, Susan Moore Johnson, Susan M. Kardos, David Kauffman, and Edward Liu. 2001. “[The Next Generation of Teachers: Changing Conceptions of a Career in Teaching](/publications/next-generation-teachers-changing-conceptions-career-teaching)”. Phi Delta Kappan, 83, 4, Pp. 304-11 Heather G. Peske, Susan Moore Johnson, Susan M. Kardos, David Kauffman, and Edward Liu. 2001. “[The Next Generation of Teachers: Changing Conceptions of a Career in Teaching](/publications/next-generation-teachers-changing-conceptions-career-teaching)”. Phi Delta Kappan, 83, 4, Pp. 304-11 - add\_circle do\_not\_disturb\_on Abstract - [ descriptionPublisher's Version](http://www.kappanmagazine.org/content/83/4/304.abstract?sid=29a1e452-da9f-4f69-b05e-e9552ef55539) In "**The next generation of teachers, changing conceptions of a career in teaching**" by H. G. Peske, E. Liu, S. M. Johnson, D. Kauffman, & S. M. Kardos (*Phi Delta Kappan*, December 2001), we explore our respondents’ career options and choices. Our findings... - [ descriptionPublisher's Version](http://www.kappanmagazine.org/content/83/4/304.abstract?sid=29a1e452-da9f-4f69-b05e-e9552ef55539) Susan M. Kardos, Susan Moore Johnson, Heather G. Peske, David Kauffman, and Edward Liu. 2001. “[Counting on Colleagues: New Teachers Encounter the Professional Cultures of Their Schools](/publications/counting-colleagues-new-teachers-encounter-professional-cultures-their)”. Educational Administration Quarterly, 37, 2, Pp. 250-90 Susan M. Kardos, Susan Moore Johnson, Heather G. Peske, David Kauffman, and Edward Liu. 2001. “[Counting on Colleagues: New Teachers Encounter the Professional Cultures of Their Schools](/publications/counting-colleagues-new-teachers-encounter-professional-cultures-their)”. Educational Administration Quarterly, 37, 2, Pp. 250-90 - add\_circle do\_not\_disturb\_on Abstract - [ descriptionPublisher's Version](http://eaq.sagepub.com/cgi/content/abstract/37/2/250?maxtoshow=&HITS=10&hits=10&RESULTFORMAT=&author1=kardos&searchid=1114201899500_158&stored_search=&FIRSTINDEX=0&sortspec=relevance&journalcode=speaq) In "**Counting on colleagues: New teachers encounter the professional cultures of their schools**" by S. M. Kardos, S. M. Johnson, H. G. Peske, D. Kauffman, & E. Liu (*Educational Administration Quarterly*, April 2001), we use new entrants’ accounts to... - [ descriptionPublisher's Version](http://eaq.sagepub.com/cgi/content/abstract/37/2/250?maxtoshow=&HITS=10&hits=10&RESULTFORMAT=&author1=kardos&searchid=1114201899500_158&stored_search=&FIRSTINDEX=0&sortspec=relevance&journalcode=speaq) ### 2000 Edward Liu, Susan M. Kardos, David Kauffman, Heather G. Peske, and Susan Moore Johnson. 2000. “[’Barely Breaking Even’: Incentives, Rewards, and the High Costs of Choosing to Teach](/publications/barely-breaking-even-incentives-rewards-and-high-costs-choosing-teach)” Edward Liu, Susan M. Kardos, David Kauffman, Heather G. Peske, and Susan Moore Johnson. 2000. “[’Barely Breaking Even’: Incentives, Rewards, and the High Costs of Choosing to Teach](/publications/barely-breaking-even-incentives-rewards-and-high-costs-choosing-teach)” - add\_circle do\_not\_disturb\_on Abstract - [ picture\_as\_pdfbarely\_breaking\_even\_0700...](/sites/g/files/omnuum4506/files/gse-projectngt/files/barely_breaking_even_0700.pdf) In “**'Barely breaking even': Incentives, rewards, and the high costs of choosing to teach**" by E. Liu, S. M. Kardos, D. Kauffman, H. G. Peske, & S. M. Johnson, we consider the role of intrinsic and extrinsic rewards in teachers’ career decisions. Although... - [ picture\_as\_pdfbarely\_breaking\_even\_0700...](/sites/g/files/omnuum4506/files/gse-projectngt/files/barely_breaking_even_0700.pdf)