# How We Began ## 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) **Susan Moore Johnson** In 1998, I joined with four doctoral students at the Harvard Graduate School of Education—Susan Kardos, David Kauffman, Ed Liu, and Heather Peske—to create the Project on the Next Generation of Teachers. We all had been teachers (they far more recently than I) and shared an interest in strategies to improve teachers’ experiences and accomplishments, especially those new to the profession. At the time, a very large cohort of veteran teachers who had made teaching their career since the late 1960s and early 1970s were beginning to retire. They were being replaced by a new generation of teachers who were entering in a labor market with many professional options, which were unavailable three decades earlier to woman and to men of color--teaching's traditional recruits. ![Co-authors of Finders and Keepers: Helping New Teachers Survive and Thrive in Our Schools, 2004](/sites/g/files/omnuum4506/files/styles/hwp_1_1__720x720_scale/public/gse-projectngt/files/slide.jpg?itok=DJFfAVYP) ## Multi-State Surveys of New 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=116206&&&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=116206&&&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=116206&&&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=116206&&&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=116206&&&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=116206&&&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=116206&&&format=ris) ### 2010 Susan M. Kardos and Susan Moore Johnson. 2010. “[New Teachers’ Experiences of Mentoring: The Good, the Bad, and the Inequity](/publications/new-teachers%E2%80%99-experiences-mentoring-good-bad-and-inequity)”. Journal of Educational Change, 11, 1, Pp. 23-44 Susan M. Kardos and Susan Moore Johnson. 2010. “[New Teachers’ Experiences of Mentoring: The Good, the Bad, and the Inequity](/publications/new-teachers%E2%80%99-experiences-mentoring-good-bad-and-inequity)”. Journal of Educational Change, 11, 1, Pp. 23-44 - add\_circle do\_not\_disturb\_on Abstract Using a sample of 374 randomly selected first- and second-year teachers in three states, this study examines new teachers’ experiences of official mentoring during their first year. Descriptive analyses reveal that experienced mentors are generally... ### 2007 Susan M. Kardos and Susan Moore Johnson. 2007. “[On Their Own and Presumed Expert: New Teachers’ Experiences With Their Colleagues](/publications/their-own-and-presumed-expert-new-teachers-experiences-their-colleagues)”. Teachers College Record, 109, 12 Susan M. Kardos and Susan Moore Johnson. 2007. “[On Their Own and Presumed Expert: New Teachers’ Experiences With Their Colleagues](/publications/their-own-and-presumed-expert-new-teachers-experiences-their-colleagues)”. Teachers College Record, 109, 12 - add\_circle do\_not\_disturb\_on Abstract ***Background/Context:** In order to develop effective strategies for retaining able and commit- ted teachers, it is important to understand how new teachers experience their work with their colleagues. A previous qualitative study conducted by the authors and*... ### 2006 Edward Liu and Susan Moore Johnson. 2006. “[New Teachers’ Experiences of Hiring: Late, Rushed and Information-Poor](/publications/new-teachers-experiences-hiring-late-rushed-and-information-poor)”. Educational Administration Quarterly, 42, 3, Pp. 324-60 Edward Liu and Susan Moore Johnson. 2006. “[New Teachers’ Experiences of Hiring: Late, Rushed and Information-Poor](/publications/new-teachers-experiences-hiring-late-rushed-and-information-poor)”. Educational Administration Quarterly, 42, 3, Pp. 324-60 - add\_circle do\_not\_disturb\_on Abstract - [ descriptionPublisher's Version](http://eaq.sagepub.com/content/42/3/324.abstract) Purpose: Teacher hiring decisions have far-reaching consequences for a school, its students, and faculty. This article examines how new teachers in four states are hired and explores whether the process leads to good matches between these individuals and... - [ descriptionPublisher's Version](http://eaq.sagepub.com/content/42/3/324.abstract) ### 2005 David Kauffman. 2005. “[Curriculum Support and Curriculum Neglect: Second-Year Teachers’ Experiences](/publications/curriculum-support-and-curriculum-neglect-second-year-teachers%E2%80%99)” David Kauffman. 2005. “[Curriculum Support and Curriculum Neglect: Second-Year Teachers’ Experiences](/publications/curriculum-support-and-curriculum-neglect-second-year-teachers%E2%80%99)” - [ picture\_as\_pdfsupport\_neglect.pdf](/sites/g/files/omnuum4506/files/gse-projectngt/files/support_neglect.pdf) - [ picture\_as\_pdfsupport\_neglect.pdf](/sites/g/files/omnuum4506/files/gse-projectngt/files/support_neglect.pdf) ### 2004 Susan Moore Johnson, Susan M. Kardos, David Kauffman, Edward Liu, and Morgaen L. Donaldson. 2004. “[The Support Gap: New Teachers’ Early Experiences in High-Income and Low-Income Schools](/publications/support-gap-new-teachers-early-experiences-high-income-and-low-income)”. Education Policy Analysis Archives, 12, 61 Susan Moore Johnson, Susan M. Kardos, David Kauffman, Edward Liu, and Morgaen L. Donaldson. 2004. “[The Support Gap: New Teachers’ Early Experiences in High-Income and Low-Income Schools](/publications/support-gap-new-teachers-early-experiences-high-income-and-low-income)”. Education Policy Analysis Archives, 12, 61 - add\_circle do\_not\_disturb\_on Abstract - [ descriptionPublisher's Version](https://pdfs.semanticscholar.org/40b0/bc4c298286826c0d4e6b634ce5c47efaadb7.pdf) In this article, the authors consider three sources of support for new teachers—hiring practices, relationships with colleagues, and curriculum—all found in earlier research to influence new teachers’ satisfaction with their work, their sense of success... - [ descriptionPublisher's Version](https://pdfs.semanticscholar.org/40b0/bc4c298286826c0d4e6b634ce5c47efaadb7.pdf) ### 2002 Edward Liu. 2002. “[New Teachers’ Experiences of Hiring in New Jersey](/publications/new-teachers-experiences-hiring-new-jersey)”. In Annual Meeting of the American Educational Research Association. New Orleans, LA Edward Liu. 2002. “[New Teachers’ Experiences of Hiring in New Jersey](/publications/new-teachers-experiences-hiring-new-jersey)”. In Annual Meeting of the American Educational Research Association. New Orleans, LA - [ picture\_as\_pdfliu\_aera2002.pdf](/sites/g/files/omnuum4506/files/gse-projectngt/files/liu_aera2002.pdf) - [ picture\_as\_pdfliu\_aera2002.pdf](/sites/g/files/omnuum4506/files/gse-projectngt/files/liu_aera2002.pdf) 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. We werre interested in learning whether findings from our study of 50 new teachers in Massachusetts would hold true for novices in other states. We werre especially curious about how new teachers were hired, when and how they interacted with colleagues, and whether they had access to the curriculum they needed. Using original surveys, Ed Liu, Susan Kardos, and David Kauffman surveyed random samples of new teachers in seven states (California, Florida, Massachusetts, New Jersey, North Carolina, Michigan, and Washington) From these surveys we learned more about how new teachers experienced working in the context of their schools. Liu found that some teachers experienced timely, robust, school-based hiring in a process he called "Information-rich," while others were hired late and hastily in an "information-poor" process. Good hiring ensured that new teachers would have jobs that provided a good match between them and their schools, thus enhancing their satisfaction and the likelihood that they would remain. Kardos found that teachers who had been assigned a mentor were not necessarily supported in their work. Often they were mismatched with a mentor in another subject, grade-level, or school. Moreover, few mentors were trained or given the time to work closely with the novice. New teachers who worked regularly with colleagues with all levels of experience from their grade level or subject area were more likely to report being satisfied with their school than were teachers who had been assigned a mentor. Kauffman, whose study focussed on elementary teachers, found that many did not have the curriculum they needed to teach the subjects they were assigned. They were more likely to have a complete curriculum in reading and math than in social studies and science. In analyzing the findings across all three studies, we found that teachers working in low-income schools were more likely than were their counterparts in high-income schoos to experience late, inadequate hiring; isolation or irregular interaction with colleagues; and insufficient curriculum .