Anonymous wrote:

Anonymous wrote:New teachers usually have at least 4 months of student teaching, in which they are in the classroom the whole day. They observe for a few weeks, and then take over, with the classroom teacher serving as their mentor. Leading up to student teaching, is at least 6 practicum experiences in which they observe a classroom about 4 hours a week for 10 weeks and plan a few lessons.

Not if they are TFA, in DCPS they teach for 5 weeks over the summer in small classes that do not resemble the final classes in any way and may not actually even be in the content area. They also have not gone to grad school but have to go to institute during time at DCPS, they can if they want continue to get a masters degree. They CANNOT already have a qualification in teaching to be in TFA or DC Teaching Fellow. I should know!!!

That's true. I was not speaking about TFA. Not sure where the OP is from, but you won't find any TFA teachers in suburban middle income parts of the DC area.

I had several newly-minted teachers and they were some of the best and most committed I've seen.

Get over your bias, it makes you sound entitled and narrow-mindedly judgmental

Anonymous wrote:New teachers usually have at least 4 months of student teaching, in which they are in the classroom the whole day. They observe for a few weeks, and then take over, with the classroom teacher serving as their mentor. Leading up to student teaching, is at least 6 practicum experiences in which they observe a classroom about 4 hours a week for 10 weeks and plan a few lessons.

Not if they are TFA, in DCPS they teach for 5 weeks over the summer in small classes that do not resemble the final classes in any way and may not actually even be in the content area. They also have not gone to grad school but have to go to institute during time at DCPS, they can if they want continue to get a masters degree. They CANNOT already have a qualification in teaching to be in TFA or DC Teaching Fellow. I should know!!!

OP, I was in the classroom my very first year of undergrad while studying to be a teacher. I went to a competitive private university though.

The worst teachers in my school were the dinosaurs that had been teaching for 30 years. And I use the term dinosaur not to describe age, but to describe their reluctance in trying any new methods, tools, etc.

You should be happy your kid has a new teacher.

I'd rather my child have a fantastic first year teacher than a burnt-out teacher in their last year. Yes, experience is great, but so is enthusiasm for the job.

My child had a second year teacher. It was a so-so experience and I think the OP is right to be concerned. My feedback on our experience:

Teacher's primary concern was making sure test scores were very good so she would get good evaluations. She taught the material to a slighty below average point. It was so simplistic that any child doing average work could pass tests without much thinking. For the same reason, she focused on helping the lowest performing students almost excusively. Students who did average or above averags she spent almost no time on. I believe that a more veteran teacher would better balance this situaitons.

She had not mastered behavior management techniques yet and defaulted to ones that just didn't work and of course lots of yelling. She didn't have enough experience to really know what works for her and what doesn't and so there was also a lot of trial and a lot of error in this area.

She didn't know enough to know when she was in trouble and needed to reach out for help to veteran teachers and administrators. This by far was the biggest problem. Also, her teaching team also included 2 other new teachers and only one teacher with more than 3 years experience. These were the teachers she primarly reached out to for help but they were also not experineced enough.

I was a first year teacher this past year. I am in my 20s. My end of the year data showed stronger growth than any other teachers in my grade - including four veteran teachers with more than 10 years of experience.

Experience is not everything, not at all.

please post on the SPecial Need Kids forum.

Most of the posters here have no idea of the unique challenges that are a part of the day.

In DC, teaching candidates are required to complete 80 prepracticum hours in advance of the student teaching experience.

New teachers usually have at least 4 months of student teaching, in which they are in the classroom the whole day. They observe for a few weeks, and then take over, with the classroom teacher serving as their mentor. Leading up to student teaching, is at least 6 practicum experiences in which they observe a classroom about 4 hours a week for 10 weeks and plan a few lessons.

Anonymous wrote:To all the snarky posters out there, yes, I'm extremely worried and you'd be too. Some kids with developmental delays catch up. Some don't. I'm going to do everything in my power to make sure my kid is one of the ones who catches up. And for the record I asked opinions. I did not state my own. It does seem like lots of people have been happy with new teachers, which is what I wanted to know. But this is DCUM, I should have been prepared.

You seem to have an enormous chip on your shoulder. The hostility radiates from you. You sound like a very angry individual and I'm sure your child absorbs that. You should work on this character flaw of yours.

I wouldn't mind. But I'd also be prepared to materially support the classroom a bit more than with veteran teachers. First year teachers haven't had the chance to accumulate teaching materials and supplies. So I'd be apt to spend more on Scholastic orders so she could earn more points and maybe give gift cards to the teacher supply store at the holidays and end of year.