New Teachers' Workshop

Abstract

Scenario 1: It is August. Mrs. Reid is walking down Main Street in her small town. She is feeling good. Summer vacation has been relaxing and she and her family had a good trip out west. Mrs. Reid has been teaching second grade for 12 years, likes it, and is regarded as a master teacher. Part of the reason for that is that she is well organized and always knows what she is doing and what she is going to do. Mrs. Reid is an energetic, committed professional who likes her job. In fact, she has already been to school and her room is ready for school to start in 3 weeks, right down to finished bulletin boards.

Mrs. Reid sees the Superintendent across the street and waves. He quickly crosses the street and they talk for a moment and then the Superintendent remarks, “By the way, we are going to have a gifted program this year and you're going to be the teacher.”

Scenario 2: Mrs. Barnes is glad the year is almost over. She is tired and looking forward to a rest. She has been a learning disabilities teacher for 8 years and taught remedial reading for 15 years before that. She has her master's in special education and is not going to take any courses at college this summer. Her job requires a lot of patience, the tempo is not too fast, and she finds enough rewards.

Mr. Black, the principal, calls Mrs. Barnes into his office. He informs her that the central office has decided to start a gifted program and it will be in his building. He would like her to teach it. Mrs. Barnes is flattered but isn't sure she wants to do it. Besides, why does he want her to teach the gifted program? “Well, you are used to working with small groups and individuals,” is his reply. Mrs. Barnes responds that she has no experience nor training in working with gifted students. No matter, she is it.