Supporting newly hired science teachers has taken on an increased importance in our schools. This book shares the most current information about the status of newly hired science teachers, different ways in which to support newly hired science teachers, and different research approaches that can provide new information about this group of teachers. Chapters in the book are written by those who study the status of beginning science teachers, mentor new teachers, develop induction programs, and research the development of new science teachers. Newly Hired Teachers of Science is for administrators who have new science teachers in their schools and districts, professionals who create science teacher induction programs, mentors who work closely with new science teachers, educational researchers interested in studying new science teachers, and even new science teachers. This is a comprehensive discussion about new science teachers that will be a guiding document for years to come.

A Better Beginning: Supporting OurNewly Hired Science Teachers.- Looking at Newly Hired Science Teachers.- TheFirst Five Years: What the 2012 National Survey of Science and MathematicsEducation Reveals about Novice Science Teachers and Their Teaching.- PerceivedSupport and Retention of First Year Secondary Science Teachers.- BuildingStrong Foundations: Suggestions for Newly Hired Science Teachers and Coaches.-Newly Hired Science Teacher Development.- Exploring Beginning Teachers’ ContentKnowledge.- Teaching Chemistry with a Biology Degree: Crosscutting Concepts asBoundary Objects.- Plugging the‘Leaky Bucket’ of Early Career Science TeacherAttrition through the Development of Professional Vision.- Creating Awarenessof Science Teacher Identity: The Importance of Who Newly Hired Teachers ofScience Are Expected to Be and Who They Become during Induction.- SupportingNewly Hired Science Teachers.- Teach to Learn: An Example of an Early CareerTeacher Development Program.- Moving towards Comprehensive Induction Systemsfor New Teachers of Science through the Use of Technology Enhanced Communitiesof Practice.- Professional Learning Community-Based Induction: Creating Supportfor New Teachers of Science.- Establishing Professional Practice through a NewTeacher Support Group.- Creating Supports for the Development of High-LeverageTeaching Practices in Secondary Science Classrooms: From Preparation throughInduction.- Supporting Ambitious Instruction by Beginning Teachers withSpecialized Tools and Practices.- Connecting Research to Practice for BetterBeginnings: Drawing upon What We Know to Enhance the Teaching and Learning ofNewly Hired Science Teachers.- Contributors.- Index.