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School administrators and university personnel need to be sure to include preservice teachers in all induction activities while the preservice teachers are completing practice teaching in school systems (practicum, clinical teaching, student teaching.)

Ellen Moir has determined that beginning teachers "move through several phases from anticipation, to survival, to disillusionment, to rejuvenation, to reflection; then back to anticipation." She describes these phases in her article entitled PHASES OF FIRST-YEAR TEACHING. This article can be accessed on The New Teacher Center website at (http://www.newteachercenter.org/ti_article2.php). In supporting preservice teachers we need to have an understanding of their expectations and the reality of what they may experience in their first years of teaching.

Gary Bloom and Barbara Davis also suggest that support be provided to beginning teachers through:

remembering what it is like to be a new teacher
assigning tasks/responsibilities to new teachers with the understanding that they are new to the profession
providing new teachers with guidance and support as they work to implement the curriculum
providing new teachers with a systematic orientation
building a positive collegial culture in the school
supporting the new teacher's professional growth
being clear about expectations and perceptions
supporting the local school systems beginning teacher support/assessment system

This article can be located at The New Teacher Center
(http://www.newteachercenter.org/ti_article5.php).

These suggestions for support should also be provided to preservice teachers as they practice in schools.