ABSTRACT
This chapter focuses on the transition from preparation to practice in the context of urban schools and addresses building relationships with colleagues, building relationships with and among students, and contextualizing teaching practices to improve academic performance for students in low performing urban schools. This discussion is intended to help novice teachers learn to “swim upstream” successfully when necessary, to avoid “swimming with the tide of mediocrity,” and to participate in or contribute to the development of a teacher learning community. Entering a teacher community in an urban school for the first time, whether you are an experienced teacher or a first year beginning teacher, is a complex process that requires focus on: (a) understanding teaching practice, (b) understanding the teacher community, (c) engaging in collaborative planning, and (d) developing knowledge of and relationships with and among students. This process takes time, thoughtful planning, careful observation, and good listening skills.
