David Berger has had a long career working to support new teachers. He conducted a study that found high attrition rates among new teachers were due to a lack of training, support from administrators and teachers, and mental health support. He created a new teacher mentoring program and support groups that helped reduce stress and encourage collaboration. His programs became models that were adopted statewide. Berger's interests lie in preparing new teachers and supporting them as they adjust to the profession so they do not leave within the first five years. He has mentored many new teachers and student teachers. His goal is to help new teachers feel supported and stay in the profession so they can help students reach their potential.

1. Teaching Interests Statement
David M. Berger, MA, M.Ed.
I have had the privilege to work with the NJEA Professional DevelopmentCommittee for a number of years during my
career. It was during my tenure with that committee thatI noticed that the attrition rates for neophyte teachers was
over 50 percent in the state. I conducted a small studyas to the reasons whythis was occurring in my district, and
discovered there were three basic reasons for this trend;1- lack of training for what schools reallyexpected from their
new teachers that was beyond the pedagogical training thatwas the foundation for their content preparation,2 - lack
of supportfrom teachers and administrators within the districtto reduce stress and encourage a balanced life
approach to professional emersion into the teaching,and 3 - lack of psycho-educational supportto provide a place
where new teachers could share and learn from one another as they learned the craft of their chosen
profession. After examining these issues Icreated a curriculum thatwould eventually become the New Teacher
Mentoring Program thatis now used in all schools in the state of New Jersey. Some of the aspects of my program
were incorporated into the legislation thatwould insistthatnew teachers be Mentored into their new profession.
While working with the NJEA Professional DevelopmentCommittee Iworked with my graduate advisor from Rider
University to create the first psychological-social- educational supportgroup for first and second year teachers.The
program was so successful thatit was spotlighted on NJEA's Classroom Close-Up. Iwas able to incorporate the
basic ideas ofgroup counseling so thateach new teacher would feel safe and supported as they adjusted to the
rigors of their chosen profession. I was invited to presentthe basic tenants ofthis program at the NJEA Convention
in 1996,1997 and 1998 as a guestspeaker. As this program began to get notoriety, I was called upon to draw up a
plan of how to implementthis model for the NJDOE, wherebythe commissioners requested thatsome ofmy ideas be
incorporated into the policy that is now the New Teacher Induction model used by all districts in the state. This
became mypassion,to help new teachers learn how to survive the rigors ofadjusting to their new profession without
leaving within the first 5 years. Hunterdon Central High School provided me with the platform through the ETTC
program wherebyI was to provide all new teacher with a Mentor, and all alternate route teachers with a
methodologies class to insure thatthey would be able to create a greater pool of lesson plans thatwould incorporate
the latesteducational research. All teachers were also required to take the New Teacher Class - so that they would
be able to share their common experiences and help one another through the trials and tribulations oftheir
adjustmentperiod to the professional ofteaching.
As you can see from the aforementioned statement,the areas that interests me are teacher preparation and how to
bestsupport neophyte teachers as they "learn the ropes" as they adaptto their chosen profession. Over the years I
have been privileged to serve as a cooperating teacher for students’ senior field experience and junior practicum
students from Rider University,The College of New Jersey, and Rutgers University. Each practicum studentthat was
placed with me learned how to take the theory they learned in their classes,and applyit to their assignment. I have
also mentored the majorityof new teachers into my own district. Put it simply,my interestlie in helping new teachers
become the bestthey can be. My reason for doing this was twofold;one was that I have always believed that the
students thatwere placed in my charge only had one chance to learn whatI had to offer in the way of content and
garnering the tools necessaryto become lifelong learners. If I didn'tprovide the bestinstruction possible,they would
never have that opportunity to learn that material again,since manywho passed through myclassroom door would
never take another class in United States History 1 or ContemporaryAmerican Problems Senior Seminar again. It
was my responsibilityto make sure that they learned how to distinguish truth from fiction, and how to evaluate the
sources from which they gathered their information. I also required the students from the second course to do
service learning to help those in our communitywho could not help themselves.(Many of these students wenton to
continue to volunteer with the organizations thatthey were placed with long after completing our class together.) The
second reason Iwanted to work with new teachers is because Ihave seen m anywonderfullytalented and
knowledgeable teachers turn their backs on their chosen profession because theylacked the supportthat would have
provided them the tools necessaryto build a solid foundation from which their professional success could be
built. Since education is the key that unlocks the door to the potentiality for all who wish to grow both interpersonally
and intra-personally,it is necessaryto make sure that those who provide it are able to feel supported and valued as
they assist others realize their dreams and aspirations.
I have been fortunate to be in a profession where Inever felt like I was going to work. Many years ago my grandfather
told me that “if you love what you do in life, you will never work a day in your life, but if you think of what you do as a

2. task, every day will be work.” I wantto help others find the way to make that philosophya reality in their own lives.
So by teaching social studies candidates how to teach is my teaching interest. Teaching a methods course would
permitme the vehicle to impartmy many years of knowledge to the future generations ofteachers,so thattheir
students will be given the keys to unlock the doors to their own potential.