A Research On EMSS Program For The Online New Teacher Professional Development In American

The first few years (about one to three years) is a very crucial period, which connects yesterday and tomorrow of new teachers'career. In this stage, they not only need adapt the new environment quickly, but also need a ample preparation for their professional development in the future. However, there are also many difficulties to new teachers because of few experience and the conflict between ideality and realism. So, improve new teachers'professional development is a perfect way, which not only help new teachers go through the "danger period" successfully, but also provide a good opportunity to built a massive base for their improvement in the future. Recently years, how to adapt teacher's career quickly and which way is the best to improve new teachers'professional development are getting more and more attention in the world field. Therefore, it is necessary and significative to explore some new ways for new teachers'professional development.Along with the computer and network technology are utilized in the field of education, the beginning teachers'professional development path is also becoming more and more wide, which gradually outspread from realism to virtual space, online forms of teachers'professional development are deemed to be a new growth point to the theoretical study and practice. In the United States, based on the online network, teachers'professional development has gotten a considerable development since the late 20th century. eMSS (e-mentoring for student success, since 2002) is a most influential online program, which is to improved beginning teacher, specifically for secondary science, mathematics and special education new teachers'professional development through some online curriculum. In this paper, with the way of literature collecting, history-study and compare-study, I'll research the foundation, content, modality, process, evaluation, guarantee, success and limitations of eMSS project. This paper has six parts.The first one expounded the foundation and real background of the eMSS program for new teachers'online professional development in USA.The second part roundly expounded the goal, content, modality and guarantee of eMSS.The third part researched the practice of eMSS. The paper choosed Hawaii Public Schools'practice as individual case. It made a systems analysis on the setting, process (the supporting stage, the mentor mentoring stage, and the stage of online new teachers' professional development), and the effect and foreground in Hawaii.The fourth part integrated the exploring and analysis above the second and third parts, and acquried the success factors of eMSS.The fifth part analysed why we can make use of the excellent experiences, which analysis was circumfused by the culture, policy and practical of eMSS.On the base of the exploring and analysis on eMSS, and according to the realization and problems of our country, the sixth part provided some pieces of advices to the implementation of new teachers'online professional development in our country. First, the goal is student success. Second, demand-driven, based on the practical problems of new teachers. Third, focus on the professional level of project facilitators and mentors. Fourth, extend the traditional tutorial system through Internet, break through the limit of time and space, personalized interactive dialogue and cooperation. Fifth, online professional development community provide new teachers more resources, more opportunities to communicating, and wider networking space. Sixth, perfect evaluation system. Seventh, more strong external supports——policies, institutions and funds.