Investigating the Experiences of New Teachers: Facilitating the Transition Through Professional DevelopmentSome people are born to teach and know early on that it is their destiny. Others arrive in a classroom via a different, sometimes less deliberate, route. Whatever the path, deliberate or not, teachers are leaving the profession. Recent research highlights teacher turnover as a major challenge facing public schools (Anderson, L & Olsen, 2006). There are myriad reasons for the current revolving door in schools; from difficulties managing the classroom, lack of resources, time management and an insurmountable amount of paperwork, to ineffective or non-existent support systems. One such support system that would address many of the issues plaguing new teachers and potentially prevent new teachers from leaving is to provide ongoing, meaningful professional development. The goal of professional development is to provide teachers with the knowledge and skills necessary to improve student achievement (Payne & Wolfson, 2000). It is common for school districts to provide professional development opportunities for teachers. However, many professional development courses are not carefully structured or deliberately aimed at new teachers. Effective professional development must be school-focused while remaining relevant to teachers by addressing their specific needs and concerns (Ganser, 2000). Literature Review Grossman and Thompson (2004) conducted a longitudinal study with ten teachers. For three years, these teachers were interviewed and observed several times a month. The study concluded that new teachers are still in training. Educational philosophies are still being developed and they are still learning how to train new teachers?5. What elements of professional development would be most useful? Works Cited Anderson, L. and Olsen, B. (2006). Investigating early-career urban teachers’ perspectives and experiences of professional development. Journal of Teacher Education, 54(4), 359-377. Bickmore, D, Hart, L and Bickmore C. (2005) The interdisciplinary team as an introductory practice. NAASP, 89(644), 30-53. Grossman, P. and Thompson, C. (2004). District policy and beginning teachers: A look at teacher learning. Educational Evaluation and Policy Analysis, 26(4), 281-301.Lang, S. (2004). Separating rhetoric from reality: helping teachers negotiate beyond the status quo. Journal of Teacher Education, 55(3), 141-152. Young, P. (2007). How the elementary principal's beliefs and actions influence new teachers' experiences. Educational Administration Quarterly, 37(2), 250-290.