General education induction has received substantial attention from policymakers, researchers, and school district practitioners. Yet, the literature base has been described as fragmented, with methodological problems that often make it difficult to draw clear implications. The special education induction literature base is even less developed.…

Given the importance of quality teaching for student success, it is clear that every child needs to be able to receive instruction from a teacher who possesses the knowledge and skills for quality teaching--an accomplished teacher. It is less clear, however, how current teacher development policies and practices can ensure that all students will…

Positive climates that encourage professional growth and teacher collaboration can bolster the impact of induction programs and may influence novice special education teachers' decisions to remain in teaching. As you plan induction programs, consider how Professional Learning Communities--the topic of this Brief--may be used to integrate special…

An effective faculty is essential to student success, and faculty development programs help sustain that effectiveness. Central to the faculty development programs at Hillsborough Community College (HCC) in Tampa, Florida, is the philosophy that they should lead to strengthened teaching and learning and, ultimately, improved student success. At…

Having a quality relationship with school administrators is important to novice teachers. Principal support influences teachers' job satisfaction and decisions to remain in teaching. Although special education teachers can benefit from general administrative support, they also may require additional supports that address the unique obstacles they…

As the industrialised world shifted to an interdependent and global society, formal schooling was quickly recognised as a major factor in achieving a knowledge society of lifelong learners capable of transforming and revitalising organisations. Teachers were encouraged to engage in learning together to improve teaching and, by extension, improve…

This article takes the form of a letter to the 44th president of the United States, urging the president to pursue an aggressive agenda to improve teacher quality. The authors assert that because teacher quality is the single most important factor shown to impact student outcomes, the next administration must dedicate resources to human capital…

Increased class sizes and advising responsibilities are the new realities in California's graduate programs of Educational Administration. In order to effectively meet new challenges, professors must make adjustments in venue, plan meticulously, utilize technology, distribute leadership, and implement alternative grading systems. This is a…

Each school district in the state of Florida was required to submit for approval a model for implementing the Beginning Teacher Program mandated by the Florida legislature. The program model required that a support staff, consisting of a peer teacher, building-level administrator, and at least one other professional educator be assigned to assist…

The Missouri Excellence in Education Act (1985) requires the establishment of professional development programs for beginning teachers. By offering collegial support and practical assistance, these programs should help beginning teachers polish their skills, improve their chances for success, and encourage them to stay in the profession. As…

This report describes several ways for experienced teachers to function as a colleague and provide assistance to beginning teachers. The interaction strategies described are supported by illustrations from the data base of the Model Teacher Induction Project (MTIP), a study of first-year teachers and their support teachers. The three types of…

The roles of mentors in entry-year teacher programs are explored, with particular emphasis on the Ohio experience with entry-year and mentoring programs. Entry-year programs have the potential for addressing several perspectives on the development of teachers that inform the nature of mentor leadership. (CB)

Reviews current teacher induction practices in Ontario, Canada, and considers the relationship between school-system level programs and broad-scale government policy. Uses a policy analysis framework to examine induction interest and activity from 1988 through 1991. Discusses these findings within the 1993 policy context. School systems must…

The Kenmore Teacher Mentor Project, an upstate New York initiative, involves 6 mentors and 40 teachers new to the profession or the district. Mentors help newcomers become proficient in whole-language instruction, cooperative learning, computerized instruction, and learning-style strategies. The program will soon include intervention for tenured…

Mentor-novice collaborative reflection about teaching is crucial to the development of novices' professional knowledge. However, few studies examine content and forms of mentor-novice conversations and opportunities that such interactions create for developing professional knowledge. Drawing on observation data from two U.S. and two Chinese…