The purpose of the study was to gain a deeper understanding of teacher induction in the state of Colorado. The guiding question for the study was "What components do Colorado school districts include as part of their beginning teacher induction?" The study examined the implementation of nine teacher induction components: orientation,…

One of the main policy responses to turnover and inadequate preparation among beginning teachers is supporting them with an induction program. Informal or low-intensity teacher induction programs are prevalent and include pairing each new teacher with another full-time teacher without providing training, supplemental materials, or release time for…

While resources are abundant for helping the mentor and the new teacher, very little has been written to guide the leaders of teacher and mentor development. This book provides an effective, proven model for developing, implementing, evaluating, and sustaining an induction and mentoring program that results in highly qualified teachers. A…

A multi-perspective qualitative study was conducted during the spring 1996 semester to investigate the impact of a mentoring initiative on the performance of ten adjunct instructors, new to the faculty of Indian River Community College (Florida). The study found that all participants derived a significant value from the mentoring initiative, with…

This study attempted to elicit and organize the experience of 164 teachers who had served as mentors of novice teachers in the third year of the New York State Mentor Teacher-Internship Program. The three basic aspects of the mentoring experience investigated were: (1) the characteristics of individual mentors; (2) the activities of mentoring; and…

This book explores the reasons that beginning teachers struggle and provides research-based plans for helping them make the most of their initial teaching years. It proposes Beginning Teacher Assistance Programs (BTAPs) as a practical strategy for success. BTAPs draw on the knowledge and expertise of teachers, principals, central office…

The 20 institutions in Illinois recognized by the NCATE (National Council for Accreditation of Teacher Education) were surveyed to determine what programs for teacher induction are presently in place. Thirteen institutions responded with some description of their Teacher Induction Program. These descriptions vary in scope and content. The other…

This collection contains abstracts of journal articles and ERIC documents published after 1985 on the topic of beginning teacher induction. The abstracts, numbering about 60, are organized in six sections: (1) teacher education--general; (2) characteristics/needs of beginning teachers; (3) mentors and mentor relationships; (4) university induction…

This article describes the Hunter College/District Four Collaborative Program, an induction program for first-year elementary minority teachers. Through mentoring, counseling, tutoring, and graduate courses, these teachers acquire survival skills, attitudes, and behaviors to help them succeed in an urban multicultural setting. (IAH)

This study evaluated an induction year mentorship program in conjunction with the extended Generic Special Education Teacher Training Program at Texas A&M University. A questionnaire was developed and administered in the spring of 1989 to two groups of individuals for an extended year generic special education program, eight student teachers…

Thirty-nine rural school districts in Pennsylvania responded to a survey designed to study new teacher induction programs. The total sample population of 392 included mentor/support teachers, inductees, and induction coordinators. Based on the survey data and information from 29 districts' documents, this report gives detailed descriptions of…

Scarborough (Ontario) School District Area 10 has had a "New Teacher Support Committee" since September 1991, the focus of which is the support of beginning teachers. During the fall of the 1991-92 school year, Area 10 elementary schools participated in a first year teacher orientation program designed to help teachers new to the…

A 2-year teacher preparation and induction process for faculty new to teaching is being implemented in Iowa's community colleges. The process includes a series of credit-earning seminars that are sequentially taught at predefined levels of competence and implemented in the teacher's classroom with the assistance of the master teacher and…

To develop an effective method for experienced, full-time faculty to mentor new, part-time faculty, Cuyahoga Community College (CCC), in Ohio, initiated the 3-year Educator's Peer Instructional Consulting (EPIC) project in September 1987. EPIC was designed to allow new faculty to quickly learn essential information about the college, their…

In Chicago and suburban schools there are many teachers who have not had an opportunity to take part in either induction or orientation programs during their first year of teaching. Exposed to proper and adequate induction programs, beginning teachers may demonstrate higher performance and skill in classroom management, instruction, discipline,…