Teaching is a profession in which the newly appointed teachers learn different methods of teaching skills, pedagogies of teaching and conducting research and should know the role and responsibilities of different academic leaders. The Faculty Induction Program (FIP) includes all these components. This article aims to study the perceptions of the…

Novice teacher attrition has long been a concern among educators and policy makers who have responded with various types of induction and mentoring programs and increased efforts to recruit more teachers. Yet, these efforts have not created the stable work force needed to implement school reform efforts. The school staffing challenge is further…

It is always an enlightening experience to observe how ideas around change are executed. The Calgary Board of Education program for inducting new teachers into its system merited some investigation. For a period of six weeks, the authors participated in this process, with a view that, some elements of the program could be used in a similar format…

Describes six different types of mentoring programs for beginning teachers in Wisconsin. Four (in the Beloit, Kenosha, Platteville, and West Allis-West Milwaukee districts) are district programs in which teachers assume both mentoring and teaching responsibilities. Milwaukee's program is atypical, since teachers serve as full-time mentors. The…

Descriptions are given of teacher induction programs currently operational in public schools, intermediate education units, colleges and universities, and professional organizations. Program descriptions include the address, contact person, and phone number for the organization, and a brief summary of the program's structure and objectives. (JD)

Under a trust agreement with the Federation of Teachers and the Poway (California) Unified School District, evaluation formats are tailored to meet the needs of new teachers, experienced tenured teachers, and tenured teachers who gravely need assistance. Experienced teachers work with beginning teachers to offer varied forms of assistance. (MLH)

This article describes Oldfields School's systematic orientation program for beginning teachers. They meet as a group and discuss case studies, which give substance to the regulations and policies listed in the school handbooks. (SJL)

This paper describes a faculty development and orientation program for new faculty at Montclair State University in New Jersey. The New Faculty Program (NFP) is designed to orient and introduce a diverse new faculty (more than half of whom are women and minorities) to the culture of the university, and to help them attain reappointment and tenure…

Salient forces affecting the lives of beginning teachers are examined and a perspective is established on beginning to teach from which knowledge about teacher induction may be considered. Professional knowledge about beginning to teach, beginning teachers, and the induction of teachers is reviewed in terms of the following categories: (1) advice…

A successful approach to orienting new vocational teachers coming directly from business and industry is the New Teacher Workshop at Pennsylvania State University. Intensive guidance and practice in preparing lessons is climaxed by the novice teacher's presentation (and peer evaluation) on closed circuit television. (MF)

Two workshops to help beginning teachers in the transition from employment to teaching are described: the Missouri Vocational Teachers' Institute at the University of Missouri-Columbia, and the Survival Teaching Competencies Program at Oklahoma State University. Required for beginning nondegreed teachers, both programs involve intensive teaching…

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)

The Entry Year Assistance Program of Educational Service Unit #11 in Nebraska is a staff development project to train mentor teachers, entry-year teachers, and school administrators in small, rural school districts. Schools that participate in the program select a team consisting of a mentor teacher, an administrator, and an entry-year teacher.…

In the summer of 1986, representatives from Southern Oregon State College, the Northwest Regional Laboratory, and the Josephine County School District formed a consortium to design an induction program for beginning rural teachers. During its first year, the consortium presented special on-site graduate credit courses addressing problems new…

When teachers become involved in induction programs like California's Beginning Teacher Support and Assessment program, the principal's role becomes crucial. To support new teachers, principals can adjust working conditions, provide more release time for lesson planning, connect formative and evaluative assessment goals, and support collaborative…