First-year teachers frequently find themselves in anxiety-laden situations. Probably because line and staff policy has not been made clear. To overcome this problem an effective program of teacher supervision must be planned. Three key factors for such a program are discussed. (Author/RK)

The following articles are included in this publication on beginning teacher induction: (1) "The Teacher Induction Process: Preserving the Old and Welcoming the New. An Introduction" (Judy Reinhartz); (2) "A Synthesis of Research on Teacher Induction Programs and Practices" (Leslie Huling-Austin); (3)…

This guide serves as an introduction to the Professional Development Program for Beginning Vocational Teachers. The program has a research base; its overall goal, as outlined in the guide, is to provide a flexible and adaptable mechanism for beginning vocational teachers to have a smoother transition into the field of teaching. The program…

Provides a framework for supervisory tasks in special education, outlines funding and organizational alternatives for providing supervision in rural areas, and suggests specific strategies for dealing with barriers to supervision in rural programs. (Author/KS)

A report is given of a conference which recommended changes in the manner in which new teachers are inducted into the schools in Massachusetts. The focus of the conference was on mentoring programs. The basic philosophy of the conferees was that an effective mentoring program must be a communal enterprise, drawing upon and fostering a collegiality…

Teaching is a very difficult field to master, and the challenges faced by beginning career and technical education (CTE) teachers are especially great. Teacher induction, which usually takes 5-6 years, is the total of all the teacher's experiences from the moment the first teaching contract is signed until the teacher is comfortably established as…