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An Investigation of the Relationship between Factors of Beginning Teachers' Development within a Mentor-Based Induction Program
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Davis, James Kenny – ProQuest LLC, 2017
This dissertation was a quantitative, correlational study that examined the impact of the mentor component of a mentor-based induction program on three factors of new teacher development and support. The focus of this study was on beginning teachers participating in a district-supported mentoring program designed to support and acclimate teachers…
Descriptors: Correlation, Beginning Teacher Induction, Mentors, Teacher Orientation
A Comparison of Six Wisconsin Mentoring Programs for Beginning Teachers.
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Ganser, Tom; Koskela, Ruth – NASSP Bulletin, 1997
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…
Descriptors: Beginning Teachers, Elementary Secondary Education, Incentives, Mentors
Teachers Training Teachers.
Van Zant, Susan; Razska, Don; Kutzner, Charlotte – Leadership, 2001
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)
Descriptors: Beginning Teachers, Elementary Secondary Education, Peer Evaluation, Professional Development
Supporting First Year Teachers in a Rural Setting: A Staff Development Program for Mentor Teachers, Administrators and New Teachers.
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Heinicke, Peter; Henrie, Carolyn; Gronewold, Jerry – 1998
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.…
Descriptors: Beginning Teacher Induction, Beginning Teachers, Classroom Techniques, Elementary Secondary Education
Consortium Support for Teachers in Rural Oregon.
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Roper, Susan Stavert – 1988
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…
Descriptors: Beginning Teachers, College School Cooperation, Consortia, Educational Cooperation
What New Teachers Need.
Stansbury, Kendyll – Leadership, 2001
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…
Descriptors: Administrator Role, Beginning Teachers, Elementary Secondary Education, Lesson Plans