NotesFAQContact Us
Collection
Advanced
Search Tips
Assessments and Surveys
Showing 1 to 15 of 26 results Save | Export
Jessica Giffin; Cheryl Krohn; Grace Cole – Region 1 Comprehensive Center, 2024
A formal induction and mentoring (I&M) program is critical for supporting and developing novice teachers as they enter the K-12 classroom and has been found to improve teacher retention, teaching practice, and student outcomes. Districts across the Commonwealth of Massachusetts are required to offer induction and mentoring programming to their…
Descriptors: Beginning Teacher Induction, Mentors, Alternative Teacher Certification, Beginning Teachers
Erica Lynn Gilbertson – ProQuest LLC, 2022
New teachers are leaving the profession at an alarming rate. To retain them, school systems need comprehensive supports and collaborative school cultures that help teachers navigate the complexity of learning to teach. This action research study investigated the problem of new teacher turnover within a school-university partnership context. The…
Descriptors: Beginning Teachers, School Community Relationship, Teacher Persistence, Action Research
Ault, Phyllis Campbell; Roccograndi, Angela; Burke, Art – Education Northwest, 2017
In 2011, the University of Alaska Fairbanks (UAF) received an Investing in Innovation (i3) Grant through the U.S. Department of Education. UAF applied for the grant to expand the predominantly rural-serving Alaska Statewide Mentor Project (ASMP) to urban settings. ASMP is a professional development initiative that supplies fully released, highly…
Descriptors: Beginning Teachers, Mentors, Beginning Teacher Induction, Urban Schools
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Alhamad, Rufaida – International Journal of Education and Literacy Studies, 2018
The first year of teaching poses massive challenges that lead to attrition among novice teachers. School communities often fail to provide adequate support to novice teachers to help them adapt to their new professional environments. In Saudi Arabia, attrition among novice teachers is a significant problem that hinders the development of the…
Descriptors: Foreign Countries, Beginning Teacher Induction, English (Second Language), Second Language Instruction
Peer reviewed Peer reviewed
Direct linkDirect link
Alemdag, Ecenaz; Erdem, Mukaddes – Mentoring & Tutoring: Partnership in Learning, 2017
In this collaborative research, we designed an e-mentoring program for novice teachers and explored online interactions between mentors and mentees, participant satisfaction, and the perceived benefits of the program for mentees and mentors. Our study included 14 mentees, 14 mentors, and 6 teacher educators. Data were gathered through online…
Descriptors: Program Design, Mentors, Beginning Teacher Induction, Incidence
Davis, Emily; Sinclair, Steve; Gschwend, Laura – Phi Delta Kappan, 2015
The Santa Cruz/Silicon Valley New Teacher Project--under the aegis of the New Teacher Center--devised a program to train teacher mentors to help new teachers incorporate the Common Core standards into their teaching. The three-year program yielded five critical lessons: Mentors need ongoing support to develop their readiness and willingness to…
Descriptors: Mentors, Drills (Practice), State Standards, Beginning Teacher Induction
Office of Elementary and Secondary Education, US Department of Education, 2016
Great teachers, principals, and other school leaders (collectively, educators) matter enormously to the learning and the lives of children. The Title II, Part A program is designed to provide students from low-income families and minority students with greater access to effective educators. It is critical that State educational agencies (SEAs) and…
Descriptors: Elementary Secondary Education, Educational Legislation, Federal Legislation, Minority Group Students
Peer reviewed Peer reviewed
Storms, Barbara A.; Lee, Ginny – Issues in Teacher Education, 2001
Examines implementation of the California Formative Assessment and Support System for Teachers (CFASST) within local California Beginning Teacher Support and Assessment (BTSA) programs using data from six case studies and highlighting how local BTSA program directors thought about and acted to implement CFASST. The study illustrated the essential…
Descriptors: Beginning Teacher Induction, Beginning Teachers, Elementary Secondary Education, Formative Evaluation
Opuni, Kwame A.; And Others – 1989
The Houston (Texas) Independent School District's teacher induction program utilizes the services of both mentors and teacher scholars. The mentors provide a variety of support services for the inductees at the building level, focusing on the pedagogical, emotional, and social adjustment needs of the inductees. The mentors receive a total of 12…
Descriptors: Beginning Teacher Induction, Elementary Secondary Education, Interpersonal Relationship, Mentors
Scott, Neil H.; Compton, Ellen – 1996
Following two years of pilot projects, the Beginning Teacher Induction Program (BTIP) was implemented in all twelve anglephone school districts in New Brunswick (Canada) during the 1995-96 school year. The program is sponsored by the Province Department of Education with the support of the New Brunswick Teachers Association and the University of…
Descriptors: Beginning Teacher Induction, Beginning Teachers, Elementary Secondary Education, Foreign Countries
Scott, Neil H. – 1997
The Beginning Teacher Induction Program (BTIP) began in 1993 for all Anglophone school districts in New Brunswick (Canada). The goals were to improve the teaching performance of new teachers, lower their attrition rate, and improve the system of collegial support within schools. Questionnaires were developed to gather data from the participants in…
Descriptors: Beginning Teacher Induction, Beginning Teachers, Elementary Secondary Education, Foreign Countries
Blair-Larsen, Susan M.; Bercik, Janet T. – 1990
Teacher induction may be defined as the period of transition from student to professional when beginning teachers need supervision and support to adjust to their new roles. Concerns within the profession about the large numbers of beginning teachers leaving the profession during their first 2 years as well as innovative reforms origination from…
Descriptors: Beginning Teacher Induction, Beginning Teachers, Elementary Secondary Education, Program Development
Peer reviewed Peer reviewed
Bendixon-Noe, Mary K. – Mid-Western Educational Researcher, 1999
During a meeting of the Ohio Education Association, teachers raised concerns about a pending state mandate requiring school districts to provide mentoring programs for beginning teachers. Concerns relevant to teacher unions/organizations included funding for adequate teacher release time, the mentor role, mentor selection, training, scheduling of…
Descriptors: Administrative Problems, Beginning Teacher Induction, Elementary Secondary Education, Financial Problems
Citrus County Board of Public Instruction, Inverness, FL. – 1992
The Citrus County (Florida) Professional Orientation Program is designed to increase student learning by providing a set of supervised support services for teachers in the first year(s) of teaching that will assist them in their continuing professional development. The program provides for the development, demonstration, and documentation of…
Descriptors: Beginning Teacher Induction, Competency Based Teacher Education, Elementary Secondary Education, Faculty Development
PDF pending restoration PDF pending restoration
Carr, John C.; Dunne, Kathy – 1991
Consistent with educational reform efforts and the premise of teacher involvement, a collaborative state-wide effort was initiated by the New Hampshire State Department of Education to provide opportunities for skilled, experienced teachers to mentor new teachers during a 1-year induction period. This paper details the Mascoma Valley Regional…
Descriptors: Beginning Teacher Induction, Elementary Secondary Education, Faculty Development, Inservice Teacher Education
Previous Page | Next Page ยป
Pages: 1  |  2