"Proceedings of International Conference on Education in Mathematics, Science and Technology" includes full papers presented at the International Conference on Education in Mathematics, Science and Technology (ICEMST) which took place on May 18-21, 2023 in Cappadocia, Turkey. The aim of the conference is to offer opportunities to share…

A year-long teacher induction program was implemented in four inner-city parochial schools in the archdiocese of Chicago (Illinois). The program had three objectives: to provide new, first-year, and returning teachers with classroom organization and management techniques; to encourage the teachers to develop a support system for themselves; and to…

Describes Kean University's new faculty mentoring program. Delineates a four-component model: new faculty are assigned to a qualified mentor, protege-mentor pairs are required to have regular developmental meetings, mentors and mentees must observe the other's class, and the mentors and mentees participate in a group dialogue. Provides…

This document describes the state-mandated Entry-Year Assistance Program established in Oklahoma in 1980. A teacher education graduate receives a one-year license rather than the standard five-year credential. When the beginning teacher is hired, an Entry-Year Assistance Committee (EYAC) is formed. This committee is composed of the building…

A mentor-mentee program has been developed and is currently being implemented and evaluated through the collaborative efforts of the College of St. Thomas (St. Paul, Minnesota) and the Bloomington (Minnesota) School District. The program provides for specific training, support, and frequent formal and informal contacts which stimulate professional…

In 1974, the University of Wisconsin Whitewater introduced a university-based mentor program for beginning teachers in its service area. A decision was made at the end of 1999-00 to re-direct the focus of the program from sponsoring a stand-alone mentor program to supporting districts in creating or improving their own mentor programs. This paper…

Describes the development of an award-winning university/school partnership whose core is teacher development through mentoring. The partnership provides ample opportunities for professional development of practicing teachers, cultivates effective field placement sites for preservice teachers, and focuses on helping teachers reach their full…

In 2000, the Finance Project received a planning grant to launch a new initiative on financing professional development in education. This report represents efforts to identify and develop a database on promising new approaches to professional development in education, profiling 16 initiatives recommended by knowledge experts and representing a…

Since 1960, the Teacher Intern Program has offered the best teaching candidates throughout Wisconsin an opportunity to analyze teaching and learning experiences in school settings, interact with experienced colleagues, put into practice what they have learned in school, and receive payment. Internship activities focus on preparing, selecting, and…

The West Virginia Department of Education mandated that each county create an induction program for beginning teachers to begin in the fall of 1991. Although state guidelines suggested certain common elements, each county would set up its own program to meet the needs of teachers in that county. Because a rich source of information for program…

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…

In 1989, New Zealand abolished the inspectorate that evaluated beginning teachers and made recommendations for certification. Schools were made responsible for the process of induction and recommendation of teachers for registration as certified teachers. The School of Education of New Zealand's University of Waikato developed a partnership with…

This study examined higher education institutions' compliance with Standard IIB, Criterion #35 of the National Council for Accreditation of Teacher Education (NCATE), which focuses on arrangements the teacher education program has made with school districts to provide assistance to its graduates who are first year teachers. Data were obtained from…

This book lays out the fundamentals for helping new teachers succeed in the schools of the next century. Each part features a collection of chapters from educational leaders. An introductory part presents, "A New Teacher's World: Not Your Grandmother's Classroom" (Marge Scherer). Part 1, "What Do New Teachers Need?" includes:…

Staff development is crucial in creating successful mentoring relationships in schools and districts. Four major tasks for staff developers when creating programs for mentors are: selecting and training mentors, matching mentors with proteges, setting goals and expectations, and establishing the program. Implications for staff developers are…