Responding to concerning reports regarding common world language classroom practices failing to meet a communicative standard (Burke, 2011; 2014), acknowledging the critical shortage of teachers in the United States, and reacting to the call by Madel (2020) to leverage teacher leadership to promote pedagogical development within the field, this…

The shortage of teachers, specifically agriculture teachers, has been established and literature shows us why some teachers choose to leave. The question remains, how can we provide induction programs to agriculture teachers that support their unique needs and ultimately retain beginning agriculture teachers in the profession long term? This…

Purpose: The researcher emphasised with current research the need for an induction programme for beginning teachers in the South African context to overcome the challenges experienced by beginning teachers while bridging from pre-service teaching to in-service teaching and to introduce and illuminate the design of a new multimodal induction model.…

This report illustrates how four high-performing systems--British Columbia (Canada), Hong Kong, Shanghai (China) and Singapore--developed their teacher professional learning. The report and accompanying materials are designed as a resource for teachers, school leaders and policymakers wanting to improve teacher professional learning in their…

This research study examined Generation Y new teachers, the process of new teacher induction, and the most effective methods for providing professional development in instructional technology for Generation Y teachers. This research study examined Generation Y new teachers, the process of new teacher induction, and the most effective methods for…

In this webinar, Ellen Moir, CEO and founder of the New Teacher Center, shared research that shows evidence of the effectiveness of the NTC induction model in raising student achievement and its potential for reducing teacher attrition (Moir, 2009). This Q&A addressed the questions participants had for Ellen Moir following the webinar. The…

Beginning teachers face significant challenges as they assume the complex work of teaching while they are still learning to teach. In addition to the activities involved with learning to effectively teach, they must also learn to work with others; collaborate with colleagues, administrators, paraprofessionals, and parents; and manage varied…

While resources are abundant for helping the mentor and the new teacher, very little has been written to guide the leaders of teacher and mentor development. This book provides an effective, proven model for developing, implementing, evaluating, and sustaining an induction and mentoring program that results in highly qualified teachers. A…

Beginning teachers are often filled with self-doubt and questions regarding school culture and principals' expectations. This book helps one answer teachers' questions and gain strategies to prevent the isolation that many new instructors experience. Updated to meet the challenges facing new teachers today, this revision of the bestseller helps…

This study investigated what new Korean elementary teachers wanted to learn and what experienced teachers, regarded as potential mentors, expected to teach to beginning teachers. The study was conducted to help determine the contents of a mentoring program being developed for new elementary teachers by using needs assessment. Separate…

Early career special educators must be engaged in conversations with developers of preservice teacher preparation programs to co-construct initial teacher education programs which meet their needs. The process of listening to the teachers themselves could serve to ensure that teachers are an explicit element of program design. This article…

Describes the Community College Induction/Mentoring (CCIM) project, a two-year induction program for new faculty at Iowa's community colleges. Discusses the project's characteristics, goals, and design and presents research used in the development of the program. Reviews the roles of mentor teachers and lists the benefits of CCIM. (30 citations)…

This handbook assesses the tasks of school leaders in developing a successful mentoring program in their schools. Information is provided on: (1) identifying essential components of effective mentoring programs; (2) responsibilities of the building principal, mentors, and beginning teachers; (3) funding arrangements, including alternatives to…

This monograph surveys the literature and provides a broad understanding of the concept of mentoring and of the application of mentoring to teaching. A synthesis is presented of the research on mentoring, including an explication of the origin, value, and essence of the mentoring concept; the rationale for mentoring beginning teachers; and…

The Teacher Assistance Through Mentorship Program currently being implemented in Minnesota schools provides grant funding to 11 districts/coalitions willing to explore a variety of mentoring models. Legislative initiatives for expanding the program include grant funding, regional/statewide training, and technical services. This publication is…