A critical issue in teacher education is the ongoing support and professional development of novice teachers. This study explores a professional development project, "Reconnect and Recharge," for newly inducted teachers. Participants met three to four times during the school year from 2009 to 2013 to explore their teaching successes and…

This article reports on a study of the needs of beginning teachers. The four categories of needs discussed are (1) learning to work with parents, aides, and administrators; (2) learning to work with colleagues; (3) developing a realistic view of teaching; and (4) learning the need for a theoretical framework. (MT)

A year-long study was made of questions asked by 18 beginning teachers of their support teachers. The questions were analyzed and categorized in order to rank needs. The findings were then compared to results of a questionnaire approach. Conclusions are presented. (MT)

This bibliography provides references representing a variety of perspectives on teacher induction, with emphasis on the needs of beginning teachers, induction programs and practices, research on beginning teachers, and current issues and trends. (MT)

The Oklahoma Entry Year Assistance Program was enacted to ensure that Oklahoma children would be educated by teachers of demonstrated ability. Discussed are the overall effectiveness of the program, the perceptions of administrators and educators providing support to new teachers, and implications of problems and concerns raised. (MT)

This article provides an overview of current teacher induction programs. The need for such programs, sources of existing programs, and the need for comparative analysis of program types are addressed. (Author/MT)

This research review considers the literature on monitoring in education, suggests considerations for successful monitoring programs, and includes a selected bibliography of additional readings on mentorship. (CB)

The Emporia State University induction program for first year teachers is described. The format of the program, topics addressed, and program evaluation are discussed. (MT)

Induction has been identified as a crucial stage in a teacher's career development. The role of the university in an induction program, along with factors in the university and school culture which support or thwart program development, are outlined in this article. (MT)

This study follows up two earlier studies regarding the role perceptions of Entry Year Committee members. It investigated the impressions of mentor teachers concerning their roles, and the professional benefits gained from assuming these roles. Conclusions are discussed. (MT)

The North Carolina teacher induction program which involves support teams comprised of a principal, a mentor teacher, and one other teacher educator is described. A five-part Likert scale was used to assess the responses of support teams to their experiences with beginning teachers. Findings are reported. (MT)

This article describes a teacher induction pilot program (New York Mentor Teacher Internship Program) which emphasizes the relationship between mentor and intern (novice teacher). Data on the relationship between mentors and interns was collected, via focused logs from participants in this pilot program, and is presented. (IAH)

The goals, implementation, structure and content, and outcomes of Cleveland State University's Teacher Induction Program, designed to provide a nonthreatening forum where beginning teachers can discuss common concerns and seek the advice and assistance of master teachers, are described. (CB)

Teachers should be more comprehensively involved in process of school reform than current reports suggest if schools and teaching are to be improved. Teachers can be more involved through pedagogical roles where they model teaching excellence; mentoring roles for new teacher induction; assisting roles for continuing education of peers; research…

The Entry Year Assistance Program was developed by the University of Wisconsin-LaCrosse to aid the beginning teacher in adjusting to the role of new teacher. Components of this program and recommendations for school systems and universities are offered to help other education institutions. (DF)