Several key elements are recommended for a comprehensive substitute teacher support system: establishing a feasible substitute pool; compiling a district manual and building handbooks, including substitutes at staff meetings; overseeing teacher preparation for substitutes; coordinating and supervising substitutes; and providing for adequate…

The organizational socialization process involves four stages: confronting and accepting organizational reality, achieving role clarity, locating oneself in the organizational context, and detecting signposts of successful socialization. To help orient beginning teachers, some guidelines and a sample orientation process are provided. Includes four…

Outlines areas for principals to cover in developing new teacher orientation programs. These include overview of the school and community, policies and procedures, benefits, compensation, and physical facilities. (MD)

Comments on the conditions under which substitute teachers work and outlines steps that teachers and principals can take to improve those conditions. Orientation programs, feedback, and increased pay are among the improvements that can be made. (IRT)

Describes a teacher induction program with four goals (1) to establish a support team; (2) to help new teachers develop skills and judgment; (3) to explore numerous teaching strategies; and (4) to provide inservice experiences for mentors. The program involves a personal development plan and special topic seminars. Includes 13 references. (MLH)

Teachers just out of college need the help of their principals in adjusting to their new roles. This article discusses six difficulties that often face new teachers and suggests eight long-term orientation techniques that have proved successful. (PGD)

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…

Because teacher education does not prepare prospective teachers for the realities of innercity schools, this responsibility lies with the administrator. Principals must take the time to demythologize the students, the environment, and the culture. This approach will enable teachers to stay and provide the continuity and stability often missing…

To be catalysts for school improvement and help beginning teachers adjust to their new environment, principals must include certain topics in the school's orientation program, such as knowing and accepting oneself, building self-confidence, developing positive attitudes, planning, involving students, and knowing one's colleagues. (MLH)

The teacher selection process can be more effective if administrators determine what kind of teacher they want, whether the current selection process helps find the best teachers, and whether teachers have a voice in the process. Includes nine references. (MLH)

Discussion of Teacher Behavior in a Modular-Flexible Scheduled School: A Comparative Study,'' Ph.D Dissertation by Owen Paul Halleeen, University of Minnesota, 1972. (CB)

This article features schools and school districts with successful induction programs, all easily replicable. Increasingly, research confirms that teacher and teaching quality are the most powerful predictors of student success. In short, principals ensure higher student achievement by assuring better teaching. To do this, effective…

The role of interdisciplinary teaming in the induction of new teachers was examined at two middle level schools through the perceptions of three participant groups: new teachers, mentors, and principals. Data collected through a mixed-method design indicated that participants perceived inter disciplinary teams as an integral part of the induction…

Outlines how the principal can help the beginning teacher in six areas: achieving status with peers, gaining the principal's attention, becoming oriented, making a unique contribution to the school, growing personally and professionally, and associating socially with peers. (Author/JM)

Principals are responsible for initiating career development with teachers at all age and experience levels. Although most teachers want to remain in the classroom, many desire new and expanded roles. Principals can assist new teachers' socialization process and help mature faculty avoid the "plateau" trap. Includes 14 references. (MLH)