The purpose of this study was to examine the induction process for beginning teachers in Catholic schools. Data were collected from 100 teachers using a survey that addressed teachers' level of confidence in the pedagogical, religious, and managerial dimensions of teaching. The results of the study indicated that the induction experiences of…

As part of a Preparing Tomorrow's Teachers to Use Technology (PT3) grant, the authors are working on the design, development, and evaluation of an online support environment for novice teachers and teacher support specialists/mentors that will continue to expand technology integration support throughout the critical student teaching and teacher…

In today's challenging educational system, teachers experience burnout faster than a speeding bullet. Why do teachers leave schools? It is incumbent upon school administrators to implement effective programs to attract and keep quality teachers. The purpose of this article is to explore the reasons for teacher turnover. The authors explore key…

As school districts, universities, and local education agencies begin to provide induction programs for beginning teachers, there is a growing need to attend to quality and more carefully evaluate such programs to ensure they meet the needs of beginning teachers. This paper specifically addresses the nature of induction programs for secondary…

This brief examines the underlying research-based rationale for the American Federation of Teachers' (AFT) policy on beginning teacher induction, noting that among the most often-cited reasons young teachers give for leaving teaching is lack of support, and considerable evidence shows that induction is an effective means of retaining them. Five…

This book includes step-by-step instructions to help experienced teachers become just as skilled at mentoring beginning teachers as they are at teaching. It describes how teacher mentors can: relate to their proteges in ways that establish good working rapport; assess how the mentoring is progressing and make necessary adjustments; coach proteges…

As school districts nationwide work to implement the federal No Child Left Behind Act of 2001, they may be inadvertently accelerating the departure of experienced teachers and failing to adequately support new teachers. The Alliance for Excellent Education believes that this problem requires a two-pronged solution: financial incentives for…

As part of an effort to improve program quality at the Education Unit of Eastern Connecticut State University (ECSU), a survey was sent to ECSE graduates who were recommended for teacher certification from 1999 through 2001. This report presents ECSU graduate assessment of the Beginner Educator Support and Training (BEST) program. Of the 340…

This study surveyed 553 Kansas beginning teachers regarding their perceptions of support and job satisfaction during their first year. Overall, respondents were most likely to experience traditional orientation activities. They were less likely to experience teaching conditions that took into account their unique needs as beginners and less likely…

This study examined how the needs of beginning teachers, teaching context, and the New Jersey District Induction Program affected beginning teacher induction success. This program compels districts to implement an induction program for traditionally prepared teachers during their first teaching year. From the 18 Bergen County (New Jersey) school…

This report describes the Beginning Teacher Induction Program (BTIP) in 12 New Brunswick anglophone school districts during 1996-1997. Data come from beginning teachers, mentors, principals and district coordinators who participated in the BTIP and completed a survey. Half of the mentors attended a mentor training workshop, an increase from the…

This study comparatively analyzed three exemplary beginning teacher induction programs that involved university-school district collaboration. Researchers sent letters to leading researchers in the field of induction and mentoring requesting nominations of exemplary programs. They made contact with nine of the programs and interviewed program…

This study investigates the impact of a mentoring initiative on the performance of ten adjunct instructors new to the faculty of Indian River Community College in east-central Florida. Participants represent a wide range of discipline areas, motivations and demographic characteristics. The mentoring program focused on general pedagogical skills…

The purpose of this narrative case study was to examine the perceptions of one first-year instrumental music teacher (Tavia) regarding mentoring, induction, and the first year of teaching. This report represents a collaboration between teacher and researcher (Colleen) in an effort to understand mentoring, induction, and teaching in the first year…

A study was done to investigate the status and attitudes of graduates from field-based programs of the John H. Lounsbury School of Education of Georgia College and State University who were teaching in partner and professional development schools. The study was done in two waves, first by e-mail, and then by postal service. There were 41…