This manual represents the collective philosophy and procedures from Texas educators who are actively involved in the management of successful mentoring and induction programs. It is offered as a guideline for school districts, universities, education service centers, or individuals who are developing or enriching mentoring and induction programs.…

This study had four objectives: (1) an empirical validation of a conceptual framework about the cognitive functioning of beginning teachers, including the role of the concepts of subjective theory, professional self, self-image, self-esteem, job motivation, task perception, and future perspective; (2) trial and refinement of a semi-structured…

The Beginning Teacher Induction Program (BTIP) began in 1993 for all Anglophone school districts in New Brunswick (Canada). The goals were to improve the teaching performance of new teachers, lower their attrition rate, and improve the system of collegial support within schools. Questionnaires were developed to gather data from the participants in…

This document describes the principal's role in supervising a teacher mentoring program. It provides tips for guiding mentors and describes the characteristics of a good mentor. For example, mentors working with a novice should focus on three areas--the classroom, emotional support, and practical applications. Three styles of mentoring include…

This study describes the effects of a program designed to train Dutch primary school teachers in skills needed to coach and act as mentors for beginning teachers. The study investigated whether mentors who participated in the training program would implement the target coaching skills and whether the beginning teachers coached by the mentors would…

For the third consecutive year, New Brunswick's Department of Education, in cooperation with the New Brunswick Teacher Association (NBTA) and the University of New Brunswick, organized a Beginning Teacher Induction Program (BTIP) in all 12 anglophone school districts. In 1998, data were collected using surveys from beginning teachers, mentors,…

University training programs and public school systems must address the development of beginning teacher assistance programs which include the use of mentors. This paper describes Project RAISE (Rural America Institute for Special Educators), a masters level program that trains preservice and practicing special education teachers. This project…

Teacher induction may be defined as the period of transition from student to professional when beginning teachers need supervision and support to adjust to their new roles. Concerns within the profession about the large numbers of beginning teachers leaving the profession during their first 2 years as well as innovative reforms origination from…

This paper describes the contextual dimensions of eight school sites that ameliorate or restrain relationships between mentor and novice teachers. Interview data from 23 mentors, 16 novice teachers, and 8 principals suggest 5 contextual themes that ameliorate or restrain an effective induction for novice teachers: (1) early experiences; (2)…

This preliminary study reviews the journals of two teachers working side-by-side, a supervising teacher/mentor and a student teacher. The student teacher, a certification student, had a business degree, had worked in the business world for three years, and wanted to become an elementary classroom teacher. The supervising teacher, an experienced…

This study examines the outcomes for teachers and the benefits reaped from a Connecticut beginning teacher induction program. Data were sought to determine whether the Connecticut State Department of Education's intent to improve the quality and value of first-year teaching through intensive, ongoing support by a mentor was being met. The method…

The 20 institutions in Illinois recognized by the NCATE (National Council for Accreditation of Teacher Education) were surveyed to determine what programs for teacher induction are presently in place. Thirteen institutions responded with some description of their Teacher Induction Program. These descriptions vary in scope and content. The other…

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…

Focusing on eight instances of experienced and beginning teachers' work together in junior and senior high schools in a large urban district, this study explores the work of experienced teachers with beginning teachers, experienced teachers' perceptions of their role, and subsequent enactments. Mentors pass on to beginning teachers, through their…

This document summarizes the findings of a report by the Education Commission of the States (ECS) designed to help policymakers gain a better understanding of both the nature of the teacher workforce and of promising recruitment and retention strategies. ECS reviewed 91 studies on teacher recruitment and retention in search of answers to eight…