School districts and a college of education in Omaha, Nebraska, collaborate to reallocate existing resources for a teacher induction program that boosts the quality of teaching by both novice and experienced teachers and enhances job satisfaction. The program improves teacher quality by providing new teachers with mentors, continuing their…

Argues that the mentoring process can help to prevent new teachers from leaving the teaching profession. Explains that mentoring programs that focus on training, support, and retention can help create an environment that fosters psychological and cognitive growth. Adds that these programs can also be used as recruiting tools. (Contains eight…

Describes partnership efforts between the Richmond Public Schools, Virginia, and Virginia Commonwealth University that have focused on the needs of urban schools. Describes challenges that remain with regard to preparing teachers, mentoring beginning teachers, and retaining experienced teachers. (SLD)

The goals of the Inner City New Teacher Retention Project are to (1) develop an induction year model; (2) strengthen the effectiveness of new teachers working with students from diverse backgrounds; (3) increase retention of teachers; (4) provide support during the first year of teaching; and (5) establish collaboration between San Diego State…

This article provides a rationale for new types of teacher induction programs, a description of an innovative small-group process that provides beginning teachers with peer support, and a brief summary of quantitative and qualitative results obtained from implementing support groups for novice teachers. (IAH)

First-year teachers need mentoring by experienced, successful practitioners. This paper suggests a model for preparing mentors that was developed by school district personnel and university faculty. The model provides 14 hours (distributed over the school year) of training in philosophy, basic mentoring, communication skills, peer supervision,…

Responds to an article published in an earlier issue of this journal that outlined a way to create an "autobiography club" for new teachers in which they might share within a group their experiences and problems. Suggests a series of studies that might be conducted to complement and parallel those initiated by the first author. (HB)

In examining how 103 principals' roles may have changed and how they felt about changes resulting from new teacher mentors' presence in the program, this study found that most saw mentors as a helpful supplement to their staffs, that most wanted to participate in selecting the teacher who would have a mentor, and that nearly all strongly supported…

Describes methods and strategies for building the relationships between beginning English teachers and those who serve as their mentors. Offers practical advice for cooperating and student teachers. (HB)

This bibliographic essay on the literature of teacher education reform published between 1985 and 1990 covers major reform reports, literature reviews, collected works, and publications on specific reform issues. Significant themes and trends, as well as major organizational players, are identified; and prospects for change in teacher education…

Presents bibliographic citations on beginning teacher induction and mentoring programs from the ERIC database. The bibliography is limited to journal articles and documents entered into the database since 1990. Citations focus on articles and documents dealing with analysis of programs. (SM)

Review of literature on four induction models (mentoring, fifth-year programs, alternative certification, and professional development) and case studies of beginning vocational teachers suggest that mentoring requires substantial commitment in time and resources; induction experiences are unique, so induction assistance programs need to be general…

This study explores some common assumptions and issues related to experienced teacher mentoring of new teachers. Five mentors from Marin County (California) high and elementary schools were interviewed about: successes, nonsuccesses, support and training for mentors, suggestions for new mentors, and guidelines for setting up a mentor program. (IAH)

Conversations between four mentor and four novice teachers were analyzed to discover how they discussed issues about teaching and learning of content. Analysis of conversations revealed several ways that mentors dealt with novices' understanding of subject matter. Conversations are discussed in relation to four aspects of learning to teach…

Offers reminders for principals as they orient first-year teachers and induct them into the profession with an eye toward retention: intervene to diminish teacher isolation; facilitate mentoring and collegial relationships; maximize potential for success through the teaching assignment; offer development opportunities; be accessible; and explain…