A description is given of the Mentor Teacher-Internship Program, which is funded by New York State and operates under state guidance. The focus of the program is on building a mutually rewarding relationship between the mentor and novice teacher. Steps through which mentor-intern dyads can progress on their way toward an effective, optimal…

The nature of five mentor-intern relationships was investigated throughout the 1987-88 school year in four different, formalized mentoring projects in upstate New York. Subjects consisted of pairs of more- and less-experienced teachers. Variables considered in selecting the pairs included age, experience, gender, race, content area, context,…

This study sought to determine if the Fuller Teacher Concerns Theory explains the development of first-year teachers with and without mentors and of reentry teachers with and without mentors. The Fuller Theory identified three stages of concern as teachers develop professionally: self-survival, teaching tasks, and impact on students. Data were…

Much of the literature concerning the challenges facing beginning teachers treats their problems as generic in nature. While researchers acknowledge the different problems encountered by beginning teachers, they often fail to take into account the varied knowledge, skills, beliefs, and dispositions which prospective teachers bring to their first…

Retention of novice teachers is a problem for school districts. Teacher induction programs are beneficial in increasing retention, but these programs take time, a commodity in short supply among novice teachers. Computer-based support has been suggested as an alternative resource. This paper reports the findings of a survey among novice teachers…

The first-day jitters. The first encounter with an angry parent. The first performance review. As a seasoned teacher, you remember each of these "firsts." But how can you relate your experiences to a new teacher? Find answers to these questions and the research to back them up in this tool-packed guide. "What Successful Mentors Do" offers sensible…

In recent years, researchers have argued that the shortage of highly qualified teachers in poor school districts may have less to do with attracting new teachers than with retaining them. To provide the scientific evidence that will support sound decisions about teacher induction, Mathematica is examining whether high-intensity teacher induction…

Why do some early-career English teachers leave the profession while others stay? This book extends earlier research about the concerns of beginning teachers in general and also examines specifically the frustrations of beginning high school English teachers. Based on their findings from a three-year research study, the authors review the common…

This monograph illuminates connections among district induction policy, principal leadership, and the nature and quality of mentors' practices and other support experienced by new teachers in Bristol and New Britain, Connecticut, within the context of Connecticut's performance-based licensure system. Chapter 1 introduces the topic. Chapter 2…

This book provides educators who mentor novice teachers an opportunity to increase their awareness of the skills that are needed to mentor. Through the use of specific examples and role plays, teachers can learn how to work effectively with inexperienced teachers. The book helps mentors develop ways to interact positively with novice teachers and…

This report examines the issue of teacher turnover in small schools and offers suggestions for how small schools can sustain changes in structure, instruction, and leadership, yet make room for new voices and ideas. Data was drawn from a three-year study of high school conversions in Washington State. The report also includes self-study questions…

This self-help manual provides information to districts and schools wishing to investigate or implement a beginning teacher mentoring support program. The manual describes one model of mentoring, the Beginning Teacher Support Program, that was researched in Montana schools from 1992-1995. Chapter 1 introduces the purpose and organization of the…

During the 1994-1995 school year, this study examined beginning teacher-mentor relationships and broader socialization experiences in North Carolina. Ten beginning K-8 teachers completed interviews at five points throughout the school year. At least two teachers (in addition to the beginning teacher) and one administrator from each school…

This paper: reviews research on beginning teacher induction programs, summarizing previous reviews of the topic; identifies various state- and local-level induction programs, analyzing best practices that exist today; makes recommendations based on the research and on best practice for state and local policy development and for program development…

This paper describes the efforts of the Graduate School of Education at George Mason University, Virginia, to deal with the teacher shortage crisis by partnering with surrounding school divisions to help new teachers with provisional licenses meet the daily challenge of teaching while fulfilling their state licensure requirements. The Teacher…