This fastback provides practical information to help teachers better fulfill their roles in the mentoring process. The first section, "Introduction," explains the importance of the mentoring relationship. The second section, "Characteristics of a Good Mentor," highlights four core concepts: a mentor leads through example, a mentor leads through…

The quality of individuals teaching in North Carolina's public schools determines the success of students and schools. Research indicates that many new teachers leave the profession in their first years of teaching because of less than optimal and unsupportive teaching conditions. This report examines several of the problems that new teachers…

In 2000, the Finance Project received a planning grant to launch a new initiative on financing professional development in education. This report examines key factors and conditions that contribute to or hinder the success of professional development initiatives, especially as those factors and conditions relate to the financing of these…

In the year 2003, the Beginning Teacher Support and Assessment Program (BTSA) will become a mandatory credentialing program for California's new teachers. At a local level, the Riverside, Inyo, Mono, San Bernardino Beginning Teacher Support and Assessment Program (RIMS/BTSA) is one of 147 BTSA programs. Now entering its eighth year, the RIMS/BTSA…

This report presents suggestions for retaining beginning teachers. Research indicates that after 5 years, nearly half of new teachers leave teaching in the state where they first taught. Helping new teachers become veterans is an important step in addressing teacher shortages. New teachers tend to leave because of such factors as inadequate…

This paper reports on an evaluation of a unique 3-year program designed to support new teachers in a school district. The emphasis in the evaluation was on the participation of the multiple stakeholders in the evaluation process, which was endorsed by the teachers union, school district administrators, and entry-year teachers. The people who are…

This study utilized collaborative group action research to investigate the effective use of mentoring teacher programs. The research group consisted of a new content area teacher, a transferring teacher from a different state, and a university researcher. The group met initially to finalize the research question, which addressed how they could…

New U.S. teachers are challenged to educate diverse learners in an increasingly complex knowledge-based, technology-oriented society. Often, new teachers receive little support from colleagues or professional development. Many low-wealth urban districts with acute shortages are turning toward beginning teacher induction programs to keep new…

Interviews with 29 participants in state-mandated mentoring of beginning teachers, school counselors, and school librarians revealed that the most prominent mentor roles were assisting beginners' adjustment to the job and providing feedback. The mentor's role with respect to curriculum and teaching skills was less prominent. Expectations for…

Assessed the effectiveness of one effort to curb urban teacher attrition through a nontraditional approach to teacher education, induction, and ongoing professional development. Results from quantitative data about teachers' 5-year retention rates and qualitative data about types of preparation and ongoing support underscore the importance of…

The innovative approach implemented by the Kansas State Board of Education to evaluate and assist beginning teachers is described. Pilot and validity studies of the program and its instrumentation developed with over 1,000 teachers are reported. Interns, experienced teachers, and administrators have indicated that the system encourages…

Describes the findings of an extensive survey of secondary teachers regarding how first-year English teachers might be better prepared. Analyzes the opinions of practicing professionals regarding the best ways of preparing beginning English teachers for their new profession. (HB)

Explains factors that influence novice teachers' discipline problems to help students, novice teachers, and teacher educators deal with the problems. The article describes assertiveness as a process for dealing with and preventing such problems and discusses reasons why it can be useful and effective. (SM)

Reports a study that examined the types and amounts of assistance desired by beginning teachers. Surveys of beginning secondary teachers suggest that mentors must consider beginning teachers' desires when determining the types and amounts of assistance provided. Data support the need to vary the quantity and type of assistance for novices. (SM)

Describes four community college peer mentoring programs implemented at Niagara County Community College (New York) to update faculty members' skills, promote cross-discipline cooperation, improve new/adjunct faculty teaching, and improve teaching skills through interdisciplinary mentor teams. Analyzes results of the peer mentor projects. (MAB)