The article (1) explains the Model of Complexity Reduction that describes shifts in learning to teach, (2) examines two patterns of learning to teach (focused on management and subjects or focused on students), (3) applies the patterns to two cases, and (4) presents implications for teacher development and education. (SM)

The University of Maine redesigned its teacher preparation program to emphasize field experiences, occurring every semester, that gradually socialize students into the teacher role, provide a support system for preservice teachers, and lessen the transitional shock often suffered by beginning teachers. Student comments are included. (SV)

To determine beginning teachers' reactions to Florida's Beginning Teacher Program (BTP), a one-year teaching experience, education graduates who had experienced the BTP were surveyed. Participants were fairly positive regarding the support they received from the program, which may facilitate new teachers' adjustment to the teaching environment.…

Reports a study that examined and considered improvements to supervision of Canadian beginning teachers during the three-year transition phase into formal teaching. Existing supervisory practice, as determined by a survey, was compared to that recommended in the literature. Results suggest a need for strong, collaborative supervision efforts…

Examines perceptions of principals and beginning teachers. Finds agreement on several issues: the nature of first-year teachers' problems, the importance of Fall orientation, and the helpfulness of mentors. Identifies two issues that principals overlooked: the importance of the principal's role in the induction process and the beginning teachers'…

By statutory mandate, all first-year teachers in Kentucky receive support and assistance that develop a strong, lifelong career foundation. Legislation in 1985 established a collegial team to induct new professionals and establish a culture of continuing growth for the profession. Internships with meaningful mentoring are keys to success. (MLH)

This article explores common issues facing beginning special educators and discusses ways to support the transition from prospective teacher to professional teacher based on responses by 13 such teachers to a survey about induction and support programs, professional challenges, coping strategies, and advice for others. (Contains references.) (DB)

Offers reflections from two English teachers (one a long-time teacher and the other in her fourth year of teaching) on their careers, their relationship with each other (their mentor-mentee relationship), and their role in the English classroom. Explores many significant issues in English teaching, including the induction of new teachers into the…

Asks mentors of student teachers about their role in school-based initial teacher training. Concludes that mentors reach a plateau in improving skills through experience and that there are a number of tensions related to mentoring. Concludes that mentoring is a viable program but that mentors need continued training and support. (DSK)

Rural Clinton County (Ohio) designed a mentoring program utilizing one full-time county mentor working with 11 "buddy" teachers who provided the daily services needed by entry-level teachers. All participants attend training at Wilmington College before the school year, and monthly workshops are held for buddy teachers alone, entry-year…

Through the use of videotaping and postconferencing via a telecommunication link, first-year North Carolina teachers received assistance from a support team composed of a site mentor and a university professor in a remote site. The paper describes the project and its results, which the participants considered a limited success. (SM)

Investigates mentoring in the new millennium, linking approaches to mentoring with an evolutionary model of professionalism in teachers (the four ages of professionalism); examining key areas of change that should lead to a new way of looking at mentoring; and drawing conclusions for redesigning teacher preparation, developing continuous learning…

Argues that first-year teachers can offer fresh perspectives and rejuvenate spirits, but that they need help in that crucial first year to establish themselves as viable members of the profession. Discusses administrative support, collegial support, networking, and university support for first-year teachers. (SR)

The demand to prepare increased numbers of qualified teachers for urban schools continues to represent a major challenge nationwide. In Michigan, Wayne State University, the Detroit Public Schools, the Michigan Department of Education, and the Detroit Federation of Teachers have collaborated to design and implement an alternative certification…

In this article, the author relates how he initiated a systemic improvement to Half Hollow Hills school district when he became its superintendent. He relates that although he came to Half Hollow Hills with a deep understanding of the models of systemic change, he did not bring with him a specific prescriptive plan for improvement. His plan for…