In 1985, the Floyd County (Rome, Georgia) School System began an induction program designed to support the entrance level teacher. The major focus of this support was the development of the Mentor Assistance Program which afforded new teachers the opportunity to work closely with veteran teachers in the field. A summative review of the program was…

The qualitative research described here studied interactions between first-year teachers and their teacher colleagues in an effort to understand how beginning teachers construct their interactions and employ them to master the curriculum, understand the grade level being taught, and gain control of classrooms. Seven beginning elementary school…

This paper examines 23 induction programs, 11 conducted and reported between 1967-1977 and 12 conducted and reported since the onset of the 1980s educational reform movement. Earlier reviewers of pre-1980 (Zeichner, 1979) and post-1980 (Huling-Austin, 1988) induction programs differ in their beliefs about whether or not research data support the…

This study examined the effectiveness of a fifth-year teacher preparation program that included a year-long internship as preparation for the first full year of full-time teaching. Subjects for the study were nine first-year teachers who had completed the year-long internship as part of their certification program and were subsequently employed as…

This report, one of a series of evaluation reports on the New York State Mentor Teacher-Internship Program, follows the experiences of intern teachers from the first year of the Program, 1986-87, and the second year, 1987-88. Follow-up questionnaires administered to the program interns focused on: (1) their overviews of the experience of being an…

Under the leadership of State Superintendent of Education Inez Tenenbaum, with the support of the South Carolina Department of Education's Division of Teaching Quality (DTQ) and the South Carolina Center for Educator Recruitment, Retention and Advancement (CERRA), South Carolina became only the second state in the nation to study teacher…

In 1974, the University of Wisconsin Whitewater introduced a university-based mentor program for beginning teachers in its service area. A decision was made at the end of 1999-00 to re-direct the focus of the program from sponsoring a stand-alone mentor program to supporting districts in creating or improving their own mentor programs. This paper…

This report describes the reactions of beginning teachers, mentors, principals, and district coordinators in 12 New Brunswick, Canada, school districts to a teacher induction program that paired beginning teachers with experienced mentor teachers over one school year. Questionnaires were sent to each of the four groups. All four groups strongly…

This report presents guidelines for developing teacher mentoring programs. Section one examines the usefulness of mentoring for beginning teachers, looking at teacher recruitment, improvement of skills and knowledge, and guidelines for effective programs. Section two discusses the climate, context, and structure for effective mentoring,…

This paper explores mentorship as a way for college faculty to expand educational computing skills. A technology mentorship program developed at Iowa State University involves pairs of faculty members (who volunteer for the program) working with graduate student mentors; the goal of the mentorship is to provide technological knowledge and skills,…

Recent developments in Ontario, Canada, are used to identify and discuss issues related to teacher induction and teacher education reform efforts in North America. (Author)

Examines the issue of responsibility regarding the proper development of teaching skills among new members of the English teaching profession. Argues that cooperating teachers and mentors are essential in the formation of beginning teachers. (HB)

An educational diagnostician who served as mentor to a first-year special education teacher describes her experiences, focusing on her overwhelming sense of responsibility, mentorship training, and critical incidents. The mentor's role in providing guidance without being evaluative is stressed, and development of the mentor/protege relationship…

Evaluative findings from a comprehensive internship program for beginning teachers in Alberta (Canada) are reported as a basis for assessing the value of such internships. Findings from nearly 6,000 respondents supported the usefulness of the approach and suggested recommendations for program development. (SLD)

Describes Alberta, Canada's Initiation to Teaching Project, which addressed beginning teachers' inadequate practical skills, eased the transition to full-time professional work, and reduced teacher unemployment and underemployment. Project evaluation revealed that most participants considered it a valuable induction scheme that resulted in…