Describes a collaborative effort between a Nevada school district and the University of Nevada to support first-year teachers. The internship program provided mentoring, support, and services to first-year teachers. The article describes the three-phase approach to collaboration and offers recommendations for collaborative programs. (SM)

Outlines the principal's key role in mentor programs for beginning teacher induction: initiating the program, defining the needs of beginning teachers, selecting mentors, defining mentors' roles, providing training for mentors, staying personally involved with both mentors and beginning teachers, and evaluating the program. (SV)

To prepare for state-mandated mentoring of beginning teachers, educators from North Royalton City School District (Ohio) and higher education faculty developed a graduate course for novice mentors. The Pathwise Performance Assessment provided a framework for discussing teacher behaviors. Mentors learned cognitive coaching skills to implement the…

Describes the development of an award-winning university/school partnership whose core is teacher development through mentoring. The partnership provides ample opportunities for professional development of practicing teachers, cultivates effective field placement sites for preservice teachers, and focuses on helping teachers reach their full…

Describes a series of four professional development workshops designed to help novice teachers cope with stress. The workshops focus on four approaches: effective use of networking and building of support systems; strategies for relaxation and making time for oneself; management of paperwork and other tasks; and a step-by-step problem solving…

Observes that mentoring programs for new faculty have grown in recent years. Argues that such programs, although having laudable goals, may have unintended, undesirable consequences. Discusses several possible problems associated with formal mentoring programs and suggests that emphasis would be better placed on improving the graduate training of…

Describes a nexus between teacher education, teacher education research, and state policy, tracing the past dozen years of efforts designed to both support and retain California teachers in their early years; highlighting the California New Teacher Project and the Beginning Teacher Support and Assessment Program; and noting the rapid expansion in…

Presents the community teachers conceptual framework to preparing multiculturally proficient teachers, which involves university, community, and school partners in joint accountability for and commitment to increasing the number of community teachers. Examines data from a case narrative of this approach in one urban preservice program,…

Examined the Prairie Teachers Project, a program of support for new teachers in eight rural schools, focusing on why teachers remained or left. Teachers who remained tended to have lived in and feel committed to small communities. Rural schools likely to retain new teachers had ongoing programs of professional development, supportive colleagues…

This article describes the Kentucky Teacher Internship Program, a year long supervised internship that provides support and assistance to all of Kentucky's first-year interdisciplinary early childhood educators by a team of resource teachers, principals, and teacher educators. Implementation challenges are discussed, as well as suggestions for…

Beginning teachers do not enter the classroom as finished products. Many school administrators say that new teachers are often exuberant and optimistic but ill-equipped for the classroom. There are some administrators who are openly exasperated with the low quality of teacher applicants who are available. A personnel director, after interviewing…

The most valued means of support and learning cited by new teachers at Poland Regional High School in rural Maine are the collegial interactions that common workspace, common planning time, and common tasks make possible. The school has used these everyday structures to enable new and veteran teachers to converse about curricular and pedagogical…

Faced with an acute shortage of teachers in the United States, New York City has initiated an alternative teacher induction program called the Teaching Fellows (NYCTF). This study, focusing on the verbal and written narratives of 38 participants, examines the various foci of these new teachers through their first year of teaching. The participants…

Retention of a competent teaching force is a growing concern among the nation's educators and policy makers. Providing new teachers with quality induction programs may mitigate significant teacher attrition and teacher staffing issues now facing many school districts in the United States. This article reports positive results in the long-term…

Quality teachers are needed if all students are to perform to high standards, yet teacher shortages in both general and special education remain a national concern. Too many teachers, both veterans and novices, are leaving the profession and the national attrition rate for new teachers is highest among the most "academically talented."…