This study focuses on participants in a state-mandated mentoring program for beginning school teachers, counselors, and librarians during their first year of teaching. Participants included 13 mentor teachers, 1 mentor school counselor, 13 beginning teachers, and 2 beginning librarians. Data were collected through semi-structured interviews. In…

A public school district in Colorado initiated a study which addressed the issue of how to insure good beginnings for new teachers and provide direct assistance and intervention to develop the skills of competent professionals. The approach discussed here is a beginning teacher induction program, which includes a Professional Development Seminar.…

This study describes how the contexts of mentoring shape the perspectives and practices of mentors in the Teacher Trainee Program in Los Angeles (California), an effort to recruit candidates to teach in inner city secondary schools by providing on-the-job training to college graduates, and in the Graduate Intern Program in Albuquerque (New…

In 1984, the Kentucky General Assembly mandated a beginning teacher internship program that combined knowledge testing prior to a 1-year initial license for teaching and performance assessment prior to continuing licensure (determined by an internship committee with a teacher at the same school, a principal, and a teacher educator). An internship…

This guide serves as an introduction to the Professional Development Program for Beginning Vocational Teachers. The program has a research base; its overall goal, as outlined in the guide, is to provide a flexible and adaptable mechanism for beginning vocational teachers to have a smoother transition into the field of teaching. The program…

The Los Angeles Teacher Trainee program is designed to help recruit talented people into teaching; the Mentor Teacher component of that program is designed to help retain capable teachers by expanding their rewards and opportunities. Requirements of the Teacher Trainee Program intersect with the inducements of the Mentor Teacher Program to form a…

Since 1960, the Teacher Intern Program has offered the best teaching candidates throughout Wisconsin an opportunity to analyze teaching and learning experiences in school settings, interact with experienced colleagues, put into practice what they have learned in school, and receive payment. Internship activities focus on preparing, selecting, and…

For mentoring to remain as one viable component of quality teacher induction, the roles of mentors, the benefits of mentoring and the obstacles to effective mentoring must be scrutinized and questions about the overall value of mentoring must be addressed. In the study discussed in this paper, 24 teachers who served as mentors for beginning…

Two models for the mentoring of beginning special education teachers are presented. The first, the self-contained urban model, is a special education model designed by mentor teachers for beginning and experienced teachers of self-contained classrooms at both the secondary and elementary levels. Mentors work with interns for one full day each week…

At regional state universities, teacher education is usually a university-wide endeavor. The majority of American public school teachers are prepared at regional state universities. This paper describes a successful, low-cost follow-up study model at a regional state university, Kutztown University (Pennsylvania) Since 1952, the university has…

The West Virginia Department of Education mandated that each county create an induction program for beginning teachers to begin in the fall of 1991. Although state guidelines suggested certain common elements, each county would set up its own program to meet the needs of teachers in that county. Because a rich source of information for program…

A study examined the "induction detractors" (defined as more broadly based than "problems") experienced by beginning vocational education teachers entering from traditional teacher education programs and those entering without such training. A sample of 12 (7 male, 5 female) first-year vocational education teachers was selected from Virginia, West…

This paper describes an ethnographic study of four intern pairs in a specific local setting to explore the effects of specific mandates of the New York State Mentor Teacher Internship Project (MTIP). Guidelines and regulations designed to be supportive of both mentors and beginning teachers were in conflict with local cultural norms and resources.…

The Portland Public Schools, Maine, a small, diverse urban district, partnered with the Portland Education Association and the University of Southern Maine's College of Education and Human Development to pilot Strengthening and Sustaining Teachers (SST), part of a national effort to link preservice teacher education in a continuum with veteran…

This document provides resources and tools for program developers who are designing orientations to meet the specific needs of their novice teachers. Section one looks at key questions for program developers to consider when designing an orientation (what they want beginning teachers to know about the community, district, school, and job). Section…