In 2002, when the authors began their three-year study of the problems new teachers face ("Supporting Beginning English Teachers"), No Child Left Behind (NCLB) had yet to have a significant impact on the lives of most classroom teachers. When they were interviewing beginning teachers, they had no idea that Jonathan Kozol was also in the…

This mixed-method study examined the effects of a school/university induction partnership on the instructional practices of two groups of beginning teachers in early elementary classrooms. Additionally, it investigated the types of support provided to beginning teachers and determined their retention rates after one year in the profession. The…

Pedagogues and practitioners alike accept the vital importance of an effective professional induction for new teachers. This paper examines the evolution of such a policy in Ontario, from a mandatory pencil-and-paper qualifying test for graduating teacher candidates, to a modest province-wide induction program for newly-hired teachers. It assesses…

Ensuring a qualified teacher in every classroom is a central part of the latest agenda to strengthen public education and maximize student achievement. Effective teaching and delivering quality instruction are lifelong and critical goals of professional development of teachers. High-quality induction programs support qualified teachers for every…

For the new career and technical education (CTE) teacher, a teacher induction program and peer mentoring can make the first year a much more positive experience. In this article, the authors describe the Missouri Center for Career Education's (MCCE) teacher support systems intended to help new teachers succeed. These include the New Teacher…

The purpose of this collective case study was to investigate the transitions of three effective teachers of literacy from pre-service to in-service teaching. As their university supervisor, I selected these students out of a group of pre-service teachers assigned to me for supervision during their eight-week student teaching requirement, based…

This article describes a full-time teaching internship program, where, in lieu of student teaching, interns serve as classroom teachers in urban area schools. Through a partnership between a university and participating school districts, all interns received intensive mentoring and induction during their first year. Among the program results, were…

In 2003 the National Commission on Teaching and America's Future convened a design team to launch the Teachers Learning in Networked Communities (TLINC) project. The initial one-year phase, funded by AT&T, involved a TLINC design team partnered with four communities, Pueblo, Colorado; Seattle, Washington; Portland, Maine; and Socorro, Texas. The…

This study examined new teacher perceptions of the impact of mentoring as evidenced through their experiences in the Louisiana Teacher Assistance and Assessment Program. Primary questions were whether participants experience mentoring as an aid in successful completion of their certification and whether the mentoring component increased teachers'…

This book examines research on what is occurring in the United States with mentoring for first-year teachers, focusing on statewide mentoring programs. After an introduction, "Why Mentoring?", the four chapters look at: (1) "Mentoring Definitions" and "First-Year Teachers"; (2) "Procedure for This Mentoring Research"; (3) "State Department of…

The state of Georgia has developed the Teacher Support Specialist Program to assist prospective mentors as they begin the process of preparing to provide support and guidance to those new to the profession. Successful completion of this program for either staff development units or college credit enables Georgia teachers to add the teacher support…

Describes various attempts at mentoring for new faculty at Washtenaw Community College. Suggests seven characteristics of a mentoring program for faculty new to a two-year college: it should be systematic, positive, egalitarian, confidential, faculty-based, flexible, and supported by the institution. (RS)

Describes strategies for effectively supporting beginning teachers, including low-intensity strategies (e.g., orientation and collegial collaboration) and high-intensity strategies (e.g, providing release time and selecting and training effective support providers). The paper also notes important supportive conditions and describes challenges to…

Critically examines the role of school-based tutors in the induction of new teachers in England. Uses empirical data from a national project evaluating the implementation of 1999 government policy requiring all newly qualified teachers to complete an induction period. Finds that induction tutor is major factor in success of policy. (Contains 44…

Describes University of California Santa Cruz New Teacher Center mentor-driven beginning-teacher induction program now in its 15th year. Includes mentor selection, training, and development; mentors as school leaders; and induction programs for beginning principals. (PKP)