The idea that beginning teachers require a structured system to support their entry into the profession has moved from the fringes of the policy landscape to the center. It is now generally recognized as a critical component of a comprehensive approach to teacher development and is mandated in many states. A number of ways are offered in this book…

In a survey of 124 teachers who mentored beginning teachers, 98 described mentoring in terms of metaphors related to interpersonal relationships, teaching, problem prevention, providing direction, and growth/creativity. Metaphors revealed a wide range of mentoring approaches, and discussion of them was thought useful to mentors and proteges. (SK)

The induction experiences of three novice Israeli teachers were examined. Themes included reception at school, involvement with principals and teachers, communication with students, and development of attitudes to the profession and work. Integration of support from principals, teachers, and students facilitated successful induction. (Contains 57…

One Pennsylvania school district requires that new teachers spend an additional 15 contractual days each year during their first 5 years of teaching in a comprehensive New Teacher Academy. They are also mentored during their first year. During those 15 days, teachers participate in workshops, personal choice staff development, graduate course…

Describes efforts of Montgomery Township (New Jersey) school district to attract and retain good teachers. District actively seeks high-quality candidates, provides support for beginning teachers' emotional and professional needs, establishes positive mentor relationships, and offers sustained professional development opportunities. (PKP)

A questionnaire survey of beginning and new-to-district teachers in a large school district studied use of self-selected mentors. Teachers indicated they did self-select mentors, generally from the same area or grade level. Most needed mentors to provide information on policy and procedures. All perceived the experience as valuable. (SM)

Describes the Beginning Educator Support and Training (BEST) program in Connecticut, in which beginning teachers are required to demonstrate effective program performance in a formal assessment process and are assigned a mentor to assist them during the first year or two of teaching. (SR)

Discusses the particulars of the new faculty orientation program at Kean University (New Jersey). Highlights those areas which were most advantageous. Makes suggestions on how the program might be further improved. (RS)

Introduces a theme issue on mentoring beginning teachers, emphasizing the importance of providing a meaningful approach to mentoring new teachers, noting problems associated with not being mentored, describing some aspects of new teachers' experiences in entering the profession, and presenting elements of a well-conceived induction program. (SM)

Describes the Peer Assistance and Review Program, a collaborative, ongoing professional-assistance effort for beginning teachers in Columbus, Ohio's public schools. Successful experienced teachers observe, mentor, and evaluate their novice colleagues. Together, mentor and beginner join experience with enthusiasm to engage in a year-long dialog…

The unique needs of alternatively certified teachers merit a customized induction program. This paper presents data from a recent study of beginning alternatively certified teachers in Oklahoma, examining characteristics of the teachers studied, frustrations among new teachers, insufficient resources and materials, training needs, relationships…

Offers observations and comments on what makes a good mentor at the middle school level from several experienced and novice English language arts teachers. (SR)

Presents and discusses results from a study of effective mentoring programs for beginning teachers in Michigan. Discusses identifying and training mentors, designing a framework for mentoring programs, mentoring methodologies, and planning and evaluating the programs. Notes that money for such programs, while helpful, is not necessary. Argues that…

This article briefly reviews research supporting the value of teacher mentoring programs for beginning and experienced teachers and reports on implementation efforts including Cincinnati's Peer Assistance and Evaluation Program, the Rhode Island Teachers & Technology Initiative, and programs at the University of Texas-El Paso and Iowa State…

The attrition rate among schoolteachers in the US reaches alarming proportions as it far outpaces the rate at which new teachers are trained and recruited. The results of an in-depth study undertaken to understand why new teachers leave the profession and the kind of support schools can offer to keep them from doing so are discussed.