This report from Harvard University's Project on the Next Generation of Teachers examines why new some teachers remain in the profession despite difficult teaching conditions. Central to teachers' satisfaction is the belief that they are teaching their students effectively. Other factors include being granted novice status via reduced course…

Examines implementation of the California Formative Assessment and Support System for Teachers (CFASST) within local California Beginning Teacher Support and Assessment (BTSA) programs using data from six case studies and highlighting how local BTSA program directors thought about and acted to implement CFASST. The study illustrated the essential…

Reviews recent studies on new faculty and on graduate students aspiring to a faculty career, documenting deficiencies in graduate education and the need for better bridges between doctoral preparation and the actual work of faculty. (EV)

Explores whether graduate education adequately prepares doctoral students for the varied responsibilities of the professoriate they plan to enter, and what role other kinds of institutions (such as community and liberal arts colleges) and the Preparing Future Faculty program could play in the education of graduate students for the professoriate.…

In the Community College Induction/Mentoring Program, new instructors learn teaching behaviors and are guided by mentors. Participants were rated significantly higher by their students on 15 of 18 items related to instructor performance and effectiveness. (SK)

Gives advice for the beginning teacher by narrating the fictional experiences of one teacher's childhood and explaining how these experiences shaped the teacher's professional outlook. Concentrates on the visit of one of the teacher's uncles to America. (HB)

Gives advice for the beginning English teacher especially with regard to being ready for the unexpected. Suggests ways that all teachers might react to the unexpected when it does appear and possibly even parlay it into a learning experience for both teacher and students. (HB)

Case studies in four Scottish primary schools of beginning teachers identified crucial elements: induction program for transition from college to teaching; experienced teacher support; making explicit the roles and responsibilities of all; and regular, supportive, structured feedback. (SK)

Reflections of 16 beginning teachers and 9 who served as "buddy" mentors showed that the mentors provided personal and emotional support and task-related and problem-related assistance and advice. However, they sometimes lacked knowledge of progressive teaching methods, were unable to address development of teaching style, and did not…

Discusses characteristics of effective mentors (experienced educators working closely with new teachers). Describes strategies for mentors, including personal and emotional development, effective instructional strategies, successful classroom management techniques, and successful interactional strategies. (SR)

Argues for the importance of mentoring women for academic success, including tenure and promotions. Describes the difficulties faced by women trying to achieve success in the academic world. Outlines the features of successful mentoring programs for women educators. (HB)

Presents a model for the role of the principal in new teacher induction. The recommended model is organized into seven major categories: (1) preassignment activities; (2) orientation plans; (3) informal support; (4) team problem-solving activities; (5) formal school support; (6) school-based assistance; and (7) external support options. (KS)

Many states and school districts have developed mentor programs to ease beginning teachers' transitions into the profession. Research shows mentoring programs improve teaching, raise teachers' self-confidence, and increase teacher retention. However, their high cost has made them targets for state and local budget cuts. (SM)

A science education professor reflects on the help of his mentor throughout his career. The mentor provided support and confidence during his first semester, helped him establish a publishing and grant program, and offered guidance. The article recommends mentorship programs for new professors. (SM)

Contains 12 responses from secondary school teachers to the question: "What practices have you found most useful in inducting student teachers and beginning teachers into the profession?" (PRA)