This article discusses the results of a survey of more than 1,300 new teachers regarding reasons for becoming teachers, beliefs about sex education, values education, and many other current issues. (MT)

This self-help manual provides information to districts and schools wishing to investigate or implement a beginning teacher mentoring support program. The manual describes one model of mentoring, the Beginning Teacher Support Program, that was researched in Montana schools from 1992-1995. Chapter 1 introduces the purpose and organization of the…

This fastback provides practical information to help teachers better fulfill their roles in the mentoring process. The first section, "Introduction," explains the importance of the mentoring relationship. The second section, "Characteristics of a Good Mentor," highlights four core concepts: a mentor leads through example, a mentor leads through…

This introductory-level training program is designed to develop in classroom teachers the knowledge, skills, and attitudes necessary for functioning as successful mentors to novice North Carolina teachers. This includes background and perspectives for mentoring in North Carolina; Interstate New Teacher Assessment and Support Consortium (INTASC)…

This book lays out the fundamentals for helping new teachers succeed in the schools of the next century. Each part features a collection of chapters from educational leaders. An introductory part presents, "A New Teacher's World: Not Your Grandmother's Classroom" (Marge Scherer). Part 1, "What Do New Teachers Need?" includes:…

This book helps school systems and teacher mentors achieve a systematic approach to teacher induction and mentoring programs, offering over 60 checklists, planning guidelines, and assessment tools. Part 1, "Preparation for Mentor Training," includes (1) "From Master Teacher to Masterful Mentor," (2) "Assessing Your…

A 3-year research project commissioned in 1988 investigated Scottish probationer teachers' views of five aspects of their experience: initial training, recruitment and selection, induction, support, and assessment. Interviews and questionnaires were used to collect the views of 250 probationer teachers, their headteachers, other school staff,…

This paper describes the importance of knowledge about the social organization of schools and classrooms for beginning teachers. The paper begins with a consideration of schools and classrooms as cultural settings and examines the beginning teacher's role within them. The remaining sections of the paper examine the interweaving of school social…

This checklist for beginning teachers is based on information gathered from surveys of school administrators which asked them to discuss common difficulties experienced by beginning teachers. Four sections focus on: "Becoming a Professional" (applying for a job, the cover letter, the resume, the interview, frequently asked interview…

Individuals making the transition from student to teacher must be prepared to undertake a new and varied role. Beginning teachers must adjust to the new environment while learning as much as possible about the school and its policies. (DF)

This book provides mentors with a step-by-step action guide through the complexities of the school-based mentoring process. Ten chapters discuss: (1) "Introduction: First Things First" (e.g., roles for cooperating teachers, support providers, and peer coaches or mentors); (2) "Teacher Development" (e.g., concerns and reflections of student…

The ten finalists for the Council for Advancement and Support of Education's annual Professor of the Year award give a variety of responses, most concerning outlook, to a question about the single most important piece of advice they would give a beginning college teacher. (MSE)

This guide for teachers begins by acknowledging that, in addition to their teaching duties and responsibilities as classroom managers, teachers are called upon to do a variety of things for which they may feel unprepared, including: (1) respond to children's emotional needs; (2) resolve interpersonal conflicts; (3) conduct parent conferences; (4)…

Beginning teachers often experience "transition shock," a paradoxical situation in which they do not know how to apply theories they learned to classroom situations. A case is described showing a young teacher's dilemma regarding disciplinary actions to be taken with a student. (JN)

This monograph, written for beginning teachers, is organized around the list of competencies upon which the assessment phase of the Virginia Beginning Teacher Assistance Program is based. Each chapter contains information about a competency required for certification in Virginia. The chapters follow the same general format. First, the definition…