This booklet discusses what teachers may encounter in their first year of teaching, presenting information from teachers themselves. Information comes mainly from a series of discussions held among winners of the First Class Teachers Award sponsored every year by Sallie Mae, a corporation dedicated to education. Focus group discussions with…

This book provides educators who mentor novice teachers an opportunity to increase their awareness of the skills that are needed to mentor. Through the use of specific examples and role plays, teachers can learn how to work effectively with inexperienced teachers. The book helps mentors develop ways to interact positively with novice teachers and…

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…

Recommendations for supporting new teachers include providing basic organizational information for the new teacher; facilitating effective communication among administrators and teachers, the new teacher, and other faculty and staff; and providing time for the new teacher and other adults working in the classroom to get acquainted, to clarify…

Hiring new teachers and continuing their professional growth so that they remain in the profession and become effective teachers have been a challenge for decades. Research suggests that induction programs can achieve these outcomes if they are highly structured, include mentoring, focus on professional learning, and emphasize collaboration that…

Administrative support is critical to the professional success and self-esteem of special education teachers. This chapter provides practical strategies for administrators at both the building and central office level to use to support special education teachers. J. S. House's framework is used for considering the different types of administrative…

Nine articles by California educators are included in this guidebook for the planning and implementation of beginning teacher support programs, with a focus on improving teacher quality and retention. An explicit relationship between the conceptual framework and the operational program increases the effectiveness of such programs. Chapters titles…

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 report presents suggestions for retaining beginning teachers. Research indicates that after 5 years, nearly half of new teachers leave teaching in the state where they first taught. Helping new teachers become veterans is an important step in addressing teacher shortages. New teachers tend to leave because of such factors as inadequate…

The mentoring model described in this paper assumes teachers to be self-directing professionals, and adopts the formalized mentor-protege relationship as the starting point and the individual teacher's professional development as the organizing principle for the induction of teachers into the profession. The essential elements of a mentor's…

The author offers suggestions of ways in which student or beginning teachers may gain class attention and hold the floor while still maintaining a positive teacher image. (MJB)

Suggestions for beginning special education resource teachers are summarized in eight general categories: district policies, time lines, regular educators, other resource teachers, assessment, materials, parents, and the students. (CL)

Considers classroom discipline from the standpoints of professional action vs reaction, social equality vs hierarchical relationships, and personal need vs common needs. (DD)

This handbook was developed for persons in Virginia without formal teacher training who are teaching a laboratory course in trade and industrial education for the first time. The guide covers some of the issues that a beginning teacher must address in the first few weeks of school. The document also provides background information for the…

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)…