This book presents case studies of schools' journeys towards effective CPD practice as part of a TDA national project. It tells the story of the goals set and achieved, and the challenges and successes along the way. Each case study makes specific reference to the nine factors or approaches to CPD identified in the book as underpinning effective…

Suggests having and induction ceremony for new teachers, and offers a creed for first-year teachers. (SR)

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…

Offers 10 hints and guidelines to help experienced teachers mentor beginning teachers. (SR)

Discusses principles for selecting mentor teachers, and for pairing mentors and beginning teachers. (SR)

Offers a model and guidelines for a teacher induction program called the "Performance Enhancement Model," with six essential elements: planning, mentors, seminars, coaching, networking, and celebrating. (SR)

This book contains activities and discussions regarding the essential skills, understandings, and behaviors needed to profit from being mentored. Each chapter provides principles for success and offers suggestions for action. An annotated compendium of publications and Internet sites of interest to new teachers is included. Chapter 1,…

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…

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)

Staff developers recently spotlighted critical issues facing schools or districts trying to develop or improve beginning teacher mentoring programs. This article excerpts their suggestions, explaining how to build and support effective mentoring programs via: selecting mentors and matching mentors and mentees; mentor training; bringing a focus to…

Many beginning teachers leave the profession after only 2 years. In an effort to help beginning teachers succeed, the Beginning Teacher Assistance Program (BTAP) was created to combat unforseen difficulties. The main difficulties are environmental in nature: (1) difficult work assignments; (2) unclear expectations; (3) inadequate resources; (4)…

During induction, beginning physical education teachers assume new roles and responsibilities and must deal with a number of problems common to their workplace (wash-out, reality shock, isolation, marginalization, workload and role conflict, and deprofessionalization). Proactive professional development strategies for combatting these problems and…

This book describes an inquiry-oriented form of professional development--the New Teacher Group--which provides teachers with opportunities to engage in discussions with their peers about problems experienced in their professional lives. Blending school psychology and teacher education, the book adapts a consultee-centered consultation model…

This paper is intended to supplement the relatively scant amount of information available to principals on mentoring and mentor programs for beginning teachers. Suggestions include: learning the basic principles of effective new teacher mentor programs with respect to design, implementation, and evaluation; understanding the local new teacher…

Addresses three concerns regarding beginning secondary English teachers: the shock of entering the real world of public schools; specific ways that postsecondary English departments can ease that transition; and weaknesses the new teachers often bring with them. (RS)