This summary paper was distributed to participants in a lecture/demonstration session on the Entry Year Assistance Program in Tulsa, Oklahoma. Central to the program is the Entry Year Assistance Committee, consisting of a teacher consultant, a school administrator, and an educator from an institution of higher education which focuses on the first…

The goals of the Beginning Teacher Induction Center at Glassboro State College, New Jersey, include providing beginning teachers with information based on research and development, as well as training, and technical assistance. The program provides support for beginning teachers by expanding professional learning experiences and helping beginning…

First-year teachers' perceptions of the helpfulness of their teacher mentoring experiences during their induction into the profession were investigated in this study. It was found that most novice teachers perceived their mentoring experiences to be helpful; however, they rated other professionals in their school districts as being more helpful in…

Two different school districts' induction and evaluation methods were investigated to discover what specific methods help beginning teachers to learn more about teaching and how what they learn influences satisfaction with their work. One district had an induction program which used experienced teachers as full-time consultants to provide…

As part of a Preparing Tomorrow's Teachers to Use Technology (PT3) grant, the authors are working on the design, development, and evaluation of an online support environment for novice teachers and teacher support specialists/mentors that will continue to expand technology integration support throughout the critical student teaching and teacher…

This study examined how the needs of beginning teachers, teaching context, and the New Jersey District Induction Program affected beginning teacher induction success. This program compels districts to implement an induction program for traditionally prepared teachers during their first teaching year. From the 18 Bergen County (New Jersey) school…

This study comparatively analyzed three exemplary beginning teacher induction programs that involved university-school district collaboration. Researchers sent letters to leading researchers in the field of induction and mentoring requesting nominations of exemplary programs. They made contact with nine of the programs and interviewed program…

A basic assumption in teacher education is that teacher education programs are the primary influence in the thinking of new English teachers. A study evaluated that assumption. The researchers worked with four first-year high school or middle school English teachers to identify decision points in their teaching and to name the influences that…

The literature on first-year teachers identifies the difficulties of this transition period and supports the need for first-year teacher-induction programs. Little attention, however, has been paid to the principal's role in the induction of beginning teachers. This paper presents findings of a study that examined the perceptions of principals and…

This study had four objectives: (1) an empirical validation of a conceptual framework about the cognitive functioning of beginning teachers, including the role of the concepts of subjective theory, professional self, self-image, self-esteem, job motivation, task perception, and future perspective; (2) trial and refinement of a semi-structured…

The Beginning Teacher Induction Program (BTIP) began in 1993 for all Anglophone school districts in New Brunswick (Canada). The goals were to improve the teaching performance of new teachers, lower their attrition rate, and improve the system of collegial support within schools. Questionnaires were developed to gather data from the participants in…

This study describes the effects of a program designed to train Dutch primary school teachers in skills needed to coach and act as mentors for beginning teachers. The study investigated whether mentors who participated in the training program would implement the target coaching skills and whether the beginning teachers coached by the mentors would…

This preliminary study reviews the journals of two teachers working side-by-side, a supervising teacher/mentor and a student teacher. The student teacher, a certification student, had a business degree, had worked in the business world for three years, and wanted to become an elementary classroom teacher. The supervising teacher, an experienced…

This case study examines the growth of Chris, a novice string teacher who, after two years of near-failing evaluations, successfully received tenure following his third year of teaching. Observations and interviews with Chris and his supervisors and mentors provided varied perspectives on his progress. Improvement came during the third year, when…

Collaborative exchanges between teachers and educational researchers were studied through a project that focused on the induction of new community college teachers in Ontario (Canada). Each instructor was interviewed and much time was spent collaboratively developing full life history profiles. The focus of this exploration is on the on-site…