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)

Describes the Beginning Educator Support and Training (BEST) program in Connecticut, in which beginning teachers are required to demonstrate effective program performance in a formal assessment process and are assigned a mentor to assist them during the first year or two of teaching. (SR)

Elementary, middle school, and high school principals have a powerful impact on the schools in their charge. These lead administrators mold the atmosphere of a school and, in turn, the feelings of the teachers who work in it. The current teacher shortage combined with the demands of standards-based education has made retaining new teachers a…

This article discusses the results of interviews with eleven new teachers about what their major fears are when starting to teach. Previous research about teachers' concerns points to a number of problem areas (Fuller 1969; Rutherford and Wall, 1990; Borko and Putnam 1996; Veenman 1984). New data reveal underlying patterns that, at first glance,…

This article is a recollection of events as the author began her teaching career. Her first experience was an "alternative route" she claims, since it involved her joining the Peace Corps and accepting a teaching position in Uganda. In the article, she discusses that although the breadth and depth of induction programs vary widely both…

Describes New Zealand's program for beginning teacher induction, in which new primary teachers (K-8) receive weekly release time for the purpose of staff development. Argues that using this model would help combat the impending teacher shortage in the United States. (SR)

Argues that first-year teachers can offer fresh perspectives and rejuvenate spirits, but that they need help in that crucial first year to establish themselves as viable members of the profession. Discusses administrative support, collegial support, networking, and university support for first-year teachers. (SR)

Describes the Beginning Teacher Effectiveness Training program, intended to help beginning teachers eliminate unnecessary daily decisions, establish effective routines, and use effective teaching practices, by close cooperation with a mentor (an experienced colleague) and through encouragement, praise, and reassurance. (SR)

Focuses on mentoring as a professional behavior that can address both the quantity and the quality of the teaching force. Argues that recruiting teachers is only a small part of the challenge to place a qualified person in every classroom: retaining good teachers requires a commitment to professional growth, a goal that can be addressed through…

Presents and discusses results from a study of effective mentoring programs for beginning teachers in Michigan. Discusses identifying and training mentors, designing a framework for mentoring programs, mentoring methodologies, and planning and evaluating the programs. Notes that money for such programs, while helpful, is not necessary. Argues that…

Providing support to beginning teachers is essential for two reasons: the need to retain qualified beginning teachers and the need for beginning teachers to become effective practitioners as soon as possible. Induction and mentoring programs have been effective in ameliorating some of the causes--including lack of support--of the high attrition…

Considers the relationship between the mentor and the beginning teacher. Presents the findings of a study focused on the mentor's perception of patterns of contact with new teachers. Examines four aspects of the contact between mentors and new teachers. (HB)