Induction programs should be designed to reflect school administrators' unique learning needs. Effective induction programs have three critical components: preprogram planning, mentoring, and program evaluation. Planning involves establishing a school board policy, conducting a preliminary needs assessment, specifying goals, identifying needed…

Although the need for teacher induction programs is well established, the equally important task of supporting new administrators has been largely ignored. This article discusses a three-pronged induction model with large-group, small-group, and mentoring components designed to communicate district expectations to new administrators. Includes…

Certain characteristics qualify individuals to serve as mentor principals, including experience as practicing school administrators, demonstration of positive leadership qualities, ability to question beginning administrators appropriately, acceptance of alternative management methods, desire to promote exceptional performance, ability to model…

The organizational socialization process involves four stages: confronting and accepting organizational reality, achieving role clarity, locating oneself in the organizational context, and detecting signposts of successful socialization. To help orient beginning teachers, some guidelines and a sample orientation process are provided. Includes four…

To help beginning principals create unique professional development plans, Texas A & M University Principals' Center has developed the Management Profile built around a videotaped interview of open-ended questions. Trained assessors review the video, compare responses with a standards matrix, and encourage principals to choose a mentor/coach…

Describes a teacher induction program with four goals (1) to establish a support team; (2) to help new teachers develop skills and judgment; (3) to explore numerous teaching strategies; and (4) to provide inservice experiences for mentors. The program involves a personal development plan and special topic seminars. Includes 13 references. (MLH)

A California high school principal advises beginning principals to understand and respect their position; obtain a mentor; listen carefully; be humble; do something safe, dramatic, and visible early; find out about predecessors and possible "land mines"; ask for decision-making advice; exercise educational leadership; be positive; and…

Describes six different types of mentoring programs for beginning teachers in Wisconsin. Four (in the Beloit, Kenosha, Platteville, and West Allis-West Milwaukee districts) are district programs in which teachers assume both mentoring and teaching responsibilities. Milwaukee's program is atypical, since teachers serve as full-time mentors. The…

The role of interdisciplinary teaming in the induction of new teachers was examined at two middle level schools through the perceptions of three participant groups: new teachers, mentors, and principals. Data collected through a mixed-method design indicated that participants perceived inter disciplinary teams as an integral part of the induction…

Expectations from the standards movement, reform, and technological advances pose challenges for administrators. This article advocates principal preparation and cultivation through mentoring and coaching. It clarifies differences between mentoring and coaching; uses in succession planning, new principalships, and job changes; and benefits to both…

This article reviews pertinent factors, such as the need to encourage a positive home environment, transform peer group influences, establish goals early in life, foster racial pride and awareness, use African-American culture to foster achievement, encourage a sense of self-control, initiate and expand mentor programs, and cultivate academic…