An investigation was made of a school district career ladder plan that includes formal responsibility for the supervision, mentoring, and professional growth of the novice/probationary teachers in the schools as a direct part of teacher leader responsibilities. The district career ladder attempts to address greater initial teaching success,…

Program VITAL (Vocational Intern Teaching--Applied Learning) is structured around the use of learning packages (modules), which are designed to permit individualized instructional pacing. New teachers with business and industrial experience who lack professional vocational teacher training are the target for this program. (Author)

First-year teachers frequently find themselves in anxiety-laden situations. Probably because line and staff policy has not been made clear. To overcome this problem an effective program of teacher supervision must be planned. Three key factors for such a program are discussed. (Author/RK)

Teacher growth is an on-going, developmental process that continues through the teacher's career. Four phases to full professional development are explored in this article. Aspects of each phase are described, and competencies that should serve as a foundation for a developmental model are discussed. (DF)

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 performance enhancement model (PEM) presented in this information sheet will help administrators and supervisors establish a school program to meet the special needs of first-year teachers. Inservice sessions for new teacher training should be played with the help of peer supervisors who are chosen by the principal for their teaching and…

Suggestions for first-year teacher guidance and orientation by principals are offered in this bulletin. Principals' basic assumptions about teacher orientation should focus on direct assistance or assistance through colleagues to support their development. Recommendations stress positive reinforcement, collegial support, and providing…

The Teacher Induction Experience, initiated by the University of Wisconsin-Whitewater in 1974, is a planned sequence of practical experiences directed by a team of professionals who assist and support the first-year teacher in becoming an effective, competent member of the profession. The program addresses the need to prepare quality career…

THE SECTION MEETING WAS CONCERNED WITH THE ROLE OF THE FOREIGN LANGUAGE SPECIALIST IN THE COMMUNITY AS A SOURCE OF INFORMATION ON FOREIGN CULTURES AND PROBLEMS OF PUPILS FROM NON-ENGLISH-SPEAKING HOMES, AND AS A HELP TO THE BEGINNING TEACHER IN EXPLAINING DISTRICT RESOURCES, SERVICES, AND ELECTRONIC AIDS. SUGGESTIONS FOR HELPING THE BEGINNING…

Reviews some developments in psychoanalysis that related directly to supervision and are relevant for clinical supervision in schools. Shows how recent theoretical advances in psychoanalysis can help supervisors better understand the nature of teaching and guide their own relationships with teachers. (MLF)

Discusses the need for more formalized orientation procedures for beginning teachers in Ontario, Canada. Reviews the literature on the goals of induction programs, provision of financial and human resources, program content and management, and commitments required of participants, manager, and policymakers. Contains 32 references. (SV)

Reports a study of new teachers employed in English primary schools. Case studies of inductees and interviews with all people involved in the management of the teachers' probation and induction indicated the linked importance of appropriate placement, affective human relationships, and inductees' attitudes in achieving success in the induction…

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…

An account of an assistant principal's efforts to assist new and inexperienced teachers to remain in education, focusing on solving the problems of 3 basic types of new teachers: (1) the scared to death, but tries to teach them anyway teacher, (2) the managerial efficiency teacher, and (3) the idealistic teacher. (EH)

To handle the thousands of new students expected to flood the nation's community colleges, many more master teachers will be needed if the potential of high-risk students is to be maximized. Such teachers are not being created by present pre-service and in-service training or being developed at colleges and universities. The place to make…