Describes an on-site staff development program within one school district's secondary schools. The Secondary Instructional Specialist Program trains teachers to provide on-site assistance to other teachers. The assistance considers district, school, and teacher needs and goals. The paper includes recommendations for staff developers. (SM)

Examined the use of online collaborative consultation in providing social, emotional, practical, and professional support to beginning teachers. Beginning and experienced teachers and teacher educators communicated via an email list over 6 months. Qualitative and quantitative data indicated that these discussions provided teachers opportunities to…

This article identifies and discusses schoolwide staff development which differs from the traditional model and is based on three principles: shared responsibility, teacher empowerment, and community growth. A model teacher-run faculty development program is described. The 10-component program operates at the McCallie School (TN). (IAH)

This qualitative interview study examined mentor and intern relationships in one state-mandated beginning teacher internship program. Interviews with mentors and interns indicated that they jointly constructed their relationships. The relationships were undergirded by mutual respect and trust. Interns needed mentors who mainly supported them as…

Offers suggestions for using modeling and mentoring in urban teacher education in the belief that the power of models and mentors resides more in their being and behaving than in the finished products. Good role models live their ethics and beliefs personally and professionally. (SLD)

Provides an annotated bibliography of resources for school library media specialists to use to help new teachers. Subject areas include general needs, cultural diversity needs, program models, mentoring, personal viewpoints, specific suggestions, videotape use, and Web sources. (LRW)

Describes Kean University's new faculty mentoring program. Delineates a four-component model: new faculty are assigned to a qualified mentor, protege-mentor pairs are required to have regular developmental meetings, mentors and mentees must observe the other's class, and the mentors and mentees participate in a group dialogue. Provides…

The director of the Chicago Academy for School Leadership addresses the kind of leadership that would have kept her, a former English teacher, from failing a struggling African-American student 30 years ago. A culture of collegial support, mentoring/coaching, results-driven professional development, and instructional leadership would have helped.…

A Washington University (Missouri) law school program for new faculty has four elements: a publication, "Things I Wish I Had Known as a New Faculty Member"; orientation sessions on teaching, creating and grading exams, pursuing scholarship, and dealing with law reviews; formal mentoring; and a detailed question-and-answer memo about the…

Mentoring programs that pair experienced and first-time teachers are gaining prominence in supporting, developing, and retaining new teachers. The successful Beginning Teacher Assistance program at University of Wisconsin-River Falls was designed to give new K-12 teachers the opportunity for yearlong, structured support from mentor teachers. (MLH)

A program in rural Alberta (Canada) used retired teachers to mentor beginning teachers. Surveys and interviews with 24 proteges and 21 mentors indicated that the recruitment of experienced mentors, the provision of money, the establishment of a sense of community, and the provision of time for reflection all contributed to the program's success.…

A teacher's attitude--whether good or bad--trickles down to the students. According to Tom Carroll, who serves in the capacity of president of the National Commission on Teaching and America's Future, there is no teacher shortage but a horrendous turnover and attrition problem. Teachers who are leaving are constantly being replaced. The conditions…

In a recent "Journal of Early Childhood Teacher Education" article, the author reported on a single case of a successful mentor-beginning teacher pairing that was derived from a larger qualitative study (Certo, 2005). The purpose of this article is to report findings from that larger investigation. Three Virginia elementary 1st-year…

This article addresses several key ongoing issues in a large urban school district. Literature focuses on what make a large urban school district effective in Human Resource Management. The effectiveness is addressed through recruitment and retention practices. A comparison of the school district with current research is the main approach to the…

The evaluation of Minnesota's 11 demonstration sites for the Teacher Assistance through Mentorship Program included 3 activities: on-site visits in which an evaluator interviewed 10-15 persons in each project; administration of the Teacher Mentoring Scales to mentees and mentors; completion of the Minnesota Mentorship Survey by mentees, mentors,…