Using retired teachers as mentors for beginning teachers in New York City has made real differences in the lives of the new teachers, their mentors, the students, and the supervisors in approximately 100 schools. In these schools more than 100 mentors have worked with 500 teachers over a three-year period. The New York City Mentor/New Teacher…

Indicators and characteristics of effective induction systems are described using efforts of the Charlotte-Mecklenburg Schools' Career Development Program as an example. Fundamental changes needed in the way teacher education is conceptualized by school personnel are discussed. (DF)

Observers of Preparing Future Faculty (PFF) programs reviewed a sample of campuses to discover the results of nearly 10 years of participation. Found significant factors in the programs, and strategies for sustaining their momentum, that provide insight into current practices in graduate education and what future faculty need. (EV)

The Lily Endowment Teaching Fellows Program supports the professional development of junior faculty through regular group meetings, individual projects, release time from teaching responsibilities, senior faculty mentors, and retreats and conferences. Positive impact is reported for teaching skills and attitudes, collegial contacts, perceived…

This article examines the professional learning accruing from school-based initial teacher education (ITE) within the wider policy debate on school performance. It contrasts the very positive perceptions reported by teachers on the contribution of involvement in ITE to their professional learning with the less than fulsome attitude of school…

Imagine someone telling you that, within three years, new teachers would leave the profession for which they trained so hard. That is what is happening to 30% of today's promising new teachers who are not given the mentoring, direction, and professional development that is so desperately needed to keep them focused and enthusiastic. To handle this…

When Prince George's County Public Schools created a teacher mentor program, administrators also created a system for evaluating it with clear expectations and goals at the outset. Precisely defining objectives enabled leaders to see their progress, determine what needed to change along the way, and build support for the program.

The Research and Development Center for Teacher Education at the University of Texas at Austin during the 1984-85 school year developed and field tested a Model Teacher Induction Project (MTIP) to contribute to the knowledge base of teacher induction. In addition, a satellite project aimed at building a network of institutions and individuals…

A study compared two groups of inexperienced teachers, one of which participated in the Florida Beginning Teacher Progam, and one which did not participate, to see if differences existed between the two groups. Study subjects were 154 first year teachers. The teachers who participated in the Florida Beginning Teacher Program were required to…

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…

This study explores the impact of an alternative teacher preparation program development from the "inside out" or through the voices of second career teachers, known as "Career Switchers," at a mid-size state university. The major objective of this study was to probe into their perceptions to inform program development with reporting framed in…

This document describes the mentoring relationship from the perspectives of several virtual schools that have built mentoring programs to assist their new teachers. Each school's mentoring program is unique and has been designed specifically for the school's staff, size, and instructional approach. These schools have learned that a successful…

The purpose of the final report on the Montana Beginning Teacher Support Program (BTSP) is to provide a comprehensive description of all phases of the program as it was conducted from 1992 through 1995. The purpose of the BTSP was to study the effect of a formal mentorship relationship between master teachers (mentors) and teachers in their first…

This report is the first of four that stem from a study of The Impact of Approved Induction Programs on Student Learning (IAIPSL), conducted by Educational Testing Service (ETS) and funded by the California Commission on Teacher Credentialing (CCTC). The IAIPSL study began in July 2002 and continued through April 2004. The purpose of the study is…

A statewide survey on teacher induction and mentoring programs, conducted in Ohio during 1991-92, asked districts to report on the presence or absence of program components required by the Ohio standard for entry-year certification. Most districts reported having mentoring programs that had major positive effects, though there were some problems.…