This study investigated what new Korean elementary teachers wanted to learn and what experienced teachers, regarded as potential mentors, expected to teach to beginning teachers. The study was conducted to help determine the contents of a mentoring program being developed for new elementary teachers by using needs assessment. Separate…

The goals of the Beginning Teacher Induction Center at Glassboro State College, New Jersey, include providing beginning teachers with information based on research and development, as well as training, and technical assistance. The program provides support for beginning teachers by expanding professional learning experiences and helping beginning…

A year-long teacher induction program was implemented in four inner-city parochial schools in the archdiocese of Chicago (Illinois). The program had three objectives: to provide new, first-year, and returning teachers with classroom organization and management techniques; to encourage the teachers to develop a support system for themselves; and to…

The nature of five mentor-intern relationships was investigated throughout the 1987-88 school year in four different, formalized mentoring projects in upstate New York. Subjects consisted of pairs of more- and less-experienced teachers. Variables considered in selecting the pairs included age, experience, gender, race, content area, context,…

Development and implementation processes of the Beginning Educator Support and Training (BEST) program, a teacher evaluation and support system in Connecticut, are described. Purposes of the BEST teacher induction program include facilitating the acquisition of effective teaching behaviors, supporting new teachers, and developing veteran teachers'…

This document describes the state-mandated Entry-Year Assistance Program established in Oklahoma in 1980. A teacher education graduate receives a one-year license rather than the standard five-year credential. When the beginning teacher is hired, an Entry-Year Assistance Committee (EYAC) is formed. This committee is composed of the building…

A mentor-mentee program has been developed and is currently being implemented and evaluated through the collaborative efforts of the College of St. Thomas (St. Paul, Minnesota) and the Bloomington (Minnesota) School District. The program provides for specific training, support, and frequent formal and informal contacts which stimulate professional…

In 1974, the University of Wisconsin Whitewater introduced a university-based mentor program for beginning teachers in its service area. A decision was made at the end of 1999-00 to re-direct the focus of the program from sponsoring a stand-alone mentor program to supporting districts in creating or improving their own mentor programs. This paper…

This paper reviews variations in formats and outcomes of mentoring programs for beginning teachers and then reports on a study of an urban mentor teacher program from the perspective of principals. The program's most distinctive feature was the collaborative process used in its development and implementation. The initial concept was formulated at…

The West Virginia Department of Education mandated that each county create an induction program for beginning teachers to begin in the fall of 1991. Although state guidelines suggested certain common elements, each county would set up its own program to meet the needs of teachers in that county. Because a rich source of information for program…

This manual assists American Federation of Teachers (AFT) and National Education Association (NEA) affiliates interested in developing peer assistance and/or peer assistance and review programs in their local sites. The first section provides the context in which these programs are developing and their importance to union efforts to increase…

This paper offers suggestions on how to help new teachers during their first year of teaching by offering a mentorship program with an established teacher on the school staff. A mentor is someone to whom the first-year teacher can turn during all the turbulence that is part of beginning any career, but especially for a beginning teacher in a…

In 1989, New Zealand abolished the inspectorate that evaluated beginning teachers and made recommendations for certification. Schools were made responsible for the process of induction and recommendation of teachers for registration as certified teachers. The School of Education of New Zealand's University of Waikato developed a partnership with…

This study examined higher education institutions' compliance with Standard IIB, Criterion #35 of the National Council for Accreditation of Teacher Education (NCATE), which focuses on arrangements the teacher education program has made with school districts to provide assistance to its graduates who are first year teachers. Data were obtained from…

Novice teachers often face personal and professional stresses during their first year of teaching because of lack of experience, support, and guidance. In response to these problems, Wayne State College, 2 Nebraska Educational Service Units, and 37 local school districts in Northeast Nebraska entered into a partnership designed expressly to be an…