In this article, the authors describe a case in which school district officials used state regulations for new teacher mentoring programs as justification to cut funding and incrementally dismantle a model program. (Contains 1 table.)

A University of Maryland at College Park administrator offers his perspective on a recent retrenchment process that resulted in program closings. He describes the dialog between administration and faculty and credits the faculty with important support and participation in difficult decision making. (MSE)