|R = research, N = news, I =
information, W = white or policy papers
Teachers Programs (1995) from the Educational
Policy Analysis Archives.
||Findings from a 50-state survey of beginning teacher programs
instituted from 1983 to 1992. The summary addresses fiscal, policy
and certification issues.
|I, R Bibliography,
for the report: Teachers
Take Charge of Their Learning: Transforming Professional Development
for Student Success (1996), from the NEA Foundation.
||The bibliography is a list only (not linked to web articles).
The report itself may be seen in executive
summary, or as the complete
at the Process of Mentoring for Beginning Teachers from
Association for Alternative Certification.
||Elements of a successful mentoring program: a) viable relationship
between beginning teacher and mentor, b) a mentor who possesses
specific knowledge and skills, c) the use of an accountability
system, and d) support team approach to the mentoring process.
|I, R Mentoring,
from the National Council on Teacher Quality (NCTQ;
||One of several constantly updated issues from NCTQ. Includes
Overview, Places to Watch, Recent Developments and Research and
the Bilingual Teacher (1996) from the The National Clearinghouse
for English Language Acquisition (NCELA,
||Addresses problem areas with existing mentoring structures,
salient issues in bilingual/bicultural education, and alternative
mentoring (more dynamic - where both the mentor and the novice
teacher learn) models.
|R, W Mentoring
Beginning Teachers: the Implications of Contextual Conditions from
Southwest Educational Development Laboratory (SEDL),
||The study addressed: a) characteristics of the case-study districts,
schools, students, and teachers, and b) teacher attrition/turnover
status, and what are the associated variables. Three Texas school
districts were studied. Teacher experience was significantly
associated with attrition, and it was suggested that mentoring
programs would be more effective when certain supports are in
|I, R References (Bibliography
- 2001) from Northwest Regional Educational Laboratory (NWREL).
||An excellent list of references , supporting the NWREL web
Beginning Teachers: How Administrators, Teachers and Policymakers
Can Help New Teachers Succeed.
Mentoring: A Critical Review (1996), from ERIC. See also
an earlier paper: Teacher
||Examines the spread of mentoring in the United States, obstacles
to realizing the potential of mentoring as a vehicle of reform,
needed research, and selected issues of policy and practice.
New Teachers - The
Good Mentor (1999), from Educational Leadership, a journal
in ASCD's Reading
||Qualities of a good mentor: a) committed to the role of mentoring,
b) accepting of the beginning teacher, c) skilled at providing
instructional support, d) effective in different interpersonal
contexts, e) a model of a continuous learner, and f) communicates
hope and optimism.
Mentoring: A Real-World Case Study (2000).
|Graduate students were each paired with one or two teachers
and were given the task of mentoring the teachers on the use
and integration of computers in the classroom. Needs, limitations
and successes were described.
|R, W What
Matters Most: Teaching
For America's Future (1996) Report of the National Commission
on Teaching & Americas Future (NCTAF).
||A summary of a full 162 page report (available via a pdf file).
Five major recommendations: a) get serious about standards, b)
reinvent teacher preparation and professional development, c)
fix teacher recruitment and put qualified teachers in every classroom,
d) encourage and reward teacher knowledge and skill, and e) create
schools that are organized for student and teacher success.
| R, I What's
Happening in Mentoring & Induction in Each of the United
||A chart of activity in states, a discussion of program purpose
(assistance or assessment) and some conclusions.