ERIC Number: ED332994
Record Type: RIE
Publication Date: 1991
Reference Count: N/A
The Benefits of an Induction Program: What Do Mentors and Novices Say?
This study examines the outcomes for teachers and the benefits reaped from a Connecticut beginning teacher induction program. Data were sought to determine whether the Connecticut State Department of Education's intent to improve the quality and value of first-year teaching through intensive, ongoing support by a mentor was being met. The method of research was to look directly to mentors and beginning teachers to obtain their perceptions of program benefits. Data sources included telephone surveys, focus group discussions, and site visit interviews. The results of the Connecticut induction program study would indicate that the quality and value of first-year teaching in the state has improved as a result of intensive, ongoing support of beginning teachers by mentors. Conclusions are based on first-hand evidence from novices who believe they benefit from the assistance of trained mentors. Equally important, there is evidence that the quality of teaching by mentors has improved. Some areas for further study include: how one's commitment to teaching is influenced by participation in a mentoring program, and what impact a mentoring program has on students. Charts of telephone survey results and copies of positive, personal statements written by mentors to future mentors are included. (LL)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: Connecticut State Department of Education
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 3-7, 1991). The paper contains occasional broken type.