ERIC Number: ED375105
Record Type: Non-Journal
Publication Date: 1988
Reference Count: N/A
Mentoring Programs for New Teachers.
This paper provides background information from the professional literature related to teacher mentoring programs. It is organized into four sections. The first section, "Mentoring Rationale" discusses the need for new teacher support, the success of mentoring as a useful induction strategy, and benefits to participants. Section two, "The Knowledge Base--Using Information on Mentoring" describes the concept of mentoring, the findings from research in adult development, business, and education, and the unique quality of mentoring in schools. The third section "The Critical Factors--Conditions Fostering Program Success" deals with the selection of mentors, matching mentor-new teacher pairs, roles for mentors, training for mentors, a supportive environment, and realistic program expectations. Section four, "The Mentoring Program--Determining Roles and Activities" focuses on mentoring in practice, shared roles and responsibilities, and program development. Among the recommendations are that educators consider the implications of the literature in planning statewide mentoring programs and that school districts initiate a pilot mentoring program before adopting one districtwide. (Contains 50 references.) (LL)
Descriptors: Beginning Teacher Induction, Elementary School Teachers, Elementary Secondary Education, Inservice Teacher Education, Literature Reviews, Mentors, Participant Characteristics, Program Attitudes, Program Design, Program Development, Program Implementation, Role Perception, Secondary School Teachers
Publication Type: Information Analyses
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.; Delaware State Dept. of Public Instruction, Dover.
Authoring Institution: Research for Better Schools, Inc., Philadelphia, PA.