ERIC Number: ED448153
Record Type: Non-Journal
Publication Date: 1999-Nov
Reference Count: N/A
Beginning Teacher Induction: A Report on Beginning Teacher Effectiveness and Retention.
Serpell, Zewelanji; Bozeman, Leslie A.
National statistics show a rise in the number of beginning teachers undergoing formal induction in their first year of teaching. This report discusses the effectiveness of induction programs and resulting outcomes for beginning teacher retention, beginning teacher effectiveness, and mentor participation. The various components of induction programs are provided, with in-depth discussion of: the role of the mentor; characteristics of effective mentorship and of successful induction programs; release time; and program evaluation and assessment. Included are aspects of induction programs that administrators, mentors, and inductees identify as essential to a program's success. Indicators of increased teacher effectiveness as they resulted from programs in California, Idaho, Montana, North Carolina, Wisconsin, and Toronto, Canada, are detailed. Statistics showing high retention rates for inducted teachers are given for Texas, California, Montana, and Wisconsin. (Contains 29 references.) (Author/SM)
Descriptors: Beginning Teacher Induction, Beginning Teachers, Elementary Secondary Education, Foreign Countries, Mentors, Program Effectiveness, Program Evaluation, Teacher Effectiveness, Teacher Persistence, Teacher Role
For full text: http://www.ericsp.org/digests/BeginningTeachInduction.htm.
Publication Type: Reports - Descriptive
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Partnership for Excellence and Accountability in Teaching, Washington, DC.
Identifiers - Location: California; Canada; Idaho; Montana; North Carolina; Texas; Wisconsin