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ERIC Number: ED467748
Record Type: Non-Journal
Publication Date: 2002-Jan-9
Pages: 13
Abstractor: N/A
Reference Count: N/A
Mentoring and Supporting New Teachers. Issues Brief.
Curran, Bridget; Goldrick, Liam
This paper explains the importance of new teacher induction programs to help beginning teachers successfully transition to the classroom and remain in teaching. Such programs use different activities to orient, support, train, and assess teachers within their first 3 years of teaching. Activities include orientation, mentoring, staff development, regular sessions with other new teachers, and formative and summative assessments. Elements of effective induction programs and policies include promoting universal participation for new teachers; using experienced teachers as mentors, earmarking funding, providing clear standards, and having a subject-specific focus. Mentoring and release time are considered two of the most critical components of induction programs. Research shows that induction programs are effective in reducing new teachers' attrition rates and can make a significant difference in the kind of teachers produced and the learning experiences their students have. It also shows that it is more cost effective to provide teacher induction programs that reduce teacher attrition than to fund recruitment and hiring initiatives to replace departing teachers. More than 30 states have initiated new teacher induction programs. California and Connecticut offer model programs. Recommendations for state policymakers include collecting and using data, providing adequate and consistent funding, and building program evaluation into state policy. (Contains 48 references.) (SM)
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: Policymakers
Language: English
Sponsor: Carnegie Corp. of New York, NY.
Authoring Institution: National Governors' Association, Washington, DC. Center for Best Practices.
Identifiers - Location: California; Connecticut