ERIC Number: ED479764
Record Type: RIE
Publication Date: 2003-Jul
Reference Count: N/A
Launching the Next Generation of Teachers through Quality Induction.
Experience shows that mentoring has a positive effect on new teachers' professional lives. Quality induction programs promote greater teacher retention, breaking the cycle of attrition, which saves money for school districts and ensures that teacher shortages do not dictate hiring policy. These benefits are felt most in school districts with socioeconomically, culturally, and linguistically diverse students. Mentors often find themselves revitalized by the experience of passing their knowledge on to a new generation of teachers. Mentoring helps transform the teaching profession from one of isolation and high turnover to one of collaboration, continuity, and community. Not all good teachers make good mentors, and mentor selection must be done carefully. Mentoring requires the ability to work with adults, collaborate, and articulate a set of teaching skills. Mentor training programs should encourage reflection and run throughout the year. Successful induction programs recognize that mentoring is an energy-consuming job, requiring preparation and professional development time. Quality induction systems require adequate financial support and operate best when mentors and teachers collaborate on the same goals and share accountability. New teachers must learn to collaborate within the professional community and among peers. The basis of the mentor-novice interaction is a formative assessment process. Research is being conducted and analyzed to determine the impact of induction on teacher retention. (Contains 10 references.) (SM)
Descriptors: Accountability, Beginning Teachers, Elementary Secondary Education, Faculty Development, Mentors, Program Evaluation, Teacher Collaboration, Teacher Improvement, Teacher Persistence
For full text (MS Word): http://www.nctaf.org/whatsnew/index.html.
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: National Commission on Teaching & America's Future, New York, NY.
Note: Paper presented at the State Partners Symposium of the National Commission on Teaching & America's Future (Denver, CO, July 12-14, 2003).