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Teacher Mentoring and Induction Support

Research

R = research, N = news, I = information, W = white or policy papers
R Beginning Teachers Programs (1995) from the Educational Policy Analysis Archives. Findings from a 50-state survey of beginning teacher programs instituted from 1983 to 1992. The summary addresses fiscal, policy and certification issues.
I, R Bibliography, for the report: Teachers Take Charge of Their Learning: Transforming Professional Development for Student Success (1996), from the NEA Foundation. The bibliography is a list only (not linked to web articles). The report itself may be seen in executive summary, or as the complete report.
R Looking at the Process of Mentoring for Beginning Teachers from the National Association for Alternative Certification. Elements of a successful mentoring program: a) viable relationship between beginning teacher and mentor, b) a mentor who possesses specific knowledge and skills, c) the use of an accountability system, and d) support team approach to the mentoring process.
I, R Mentoring, from the National Council on Teacher Quality (NCTQ; 2002). One of several constantly updated issues from NCTQ. Includes Overview, Places to Watch, Recent Developments and Research and Reports.
R Mentoring the Bilingual Teacher (1996) from the The National Clearinghouse for English Language Acquisition (NCELA, formerly NCBE). Addresses problem areas with existing mentoring structures, salient issues in bilingual/bicultural education, and alternative mentoring (more dynamic - where both the mentor and the novice teacher learn) models.
R, W  Mentoring Beginning Teachers: the Implications of Contextual Conditions from Southwest Educational Development Laboratory (SEDL), 2000. The study addressed: a) characteristics of the case-study districts, schools, students, and teachers, and b) teacher attrition/turnover status, and what are the associated variables. Three Texas school districts were studied. Teacher experience was significantly associated with attrition, and it was suggested that mentoring programs would be more effective when certain supports are in place.
I, R References (Bibliography - 2001) from Northwest Regional Educational Laboratory (NWREL). An excellent list of references , supporting the NWREL web site: Supporting Beginning Teachers: How Administrators, Teachers and Policymakers Can Help New Teachers Succeed.
R Teacher Mentoring: A Critical Review (1996), from ERIC. See also an earlier paper: Teacher Mentoring (1986). Examines the spread of mentoring in the United States, obstacles to realizing the potential of mentoring as a vehicle of reform, needed research, and selected issues of policy and practice.
R Supporting New Teachers - The Good Mentor (1999), from Educational Leadership, a journal in ASCD's Reading Room. Qualities of a good mentor: a) committed to the role of mentoring, b) accepting of the beginning teacher, c) skilled at providing instructional support, d) effective in different interpersonal contexts, e) a model of a continuous learner, and f) communicates hope and optimism.
R Virtual Mentoring: A Real-World Case Study (2000).
Graduate students were each paired with one or two teachers and were given the task of mentoring the teachers on the use and integration of computers in the classroom. Needs, limitations and successes were described.
R, W What Matters Most: Teaching For America's Future (1996) Report of the National Commission on Teaching & America’s Future (NCTAF). A summary of a full 162 page report (available via a pdf file). Five major recommendations: a) get serious about standards, b) reinvent teacher preparation and professional development, c) fix teacher recruitment and put qualified teachers in every classroom, d) encourage and reward teacher knowledge and skill, and e) create schools that are organized for student and teacher success.
R, I What's Happening in Mentoring & Induction in Each of the United States? (1996). A chart of activity in states, a discussion of program purpose (assistance or assessment) and some conclusions.